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Bock A, Wagenknecht N, Winnand P, Katz MS, Ooms M, Heitzer M, Hölzle F, Modabber A. Improvement of students' communication skills through targeted training and the use of simulated patients in dental education-a prospective cohort study. BMC MEDICAL EDUCATION 2024; 24:820. [PMID: 39080578 PMCID: PMC11290294 DOI: 10.1186/s12909-024-05818-z] [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: 02/08/2024] [Accepted: 07/24/2024] [Indexed: 08/02/2024]
Abstract
BACKGROUND Good communication between patients and practitioners is essential, especially during dental procedures, as these treatments are often associated with increased nervousness and anxiety. The aim of this study was to investigate, implement and evaluate a concept for communication skills training by using targeted training in combination with simulation patients in dental education. METHODS Students (n = 34) were assigned to four small groups receiving targeted training consisting of two parts. A lecture about the theoretical basics of communication skills and two practical sessions with simulation patients. During this training, one of the students performed the conversation with the patient. Immediately after self-assessment was obtained, the simulation patient, the remaining students and the lecturer provided feedback. Additionally, anonymous surveys were administered to the students at the beginning of the semester, immediately after the training and at the end of the course. RESULTS The students rated the learning of communication skills as important for later professional life at all times. After targeted training followed by subsequent use in simulated patients, there was a significant improvement in communication skills (p < 0.001). The number of open-ended questions asked to patients after attending the course significantly increased (p = 0.0245). The communication training was considered useful, especially in small groups. CONCLUSION The implementation of targeted training with subsequent use in simulated patients significantly contributed to the students' improvement in communication skills. The concept offers a good opportunity to better prepare students for interaction with patients, both in their studies and in their upcoming professional lives.
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Affiliation(s)
- Anna Bock
- Department of Oral and Maxillofacial Surgery, University Hospital RWTH Aachen, Pauwelsstrasse 30, D-52074, Aachen, Germany.
| | - Nina Wagenknecht
- Department of Oral and Maxillofacial Surgery, University Hospital RWTH Aachen, Pauwelsstrasse 30, D-52074, Aachen, Germany
| | - Philipp Winnand
- Department of Oral and Maxillofacial Surgery, University Hospital RWTH Aachen, Pauwelsstrasse 30, D-52074, Aachen, Germany
| | - Marie Sophie Katz
- Department of Oral and Maxillofacial Surgery, University Hospital RWTH Aachen, Pauwelsstrasse 30, D-52074, Aachen, Germany
| | - Mark Ooms
- Department of Oral and Maxillofacial Surgery, University Hospital RWTH Aachen, Pauwelsstrasse 30, D-52074, Aachen, Germany
| | - Marius Heitzer
- Department of Oral and Maxillofacial Surgery, University Hospital RWTH Aachen, Pauwelsstrasse 30, D-52074, Aachen, Germany
| | - Frank Hölzle
- Department of Oral and Maxillofacial Surgery, University Hospital RWTH Aachen, Pauwelsstrasse 30, D-52074, Aachen, Germany
| | - Ali Modabber
- Department of Oral and Maxillofacial Surgery, University Hospital RWTH Aachen, Pauwelsstrasse 30, D-52074, Aachen, Germany
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Mara M, Zea A, Culler C, Lituri K, Henshaw M. A service-learning framework to address accreditation standards: Self-Assessment, communication skills, health literacy, and cultural competence. J Dent Educ 2024. [PMID: 38795322 DOI: 10.1002/jdd.13597] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2023] [Revised: 03/29/2024] [Accepted: 05/04/2024] [Indexed: 05/27/2024]
Abstract
OBJECTIVES Pre-doctoral dental programs must provide opportunities for students to become proficient in self-assessment, communication skills, health literacy, and cultural competence, essential for independent unsupervised practice. This study aimed to assess how student learning through a classroom education service-learning program addresses the Commission on Dental Accreditation (CODA) standards 2-11 and 2-17; specifically through the examination of self-assessment, communication skills, health literacy, and cultural competence. METHODS This 2022 retrospective mixed methods cohort study examined unstructured faculty comments on drafted lesson plans and structured evaluations of classroom education service-learning rehearsal sessions. A random sample of faculty comments from three academic years, 2018, 2019, and 2020, were deidentified and analyzed by five researchers for emerging themes using NVivo. Quantitative data from rehearsal presentations were analyzed with descriptive statistics to assess the concordance of self and faculty feedback on specific evaluation criteria. RESULTS Six major themes from faculty lesson plan feedback emerged: knowledge, professionalism, communication, presentation skills, cultural competence, and program logistics. Concordance between faculty feedback and student self-assessment ranged from 83% to 92.4% across all evaluation criteria over the 3 years: spoke clearly and confidently at the right pace, provided accurate dental terminology and facts, used grade-appropriate language, provided clear instructions to follow, appeared enthusiastic throughout the rehearsal presentation, and designed a well thought out lesson plan that will engage children for the entire presentation. CONCLUSION Findings support the classroom education service-learning program as a framework to provide opportunities for student self-assessment and feedback on communication skills, health literacy, and cultural competence aligned with CODA standards 2-11 and 2-17.
