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Abstract

Background: Oral health inequities and access disparities in Canada disproportionately affect underserved populations. Access to care was further limited during the COVID-19 pandemic when non-urgent dental services were suspended. Community organizations identified a need for an oral health helpline to provide information and support service navigation. Objectives: This dissertation aimed to (1) explore the experiences and resource needs of underserved populations during service disruptions; (2) develop and implement a dental school–based oral health helpline; (3) examine the helpline’s educational impact on dental and dental hygiene students; (4) explore student and faculty perspectives on integrating the helpline into a dental and dental hygiene school (DDHS); and (5) develop a conceptual model outlining helpline integration into a DDHS. Methods: This dissertation included qualitative studies guided by the transformative research paradigm and grounded theory methodology, and an oral health helpline pilot project. Data collection included interviews with 13 underserved community members, 18 organization staff, 12 dental and dental hygiene students, and 17 faculty members. Interview data were transcribed, coded in NVivo© (Version 12) software, and analyzed. Credibility and trustworthiness were enhanced through memoing, reflexivity, and member checking. Results: Underserved populations reported reduced access to oral health care and resorted to coping mechanisms to manage unmet needs during the beginning of the pandemic. The oral health helpline supported underserved individuals by answering oral health questions, providing information on public dental benefits, and connecting users to lower barrier services. Helpline education enhanced students’ understanding of navigating oral health services, dental insurances, and barriers to care, while strengthening communication skills. Faculty and students valued the helpline as a community resource and educational tool but identified integration barriers including limited resources, curriculum overload, and competing institutional priorities. A model was developed, highlighting three domains influencing integration: perceived usefulness, educational components, and integration factors. Conclusion: A dental school–based oral health helpline can improve access to oral health information and services while preparing students to provide oral health information and facilitate services navigation. Integration requires alignment with institutional values, sustained resources, and faculty engagement. The conceptual model provides a framework to guide helpline integration into a DDHS.