A Scoping Review of Global Postgraduate Gerodontology Education

INTRODUCTION: Given the lack of updated information on postgraduate gerodontology (GD) education, this study aimed to explore postgraduate GD education worldwide, focusing on competencies, content topics and teaching methods. MATERIALS AND METHODS: This scoping review followed Joanna Briggs Institute (JBI) guidance, with the protocol registered on the Open Science Framework (https://osf.io/wzvxa/). Searches were conducted in three databases (Academic Search Ultimate, ERIC and MEDLINE). Additional sources were identified through citation searching, direct contact with programme directors and dental organisations, and reviews of university and national dental association websites. Data were analysed using quantitative content analysis. RESULTS: Twenty-one articles and 40 grey literature sources were included, covering 19 countries and three programme types (GD-specific, general practice residency and special care dentistry), although only 12 countries provided sufficient detail for further analysis. Competencies and content topics were categorised into seven domains, with the domains of 'Clinical Dental Science', 'Oral Healthcare Planning and Teamwork', 'Gerontology' and 'Medical and Psychological Science' consistently emphasised across all countries. Programmes primarily targeted older adults with medical complexity, although varied patient characteristics were also considered. Teaching methods included both theoretical and practical sessions with diverse clinical practice settings. CONCLUSIONS: This study highlights key areas for postgraduate GD education. Further research is warranted to address educational gaps, particularly by establishing standardised competency frameworks to guide curriculum content, incorporating vital but underrepresented topics, and developing effective interprofessional education models and comprehensive clinical exposure in diverse settings.