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Affiliation(s)
- Matthew Mara
- Assistant Professor of General Dentistry, Office of Global and Population Health, Boston University Henry M. Goldman School of Dental Medicine, Boston, Massachusetts, USA
| | - Ana Zea
- Clinical Associate Professor of General Dentistry, Office of Global and Population Health, Director of Community-based Education, Boston University Henry M. Goldman School of Dental Medicine, Boston, Massachusetts, USA
| | - Corinna Culler
- Clinical Associate Professor of Health Policy and Health Services Research, Office of Global and Population Health, Director of School-based Programs, Boston University Henry M. Goldman School of Dental Medicine, Boston, Massachusetts, USA
| | - Kathy Lituri
- Clinical Asssistant Professor of Health Policy and Health Services Research, Office of Global and Population Health, Director of Oral Health Promotion, Boston University Henry M. Goldman School of Dental Medicine, Boston, Massachusetts, USA
| | - Michelle Henshaw
- Assistant Professor of General Dentistry, Office of Global and Population Health, Boston University Henry M. Goldman School of Dental Medicine, Boston, Massachusetts, USA
- Professor of Health Policy and Health Services Research, Associate Dean of Global and Population Health, Boston Univeristy Henry M. Goldman School of Dental Medicine, Boston, Massachusetts, USA
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Ab Ghani SM, Mohd Khairuddin PNA, Lim TW, Md Sabri BA, Abdul Hamid NF, Baharuddin IH, Schonwetter D. Evaluation of dental students' clinical communication skills from three perspective approaches: A cross-sectional study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:106-113. [PMID: 37253116 DOI: 10.1111/eje.12925] [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: 11/23/2021] [Revised: 10/23/2022] [Accepted: 05/14/2023] [Indexed: 06/01/2023]
Abstract
INTRODUCTION The communication skills of clinicians are very crucial in providing better health outcomes for patients. Therefore, this study aimed to assess undergraduate dental students' communication skills in relation to their demographics and clinical setting using a three-perspective approach; the student, the patient and the clinical instructor perspective. METHODS A cross-sectional study was conducted using validated modified-communication tools; Patient Communication Assessment Instruments (PCAI), Student Communication Assessment Instruments (SCAI) and Clinical Communication Assessment Instruments (CCAI) which included four communication domains. One hundred and seventy-six undergraduate clinical year students were recruited in this study whereby each of them was assessed by a clinical instructor and a randomly selected patient in two settings: Dental Health Education (DHE) and Comprehensive Care (CC) clinic. RESULTS Comparing the three perspectives, PCAI yielded the highest scores across all domains, followed by SCAI and CCAI (p < .001). SCAI exhibited a better score in Year 5 compared to Year 3 and Year 4 (p = .027). The male students perceived they performed better than females in all domains (p < .05). Patients rated the students higher in the DHE clinic as compared to the CC clinic for the team interaction domain. CONCLUSION There was an upward pattern of the communication skills score rated from the clinical instructor perspective to the student and patient perspectives. The use of PCAI, SCAI and CCAI collectively gave a complementary view of students' communication performance in all the domains assessed.
