Providing high-quality oral health care in community settings often requires clinicians to navigate complex challenges—from insurance limitations to social barriers that affect patients’ access to care. For Dr. Shilpi Joshi, DMD, BDS, FICD, FPFA, those challenges are part of a mission that blends clinical care, education, and research.
Dr. Joshi serves as an Associate Dentist at East Boston Neighborhood Health Center (NeighborHealth) and as Adjunct Faculty at the Boston University Henry M. Goldman School of Dental Medicine, where she has spent more than a decade mentoring dental students. Her work focuses on patient-centered care, interdisciplinary collaboration, and expanding access to treatment for underserved populations. In this interview, Dr. Joshi reflects on delivering equitable care, teaching future dentists, and advancing research that directly benefits patients in community health settings.
At NeighborHealth, you treat an incredibly diverse patient population. What specific challenges do you encounter when providing equitable care across Medicare, Medicaid, privately insured, and uninsured patients?
At NeighborHealth, we care for a remarkably diverse patient population, which is both inspiring and challenging. Our patients come from many cultural backgrounds and rely on a range of coverage types—including Medicare, Medicaid, private insurance, and, in many cases, no insurance at all. One of the most significant challenges is that insurance coverage can often determine which treatment options are accessible, even when the clinical needs are identical.
In addition to insurance limitations, many patients face other barriers such as language differences, complex medical histories, transportation difficulties, and financial constraints. Addressing these challenges requires a thoughtful and collaborative approach. In our clinic, this may involve phasing treatment plans, coordinating with social services, working with interpreters, or taking additional time to educate patients so they can make informed decisions about their care.
For me, equity in dentistry means ensuring that every patient feels heard, respected, and supported—regardless of the limitations of the system. Even when structural barriers exist, we can still advocate for our patients and strive to deliver care that preserves dignity and improves quality of life.
You’ve been teaching at the Boston University Henry M. Goldman School of Dental Medicine for more than a decade. What changes have you observed in how new students approach empathy and patient trust?
Teaching at Boston University Henry M. Goldman School of Dental Medicine for more than a decade has given me a unique perspective on how dental students evolve during their training. One encouraging change I have observed is that students today are more aware of the social determinants of health and are more willing to engage in conversations about equity, culture, and the overall patient experience.
Many students recognize that strong communities are built on good health and that oral health is an essential part of overall well-being. In the community health center setting, students also gain valuable exposure to interdisciplinary care. Because we have access to patients’ broader medical histories, they begin to understand how systemic health conditions and oral health are closely interconnected. This helps them appreciate the importance of collaboration between dentistry and other medical specialties.
At the same time, learning how to build genuine patient trust still takes experience. I remind students that empathy is not just an idea—it is reflected in how you listen, how you explain procedures, and how you help patients feel comfortable during vulnerable moments. Often, it is these small interactions that determine whether a patient truly trusts their provider.
The APEX program works with first-year students. How do you balance instilling technical skills with the human-centered values you emphasize in your clinical work?
Programs like the APEX Program allow students to enter real clinical environments early in their education. When students begin these rotations, they are naturally focused on developing technical skills, which are essential. This early exposure helps lay a strong foundation for becoming competent clinicians.
However, I encourage them to first understand the person behind the clinical condition. Before discussing a procedure, I ask students to observe the patient’s comfort level, concerns, and expectations. Dentistry is not only about treating a tooth—it is about caring for a person who may be anxious, in pain, or uncertain about treatment.
Technical skills will improve with practice and repetition, but the mindset of patient-centered care must be developed intentionally. When students learn to combine technical excellence with empathy, they grow into clinicians who not only treat disease but truly improve patients’ lives.
You’re also involved in the National Dental Practice-Based Research Network. Are there any recent research initiatives you’re particularly excited about?
Through my involvement with the National Dental Practice-Based Research Network, I have developed a strong interest in research that directly translates into everyday clinical practice. I have actively participated in several research initiatives within the network, and this experience has helped me appreciate the value of studying the real-world challenges that clinicians encounter in daily practice.
Practice-based research is particularly powerful because it evaluates treatments and outcomes within actual clinical environments. This allows findings to be applied more quickly and effectively to patient care, especially in community health settings where the needs of patients are often complex.
Currently, I am engaged in research focused on improving access to implant-supported overdentures for underserved and medically complex patients. Many older adults rely on conventional dentures, which can significantly affect nutrition, comfort, and overall quality of life. Expanding access to implant-supported options—particularly within community health centers—has the potential to significantly improve patient outcomes and overall well-being.
Receiving the Lucy Hobbs Project Humanitarian Award places you among a notable group of leaders in dentistry. What does this recognition mean to you personally and professionally?
Receiving the Lucy Hobbs Project Humanitarian Award is deeply meaningful to me. On a personal level, it reflects the support and inspiration I have received from students, mentors, colleagues, and community partners throughout my journey.
Professionally, the recognition reinforces my commitment to public health dentistry and to serving communities that often face barriers to care. Working in a community health center allows you to see firsthand how access to oral health care can transform lives—improving not only oral health but also confidence, nutrition, and overall well-being.
This award also serves as a reminder that meaningful change in health care happens through collaboration, education, and advocacy. It motivates me to continue working toward more equitable access to oral health care while mentoring the next generation of dentists who will carry this mission forward.
The Lucy Hobbs Project was founded by Benco Dental to spotlight women in dentistry. How do you see the landscape evolving for women leaders in oral health today?
Initiatives like the Lucy Hobbs Project, created by Benco Dental, have played an important role in highlighting the growing leadership contributions of women in dentistry. When I began my career, there were fewer visible examples of women in senior leadership roles within organized dentistry and academic institutions.
Today, we are seeing more women leading clinical programs, research initiatives, and professional organizations. There is also a stronger culture of mentorship and collaboration that encourages women to pursue leadership roles and support one another’s professional growth.
While progress continues, I believe the future of dentistry will be shaped by diverse leadership that values empathy, collaboration, and community engagement. These qualities are essential not only for advancing the profession but also for strengthening the connection between oral health and the overall health of the community.
Through her work as a clinician, educator, and researcher, Dr. Joshi continues to advocate for a model of dentistry that prioritizes both technical excellence and human connection. By mentoring students, advancing practice-based research, and serving patients in community health settings, she remains committed to expanding access to oral health care and improving outcomes for the communities that need it most.
