Overseas Service Learning: A Catalyst for Professional Identity Development as Globally Competent Dentists

INTRODUCTION: This study explores how overseas service learning (OSL) experiences contribute to the development of dental students' professional identity (PI) as globally competent dentists. Drawing upon a human development framework, it examines the lived experiences of dental students participating in a 2-week OSL program in Tanzania. METHODS: Semi-structured interviews were conducted with ten undergraduate dental students who participated in the OSL program. Phenomenological analysis was used to uncover the essential structures of students' experiences, resulting in three main themes that illustrated experiences that the students described as shaping their development of PI as globally competent dentists. RESULTS: Findings revealed that students' development of PI as globally competent dentists (encompassing more than simply demonstrating intercultural knowledge) was facilitated by several factors, including exposure to systemic healthcare disparities, meaningful interactions with local people, and collaborative partnerships with the local community. These experiences prompted critical reflection and challenged students' pre-existing assumptions. CONCLUSION: The study suggests that Kegan's stages provide a valuable framework for understanding and promoting the development of globally competent dentists. By tailoring dental education to meet students at their current stage of development and challenging them to progress, educators can foster more effective, ethical, and socially responsible practitioners.