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Affiliation(s)
- Siti Mariam Ab Ghani
- Centre of Restorative Dentistry Studies, Faculty of Dentistry, Universiti Teknologi MARA, Sungai Buloh Campus, Jalan Hospital, Sungai Buloh, Malaysia
| | - Puteri Nurul Adila Mohd Khairuddin
- Centre of Restorative Dentistry Studies, Faculty of Dentistry, Universiti Teknologi MARA, Sungai Buloh Campus, Jalan Hospital, Sungai Buloh, Malaysia
| | - Tong Wah Lim
- Division of Restorative Dental Sciences, Faculty of Dentistry, The University of Hong Kong, Hong Kong, China
| | - Budi Aslinie Md Sabri
- Center of Population Oral Health and Clinical Prevention Studies, Faculty of Dentistry, Universiti Teknologi MARA, Sungai Buloh, Malaysia
| | - Nor Faharina Abdul Hamid
- Centre of Restorative Dentistry Studies, Faculty of Dentistry, Universiti Teknologi MARA, Sungai Buloh Campus, Jalan Hospital, Sungai Buloh, Malaysia
| | - Izyan Hazwani Baharuddin
- Center of Population Oral Health and Clinical Prevention Studies, Faculty of Dentistry, Universiti Teknologi MARA, Sungai Buloh, Malaysia
| | - Dieter Schonwetter
- Director of Student Affairs and Academic Services, Dr. Gerald Niznick College of Dentistry, University of Manitoba, Winnipeg, Manitoba, Canada
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Vrdoljak M, Vrdoljak J, Tadin A. Measuring satisfaction with dental education among dentists and dental students in Croatia: A cross-sectional study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:328-336. [PMID: 37771123 DOI: 10.1111/eje.12954] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Revised: 07/31/2023] [Accepted: 09/10/2023] [Indexed: 09/30/2023]
Abstract
INTRODUCTION The study aimed to determine satisfaction level with the quality of education among dental students and dentists in Croatia based on the acquired knowledge and clinical and soft skills. MATERIALS AND METHODS An online cross-sectional survey was conducted among 533 dentists and dental students. The questionnaire consisted of four sections with closed-ended questions. The first section included personal and professional data, whereas the second to fourth sections assessed satisfaction with learned basic dental, professional technical or clinal and interpersonal social or soft skills on a 5-point Likert scale. The data were analysed using the Mann-Whitney U-test and linear regression analysis. The significance level was set at .05. RESULTS When comparing satisfaction scores between dentists and dental students in terms of basic dental knowledge and skills learned, students showed higher satisfaction scores for the categories of "Emergency Medical Situations" (p = .005) and "Ergonomic Principles of Work" (p = .004). Dentists, on the other hand, showed higher satisfaction for the categories "Selection and use of local anaesthetics and local antibiotics" (p = .005, p = .026; respectively). For the type of technical skills from the different areas of dentistry, dentists were most satisfied with "Oral Surgery" (4.26 ± 0.85), while students were most satisfied with "Oral Medicine" (4.29 ± 0.89). Finally, when comparing satisfaction scores with social skills, dentists had lower satisfaction scores in all categories studied (p ≤ .05). CONCLUSION Dental students showed higher overall satisfaction than dentists. The most significant satisfaction was expressed in technical skills learned, and the most considerable dissatisfaction was recorded in the unmeasurable skills category focused on "Career management".
