OHECs’ Ratings of the 100 Million Mouths Campaign 2 Half-Day Workshops
| Workshop Component/Attribute | Score, Mean (Range) |
|---|---|
| Helpfulness of training session presentationsa | |
| Introduction to CIPCOH | 4.50 (4-5) |
| Ice breaker | 3.83 (3-5) |
| Making the case that oral health matters | 5.00 (5-5) |
| Working with state resources | 4.50 (4-5) |
| Resources for oral health teaching | 4.83 (4-5) |
| Using EPAs and core competencies to guide teaching efforts | 4.50 (3-5) |
| How to assess an oral health curriculum | 4.50 (3-5) |
| Recap/highlights from session 1 | 4.50 (4-5) |
| Identifying schools and programs in your state | 4.50 (4-5) |
| Case studies in changing oral health curriculum | 4.17 (3-5) |
| Role playing—making the case, changing the curriculum | 4.17 (3-5) |
| Implementing evaluation | 4.33 (3-5) |
| Reporting efforts to date/recommendations using template | 4.17 (3-5) |
| Agreement level regarding workshop content and conductb | |
| The two 4-hour workshops were the right amount of learning time. | 4.00 (2-5) |
| The workshops could have been shorter in time without a loss of attention to the individual sessions’ goals. | 3.50 (2-5) |
| Some of the materials could have been presented asynchronously without a loss to group learning. | 3.33 (2-5) |
| The workshops could have been longer with more detailed attention to each segment. | 1.50 (1-2) |
| The workshop format (eg, a combination of didactics/interactive discussions, via Zoom) was easy to follow. | 4.50 (4-5) |
| The workshop content was presented in an engaging manner. | 4.33 (3-5) |
| During the training sessions, there was sufficient opportunity for addressing my needs as an OHEC for my state. | 4.67 (4-5) |
| Preworkshop websites/documents that were sent before the first training were valuable resources for me. | 4.50 (4-5) |
| Resources related to the workshop content (eg, database of state-specific information, slide decks of presentations, contact information for targeting new recruits) were useful to me/helped me to formulate my next steps. | 4.83 (4-5) |
| Confidence level to begin framing own toolkitc | |
| Knowing where to find resources within my state for identifying and recruiting future OHECs | 4.17 (3-5) |
| Knowing where to find resources for training future OHECs | 4.17 (3-5) |
| Knowing where to find EPAs and other competencies/standards for training OHECs who will be working with trainees from different disciplines and specialties | 4.00 (3-5) |
| Identifying some case studies and/or role-playing activities to help future OHECs with potential “pushback” from program directors for incorporating oral health into primary care training programs | 3.67 (3-4) |
| Knowing how to develop some internal evaluation assessments to monitor my own progress in rolling out an OHEC program in my state | 3.33 (3-4) |
| Knowing how to develop some external evaluation assessments to monitor the progress of learners | 3.33 (3-4) |
| Understanding the OHCET to assess health professions schools/programs curriculum and future needs | 4.33 (4-5) |
CIPCOH = Center for Integration of Primary Care and Oral Health; EPAs = entrustable professional activities; OHCET = Oral Health Curriculum Evaluation Tool; OHEC = oral health education champion.
↵a Extent to which the workshop presentations helped in planning next steps as a statewide oral health champion (1 = not at all helpful to 5 = very helpful).
↵b Level of agreement regarding workshop attributes (1 = strongly disagree to 5 = strongly agree).
↵c Confidence level to begin framing their own toolkit for identifying and training the next level of OHECs in their state (1 = very low to 5 = very high).