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Brandt AC, Lingard L, Dong CS. A multi-faceted construct to guide geriatric dental education: Findings from a scoping review with consultation. Gerodontology 2024. [PMID: 38874011 DOI: 10.1111/ger.12769] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/28/2024] [Indexed: 06/15/2024]
Abstract
BACKGROUND AND OBJECTIVES Older adults report unmet oral health care needs and barriers in access to care, due in part to provider attitudes and discomfort towards treating older patients. Our study asked: What is known from the literature about the use of undergraduate dentistry programmes to influence dental students' attitudes, perceptions and comfort towards treating geriatric patients? And how can interdisciplinary care facilitate the ability of dentists to work with geriatric patients? MATERIALS AND METHODS A scoping review and stakeholder consultation followed established methodological guidelines. Four databases and two grey literature sources were searched. Two researchers independently selected articles using predefined inclusion criteria. Pertinent information was inputted into an iteratively developed extraction table. NVivo 12 was used to organise the extracted data into themes. Key findings were confirmed through stakeholder consultation. RESULTS Sixty-eight articles were included in the scoping review. Five key themes emerged: (1) Curricular targets; (2) Intervention components; (3) Dentist and patient factors; (4) The role of interdisciplinary care; and (5) Post-graduation insights on knowledge-seeking patterns. Stakeholder consultations involved 19 participants from Southwestern Ontario and generally confirmed our findings. CONCLUSIONS Inconsistent reporting of multiple intervention dimensions constrains our ability to strengthen this knowledge. Future interventions and their reporting could be improved by adopting "willingness to treat" as an overarching, multi-faceted concept which encompasses knowledge on ageing, attitudes towards older patients, perceived competence and empathy. Stakeholder interviews complemented these findings.
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Affiliation(s)
- Alicia C Brandt
- Schulich School of Medicine & Dentistry, University of Western Ontario, London, Ontario, Canada
| | - Lorelei Lingard
- Schulich School of Medicine & Dentistry, University of Western Ontario, London, Ontario, Canada
- Centre for Education Research & Innovation, University of Western Ontario, London, Ontario, Canada
| | - Cecilia S Dong
- Schulich School of Medicine & Dentistry, University of Western Ontario, London, Ontario, Canada
- Pathology and Laboratory Medicine, University of Western Ontario, London, Ontario, Canada
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Wu JH, Lin PC, Lee KT, Liu HL, Lu PY, Lee CY. Situational simulation teaching effectively improves dental students' non-operational clinical competency and objective structured clinical examination performance. BMC MEDICAL EDUCATION 2024; 24:533. [PMID: 38745156 PMCID: PMC11092032 DOI: 10.1186/s12909-024-05546-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/20/2024] [Accepted: 05/10/2024] [Indexed: 05/16/2024]
Abstract
BACKGROUND Appropriate communication with dental patients enhances treatment outcomes and patient satisfaction. Implementing simulated patient interviews courses can improve patient-centered care and reduce conflict during clerkship training. Therefore, this study explored the relationship among student participation in a situational simulation course (SSC), academic performance, clerkship performance, and objective structured clinical examination (OSCE) performance. METHODS This study was conducted with a sample of fifth-year dental students undergoing clerkship training. After implementing a situational simulation course to investigate the relationship among participation in SSC, academic performance, clerkship performance, and OSCE performance, a path analysis model was developed and tested. RESULTS Eighty-seven fifth-year dental students were eligible for the SSC, and most (n = 70, 80.46%) volunteered to participate. The path analysis model revealed that academic performance had a direct effect on OSCE performance (β = 0.281, P = 0.003) and clerkship performance (β = 0.441, P < 0.001). In addition, SSC teaching had a direct effect on OSCE performance (β = 0.356, P < 0.001). CONCLUSIONS SSCs can enhance dental students' non-operational clinical competency and OSCE performance effectively. Simulated patient encounters with feedback, incorporated into the dental curricula, have led to improved communication. Based on our findings, we suggest implementing SSC teaching before the OSCE to improve communication and cognitive skills.