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Affiliation(s)
- Mia Vrdoljak
- Study of Dental Medicine, School of Medicine, University of Split, Split, Croatia
| | - Josip Vrdoljak
- Department of Pathophysiology, School of Medicine, University of Split, Split, Croatia
| | - Antonija Tadin
- Department of Restorative Dental Medicine and Endodontics, School of Medicine, University of Split, Split, Croatia
- Department of Maxillofacial Surgery, Clinical Hospital Centre Split, Split, Croatia
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Haddad YG, Sturzu L, Bisch M, Yasukawa K, Baudet A. Empathy of dental students and educators in French hospitals: A cross-sectional study. Nurs Health Sci 2023. [PMID: 37045795 DOI: 10.1111/nhs.13017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2022] [Revised: 03/03/2023] [Accepted: 03/23/2023] [Indexed: 04/14/2023]
Abstract
Empathy is a key factor in the dentist-patient relationship. The aim of this study was to determine empathy in dental students and educators in French hospital dental services. A cross-sectional study was conducted among dental students and educators who practiced in 10 hospital dental services affiliated with the Faculty of Dentistry of the University of Lorraine in France. A questionnaire was self-administered online using the Jefferson Scale of Physician Empathy (JSPE). The study included 209 participants comprising 50 students in fourth year, 66 students in fifth year, 48 students in sixth year, and 45 educators. Participants were 63.6% females, aged 27 ± 8 years. The mean empathy score was 109.40 ± 11.65. The sub-scores of the three dimensions were 57.02 ± 6.64 for Perspective Taking, 42.56 ± 6.22 for Compassionate Care, and 9.78 ± 2.61 for Walking in the Patient's Shoes. Females showed significant higher empathy scores than males (111.36 vs. 105.84). The empathy score was correlated with age and insignificantly decreased during clinical training (from 110.06 in fourth year to 106.63 in sixth year). French dental students and educators showed high levels of empathy.
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Affiliation(s)
| | - Livia Sturzu
- Psychiatric Private Practice, Sarreguemines, France
| | | | - Kazutoyo Yasukawa
- CHRU-Nancy, service d'odontologie, Nancy, France
- Faculté d'odontologie de Lorraine, Université de Lorraine, Nancy, France
| | - Alexandre Baudet
- CHRU-Nancy, service d'odontologie, Nancy, France
- Faculté d'odontologie de Lorraine, Université de Lorraine, Nancy, France
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Why Soft Skills Matter: Analyzing the Relationship between Soft Skills and Productivity in Workplace of Academic Library Professionals. LIBRI 2022. [DOI: 10.1515/libri-2021-0116] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Abstract
This study aimed to analyze the effects of soft skills on the work productivity of academic library professionals in Pakistan. The study employed quantitative survey method. The data was collected through a self-compiled online questionnaire from academic library professionals, yielding a response rate was 83%. Findings of this study reveal that library professionals’ level of different soft skills, interpersonal, emotional intelligence, leadership, motivation, and communication is high, which indicates that they are proficient in soft skills. Results of correlation test used to examine the relationship between the variables, soft skills, and work productivity of library professionals disclose a significant relationship between variables across the study. Moreover, soft skills have profound effects on the work productivity of library professionals, and no difference is found in library professionals’ perceptions based on their demographic characteristics. Soft skills help librarians to manage and perform different jobs effectively. Based on the outcomes of the study, it is suggested that LIS schools, professional associations, and other organizations offering professional development programs should endeavor to develop soft skills among LIS students and professionals by incorporating necessary contents in LIS curricula and offering training sessions. The research paper is the first attempt to explore the relationship between soft skills and work productivity from the perspective of librarianship in Pakistan; it will make a unique contribution to the literature.
