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Objectives: Teledentistry helped dentistry adapt to pandemic‐era challenges; little is known about dental professionals' teledentistry experiences during this time. This analysis sought to understand professionals' pandemic teledentistry experiences and expectations for the modality's future. Methods: We conducted virtual individual interviews (n = 21) via Zoom to understand how federally qualified health centers (FQHCs) delivered oral care during the first year of the pandemic, including but not limited to the use of teledentistry. We independently coded each transcript, then identified themes and sub‐themes. Results: We identified three major themes: (1) Logistical and equity considerations shaped teledentistry's adoption; (2) Team‐based factors influenced implementation; and (3) Teledentistry's future is as‐yet undetermined. Conclusions: Experiences with teledentistry during the first year of COVID‐19 varied substantially. Future directions should be more deliberate to counter the urgency of pandemic‐style implementation and must address appropriate use, reimbursement guidance, patient and provider challenges, and customizability to each clinic's context. [ABSTRACT FROM AUTHOR]

Objectives: To explore pre‐doctoral faculty perceptions toward implementation of value‐based care (VBC) in didactic and clinical teaching. Methods: This project was a collaborative effort between CareQuest and the University of North Carolina at Chapel Hill, Adams School of Dentistry introducing VBC to pre‐doctoral dental faculty as part of a new curriculum. Following a faculty development session on VBC in June 2021, faculty and subject matter experts were invited to participate in qualitative interviews. Subject matter experts were interviewed to establish a baseline for VBC knowledge and understanding. Interviews were recorded and transcribed verbatim. Analysis was conducted by two analysts using ATLAS.ti and a thematic analysis approach. Results: Six faculty and two subject matter experts participated in interviews. Although dental faculty demonstrated some understanding of VBC, they recognized that more training is required to build in‐depth knowledge and implementation strategies for teaching dental students. Faculty discussed value‐based concepts such as prevention‐focused teaching, person‐centered care, and disease management over invasive restoration of teeth, and how VBC is bringing about a paradigm shift in dentistry that needs to be reflected in dental education. They acknowledged a disconnect between VBC in didactic teaching versus clinical instruction. Those interviewed believed it would take time to shift faculty mindset and readiness to teach VBC, and continued efforts are needed at the leadership and faculty level for acceptance and implementation. Conclusions: Although dental faculty recognize that VBC can bring a shift in dental practice, more training and guidance to implement it in didactic and clinical teaching is needed. [ABSTRACT FROM AUTHOR]