The Impact of Learning Spaces in Undergraduate Dental Education: A Scoping Review

Background Learning spaces have been defined as physical or virtual spaces in which learning and practice occur. Clinical dental education may take place in a variety of settings, including open and closed surgeries in teaching hospitals, health centres and dental practices. The aim of this scoping review is to map available evidence regarding the impact of learning spaces on undergraduate dental professional students during their clinical training. The secondary objectives are to ascertain how learning spaces in undergraduate dental education are evaluated, to identify potential gaps in knowledge, and to inform future primary research. Methods This scoping review was conducted in accordance with Joanna Briggs Institute guidance and the PRISMA Extension for Scoping Reviews. An a priori protocol was developed and registered on the Open Science Framework. The research questions and eligibility criteria were designed using the Population (undergraduate dental professional students), Concept (impact and evaluation of learning spaces), Context (clinical training in physical/virtual environments) Framework. A comprehensive database and grey literature search strategy was developed. Key journals were hand searched and important authors were contacted. Source selection was carried out independently by two reviewers screening titles and abstracts, facilitated by Rayyan, followed by full-text screening of potentially relevant articles. Data was extracted using a structured proforma and summarised descriptively. Results In total, 2,286 records were identified following deployment of the search strategy. After de-duplication and exclusions, 22 full-text sources were identified for inclusion. Most studies involved dental students only ( n  = 19), with combinations of student groups ( n  = 2) and hygiene students ( n  = 1) appearing infrequently. The majority of learning spaces under investigation were clinical facilities within universities or dental schools. Most studies used learning environment surveys, albeit with a limited focus on learning spaces ( n  = 14). Mixed ( n  = 4), and qualitative methods ( n  = 4), were used less commonly. Student opinion was sought in the majority of studies ( n  = 15). Conclusions There appears to be limited evidence available regarding the impact of learning spaces on dental professional students. Further collaborative research with all relevant stakeholders is required to support the optimal design of clinical facilities in dental education.