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Intention of Collaboration among Dental Students during the COVID-19 Pandemic. Dent J (Basel) 2022; 10:dj10030040. [PMID: 35323242 PMCID: PMC8947484 DOI: 10.3390/dj10030040] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2022] [Revised: 02/15/2022] [Accepted: 03/02/2022] [Indexed: 11/29/2022] Open
Abstract
Interpersonal communication skills (ICS) are crucial for effective dental practice and interprofessional collaboration. The current study aimed to assess the attitudes of Greek dental undergraduate students towards team working and their cooperation abilities during the COVID-19 pandemic. One-hundred and twenty-seven fourth-semester dental students (N1 = 127) out of 145 (N0) filled in the online survey placed on Google forms. The “Dental Students Cooperation Questionnaire” (DSC) consisted of 49 questions and was available for completion for one week during April 2020. Bivariate (ANOVA) and linear regression analysis of data revealed that mean scores of the questionnaire increased as the parents’ educational level also increased. Data analysis showed that dental students had the required ICS and the intention to collaborate with each other. Many participants managed to achieve group goals, were willing to support other members to fulfill the project’s goals, and there was no competition among them. They acknowledged the importance of feedback, the reward at the end of a group project and social media as a tool for teamworking communication. The students reported that the most important characteristics of an academic teacher were patience, willingness to cooperate, friendliness, politeness, willingness to help, accessibility and availability. It is suggested that group work should be included in the curriculum of dental schools to enhance the integration and evolution of students’ ICS, and the DSC questionnaire can be an effective tool to assess these skills.
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Park SE, Chung D, Giannobile WV. Professional leadership training programs for dental faculty: Perspectives of the US dental school deans. J Dent Educ 2022; 86:670-676. [PMID: 35118656 DOI: 10.1002/jdd.12887] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2021] [Revised: 12/17/2021] [Accepted: 12/23/2021] [Indexed: 12/30/2022]
Abstract
INTRODUCTION The purpose of the study was to explore the influence of leadership training programs on career development and to gain insight into the perspectives on faculty training programs according to the current US dental school deans. METHODS This prospective study analyzed the results of a questionnaire distributed to 67 active Deans of U.S dental schools using a survey instrument that explored the areas of leadership programs that were useful, the support mechanisms received from institutions, and the necessity to integrate formal leadership development programs into training programs for faculty and students. RESULTS Among 33 participants (49.3% participation rate) in the study, 97% of responders strongly or somewhat agreed that leadership development programs could improve the quality of leadership and administrative skills. The respondents found that the most useful areas in leadership training were conflict resolution, communication skills, organizational change, diversity, inclusion, and belonging. The findings highlighted that critical barriers to accessing leadership training are financial support and lack of protected time for faculty. The results also showed that 73% strongly or somewhat agreed that the leadership training should be integrated into the predoctoral program and 87% into the postdoctoral graduate programs. CONCLUSION Participation in formal leadership development programs for faculty leaders in dental education is viewed as beneficial and could offer dental educators leadership training to better navigate the academic environment. The findings suggest the need to further explore the availability and effectiveness of leadership development opportunities for developing current and future educators and administrative leaders.
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Affiliation(s)
- Sang E Park
- Office of Dental Education, Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Dahee Chung
- DMD Candidate, Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - William V Giannobile
- Office of the Dean, Harvard School of Dental Medicine, Boston, Massachusetts, USA
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Rim J, Gil YM. Exploring dentists' strategies for overcoming failure in daily dental practice. J Dent 2022; 121:104079. [DOI: 10.1016/j.jdent.2022.104079] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2021] [Revised: 02/09/2022] [Accepted: 02/25/2022] [Indexed: 11/30/2022] Open
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Stoilov M, Trebess L, Klemmer M, Stark H, Enkling N, Kraus D. Comparison of Digital Self-Assessment Systems and Faculty Feedback for Tooth Preparation in a Preclinical Simulation. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:13218. [PMID: 34948828 PMCID: PMC8703803 DOI: 10.3390/ijerph182413218] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Revised: 12/12/2021] [Accepted: 12/13/2021] [Indexed: 11/20/2022]
Abstract
BACKGROUND Regarding the new dental licensing regulations in Germany (AOZ), this study evaluated the effectiveness of two different digital tooth preparation validation systems in comparison to traditional faculty feedback. METHODS Participants were randomly divided into groups: Faculty Feedback (FF: n = 33), PrepCheck® (PC: n = 32) and Dental Teacher™ (n = 32). Students had the task to prepare tooth 16 for a retentive full-cast crown. Preparations could be repeated as often as desired. Feedback was provided either by faculty staff or by digital validation systems only. Exams were conducted and graded by two independent and experienced examiners. A survey was performed to evaluate the assessment concepts. RESULTS No statistical difference in examination performance between groups could be observed. Nevertheless, the survey showed participants preferred consulting the faculty staff rather than the digital validation systems. Students preferred practising with DT rather than with PC. CONCLUSIONS Although both classical and digital methods showed comparable results regarding the preparation examination performance, direct feedback by the faculty staff is still appreciated by the students. A combination of both methods is mandatory since demonstration and advice by the teacher is needed. However, digital tooth preparation validation systems are predestined for free practice sessions, providing self-assessment.