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Affiliation(s)
- Ju-Hui Wu
- Department of Oral Hygiene, College of Dental Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan, No. 100, Shih-Chuan 1st Road, 80708
- Department of Dentistry, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
- Center for Medical Education and Humanizing Health Professional Education, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
| | - Pei Chen Lin
- Department of Oral Hygiene, College of Dental Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan, No. 100, Shih-Chuan 1st Road, 80708
- Department of Dentistry, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
| | - Kun-Tsung Lee
- Department of Oral Hygiene, College of Dental Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan, No. 100, Shih-Chuan 1st Road, 80708
- Department of Dentistry, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
| | - Hsin-Liang Liu
- Graduate Institute of Adult Education, National Kaohsiung Normal University, Kaohsiung, Taiwan
- Department of Emergency Medicine, Kaohsiung Medical University Hospital, Kaohsiung Medical University, Kaohsiung, Taiwan
| | - Peih-Ying Lu
- Center for Medical Education and Humanizing Health Professional Education, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
- School of Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan
- College of Humanities and Social Sciences, Kaohsiung Medical University, Kaohsiung, Taiwan
| | - Chen-Yi Lee
- Department of Oral Hygiene, College of Dental Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan, No. 100, Shih-Chuan 1st Road, 80708.
- Department of Medical Research, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan.
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Alfakhry G, Mustafa K, Alagha MA, Milly H, Dashash M, Jamous I. Bridging the gap between self-assessment and faculty assessment of clinical performance in restorative dentistry: A prospective pilot study. Clin Exp Dent Res 2022; 8:883-892. [PMID: 35385226 PMCID: PMC9382034 DOI: 10.1002/cre2.567] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2022] [Accepted: 03/16/2022] [Indexed: 11/24/2022] Open
Abstract
Purpose/Objectives The current study was undertaken to investigate whether self‐assessment of clinical skills of undergraduate dental students could be bridged with faculty assessment by deliberate training over an extended period. A secondary aim was to explore students' perception of self‐assessment and its effect on their learning and motivation. Material and Methods A prospective pilot study was conducted at the Department of Restorative Dentistry at Damascus University. Sixteen students participated in the study, ranging in age between 22 and 23 years. A modified Direct Observation of Procedural Skills form with a grading rubric was used to register and guide students' self‐assessment; both were pretested on four students before the study. In total, four clinical encounters were completed by each student. Students were trained on how to conduct proper self‐assessment before and after each clinical encounter. A postcourse questionnaire was used to investigate students' perception of self‐assessment. Results Bias in self‐assessment decreased consistently after each encounter, and the difference in bias between the first (bias = 0.77) and the last encounter (bias = 0.21) was significant with a medium effect size (p = .022, d = 0.64). The percentage of disconfirming performance dimensions decreased from 39.7% to 26.9%. Students' ability to exactly pinpoint strengths improved consistently and significantly. However, their ability to pinpoint areas of improvement was volatile and showed no significant difference. Bland–Altman graph plots showed higher levels of agreement between self‐assessment and faculty assessment. Moreover, students' perception of self‐assessment was very positive overall. Conclusions These findings suggest the possibility that the gap between self‐assessment and faculty assessment could be bridged through deliberate training. Future longitudinal research using a larger sample size is still required to further explore whether self‐assessment can be actively bridged with faculty assessment by deliberate training.
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Affiliation(s)
- Ghaith Alfakhry
- Faculty of Dentistry, Damascus University, Damascus, Syria.,Program of Medical Education, Syrian Virtual University, Damascus, Syria
| | - Khattab Mustafa
- Program of Medical Education, Syrian Virtual University, Damascus, Syria.,Department of Restorative Dentistry, Faculty of Dentistry, Damascus University, Damascus, Syria
| | - M Abdulhadi Alagha
- Department of Orthopedics, Institute of Global Health Innovation, Imperial College London, London, UK
| | - Hussam Milly
- Department of Restorative Dentistry, Faculty of Dentistry, Damascus University, Damascus, Syria
| | - Mayssoon Dashash
- Program of Medical Education, Syrian Virtual University, Damascus, Syria.,Department of Pedodontics, Faculty of Dentistry, Damascus University, Damascus, Syria
| | - Issam Jamous
- Program of Medical Education, Syrian Virtual University, Damascus, Syria.,Department of Fixed Prosthodontics, Faculty of Dentistry, Damascus University, Damascus, Syria
