{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,10]],"date-time":"2026-08-10T07:31:26Z","timestamp":1786347086305,"version":"build-2736575974"},"reference-count":29,"publisher":"Wiley","license":[{"start":{"date-parts":[[2026,8,10]],"date-time":"2026-08-10T00:00:00Z","timestamp":1786320000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"},{"start":{"date-parts":[[2026,8,10]],"date-time":"2026-08-10T00:00:00Z","timestamp":1786320000000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Eur J Dental Education"],"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>Dental Behaviour Support (DBS) refers to informal and formal strategies and interventions that support patients' acceptance and experience of oral healthcare. DBS plays a crucial role, particularly for vulnerable groups, yet training across dental curricula remains inconsistent. This study developed evidence\u2010 and consensus\u2010based domains of learning for undergraduate dental and allied professional education, which may also support continuing and postgraduate training in DBS.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A cross\u2010sectional survey was conducted among members of the BeSiDe Network. Participants rated 43\u2009DBS techniques for inclusion in a curriculum using a three\u2010point Likert scale: critically important, important but not critical, and not important. They also identified the most relevant patient groups (children, older adults, people with disabilities, and individuals with dental anxiety) for each technique and categorized each by complexity (low, moderate, or high). Domains of learning were explored using sorting exercises and agreed upon at a consensus meeting.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Thirty\u2010nine techniques met the threshold for inclusion. Stop Signal, Person\u2010Centred Communication, and Clinical Empathy ranked highest. Techniques varied by patient group. Final curriculum organization was structured around seven domains and based primarily on complexity (Low\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200921; Moderate\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u20098; High\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200910) and secondarily on behavioural mechanisms (e.g., Stimulus control, Respondent conditioning).\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>This study presents the first empirically informed, consensus\u2010based set of learning domains to guide DBS curriculum design. Seven learning domains include Basic Concepts, Behavioural Foundations, Decision\u2010Making, Low to High Complexity Techniques, and Practice\u2010Based Skills. Guidance on delivery, assessment, and evaluation is under development to support implementation and improve patient outcomes.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/eje.70269","type":"journal-article","created":{"date-parts":[[2026,8,10]],"date-time":"2026-08-10T07:22:52Z","timestamp":1786346572000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Learning Domains for Undergraduate Dental Behaviour Support: The\n                    <scp>BeSiDe<\/scp>\n                    Curriculum Learning Outcomes"],"prefix":"10.1111","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-7797-1126","authenticated-orcid":false,"given":"Caoimhin","family":"Mac Giolla Phadraig","sequence":"first","affiliation":[{"name":"School of Dental Science Trinity College Dublin  Dublin 2 Ireland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6086-4810","authenticated-orcid":false,"given":"Pedro Vitali","family":"Kammer","sequence":"additional","affiliation":[{"name":"Federal University of Santa Catarina \u2010  Florian\u00f3polis Santa Catarina Brazil"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4082-6942","authenticated-orcid":false,"given":"Tim","family":"Newton","sequence":"additional","affiliation":[{"name":"King's College London  London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7483-2905","authenticated-orcid":false,"given":"Peter","family":"Sturmey","sequence":"additional","affiliation":[{"name":"Queens College, City University New York; Brock University, Ontario; and Endicott University  Beverly Massachusetts USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-2119-4129","authenticated-orcid":false,"given":"Olive","family":"Healy","sequence":"additional","affiliation":[{"name":"Trinity College Dublin  Dublin 2 Ireland"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,8,10]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.1111\/scd.12634"},{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.1111\/cdoe.12890"},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/cdoe.12953"},{"key":"e_1_2_11_5_1","doi-asserted-by":"publisher","DOI":"10.1111\/eje.12534"},{"key":"e_1_2_11_6_1","doi-asserted-by":"publisher","DOI":"10.1017\/S1352465816000655"},{"key":"e_1_2_11_7_1","doi-asserted-by":"publisher","DOI":"10.1007\/BF03321612"},{"key":"e_1_2_11_8_1","volume-title":"The Graduating European Dentist Curriculum","author":"Association for Dental 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