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Cuevas-Nunez MC, Pulido MT, Harpe S, Stein AB, Lempicki K. Assessment of communication and physical exam skills: A comparison of students, faculty and standardized patients. J Dent Educ 2022; 86:853-862. [PMID: 35181888 DOI: 10.1002/jdd.12892] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2021] [Revised: 12/02/2021] [Accepted: 01/04/2022] [Indexed: 11/11/2022]
Abstract
PURPOSE/OBJECTIVES The objective of this retrospective study was twofold: it aimed to investigate dental students' communication and physical exam self-assessment skills by comparing students' self-evaluations with those completed by faculty and standardized patients (SPs). Second, it aimed to compare faculty and SPs assessment of students' communication skills. METHODS At the end of their first year of training, students (n = 127), participated in one SP encounter about an initial dental consultation. Students completed self-assessment before receiving feedback from faculty (n = 19) and SPs (n = 19). The data source included evaluation forms submitted by students, faculty and SPs. The Wilcoxon signed rank test was used to compare the overall scores between groups. Agreement between evaluations items were analyzed with McNemar's test (p < 0.05). RESULTS Overall, there were no statistically significant differences in how students and faculty graded for either communication (p = 0.6724) or physical exam (p = 0.1921) skills. However, both students and faculty provided less favorable marks than SPs for communication skills with a statistically significant difference in the overall grading between both students and SPs (p = 0.0146) and between faculty and SPs (p = 0.0045). CONCLUSIONS While there was disagreement between students and faculty versus SPs, they weren't meaningful differences in scores and the dissimilarities mainly consisted of ratings of explanation skills. We suggest that, when applicable, dental student's self-evaluations may represent an alternative to faculty assessments of communication and physical exam skills. Nonetheless, we recommend that SPs be included in the assessment of communication skills to provide students with comprehensive feedback that more realistically represents the natural patient-provider relationship.
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Affiliation(s)
| | - M Teresa Pulido
- College of Dental Medicine, Midwestern University, Glendale, Arizona, USA
| | - Spencer Harpe
- Pharmacy Practice, Midwestern University, Downers Grove, Illinois, USA
| | - Amy B Stein
- BioClinical Statistics, Research Sponsored Programs, Midwestern University, Glendale, Arizona, USA
| | - Kelly Lempicki
- Simulation Center, Midwestern University, Downers Grove, Illinois, USA
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Rodgers J, Segal-Gidan F, Reilly JM. Impact of an Interprofessional Health Student Education Program on Older Adult Participants. Gerontol Geriatr Med 2022; 8:23337214221116663. [PMID: 36046577 PMCID: PMC9421013 DOI: 10.1177/23337214221116663] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2022] [Revised: 07/28/2022] [Accepted: 07/10/2022] [Indexed: 12/01/2022] Open
Abstract
Training health professional students to work with older adults will improve future workforce capacity to meet growing needs. Additionally, older adults may benefit from health education and interactions with health professional students. We analyzed survey responses from older adults who had participated in an interprofessional health student education program regarding their experiences. Qualitative data were summed and averaged, and quantitative survey data were analyzed with Fisher’s Exact Test. At least 60% of participants reported receiving information for health needs or making changes to physical activity, dental care, or diet. The most significant differences in lifestyle modifications were noted among racial and ethnic minorities and among speakers of different primary languages. 64% of the qualitative responses reflected positive affirmation of the program. Our data suggest that interactions with health students are meaningful experiences for older adults, are associated with healthy habit changes, and reflect demographic differences in response to health education.
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Affiliation(s)
- John Rodgers
- Keck School of Medicine of the University of Southern California, Los Angeles, USA
| | - Freddi Segal-Gidan
- Keck School of Medicine of the University of Southern California, Los Angeles, USA
| | - Jo Marie Reilly
- Keck School of Medicine of the University of Southern California, Los Angeles, USA
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Patel SA, Halpin RM, Olson GW, Franklin A. Global pandemic and the rise of teledentistry. J Dent Educ 2020; 85:1158-1159. [PMID: 32738828 PMCID: PMC7436409 DOI: 10.1002/jdd.12355] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2020] [Revised: 07/24/2020] [Accepted: 07/27/2020] [Indexed: 11/25/2022]
Affiliation(s)
- Shalizeh A. Patel
- Department of Restorative Dentistry & ProsthodonticsThe University of Texas Health Science Center at Houston School of DentistryHoustonTexasUSA
| | - Richard M. Halpin
- Educational TechnologyOffice of Technology Services and InformaticsThe University of Texas Health Science Center at Houston School of DentistryHoustonTexasUSA
| | - Gregory W. Olson
- Department of Pediatric DentistryThe University of Texas Health Science Center at Houston School of DentistryHoustonTexasUSA
| | - Amy Franklin
- UTHealth School of Biomedical InformaticsHoustonTexasUSA
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