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Affiliation(s)
- Milan Stoilov
- Department of Prosthodontics, Preclinical Education and Dental Materials Science, University Hospital Bonn, 53111 Bonn, Germany; (L.T.); (M.K.); (H.S.); (N.E.); (D.K.)
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Peer Mentoring as a Tool for Developing Soft Skills in Clinical Practice: A 3-Year Study. Dent J (Basel) 2021; 9:dj9050057. [PMID: 34067879 PMCID: PMC8156670 DOI: 10.3390/dj9050057] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2021] [Revised: 05/07/2021] [Accepted: 05/11/2021] [Indexed: 12/30/2022] Open
Abstract
Education currently focuses on improving academic knowledge and clinical skills, but it is also important for students to develop personal and interpersonal skills from the start of their clinical practice. The aim was to evaluate the effect of peer mentoring in third-year students and to gauge the evolution of non-technical skills (NTS) acquisition up to the fifth year. The study groups were selected between September 2015 and May 2018, based on the NTS training they had or had not received: (1) fifth-year students with no training (G1); (2) third-year students mentored in NTS (G2a); and (3) a small group of fifth-year students who became mentors (G2b). A total of 276 students who took part in this study were assessed using a 114-item self-evaluation questionnaire. Data were collected from seven surveys conducted between September 2015 and May 2018, and statistical analysis was performed using one-way ANOVA and Fisher’s post-hoc test. G2a improved their non-technical skill acquisition over three years of clinical training up to their fifth year. This group and G2b showed statistically significant differences compared to non-mentored students (G1). Peer mentoring at the beginning of clinical practice is a valid option for training students in non-technical skills.
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Kadiyo T, Mellish V. Black Lives Matter: the impact and lessons for the UK dental profession. Br Dent J 2021; 230:134-142. [PMID: 33574534 PMCID: PMC7877508 DOI: 10.1038/s41415-021-2613-z] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2020] [Accepted: 11/02/2020] [Indexed: 12/15/2022]
Abstract
Black Lives Matter represents positive action towards equality and inclusivity. The Black Lives Matter protests remind us that, as a society, prejudices and unconscious bias still exist throughout the world. So, how does this inequality impact UK dentistry and what lessons can we learn?Black British dentists and dental care professionals (DCPs) are greatly under-represented in the UK workforce. The cause is multifactorial, but clearly measures need to be made from an early age, as Black prospective students have a 19% acceptance rate into dentistry, compared with 54% white and 41% Asian.As a Black British dental student working with my White British dental tutor, we address barriers that affect Black students and offer recommendations. These struggles are not exclusively related to skin colour, but evidence shows that Black British individuals are more likely to experience detrimental factors.We recognise that it is not the majority that suffer from under-representation, but the minorities; it filters into all aspects of dentistry, including treatment planning and disease diagnosis. Black DCPs and dentists have a contextual understanding of the barriers their communities face and will prove pivotal in workforce diversification. However, we all have a part to play in improving healthcare quality. Together, we can do more.
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Affiliation(s)
- Tanaka Kadiyo
- BDS4 Dental Student, Queen Mary University of London, UK.
| | - Victoria Mellish
- Oral Surgery Clinical Lecturer, Queen Mary University of London, UK
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Mohamed Rohani M, Mohd Nor NA. Dental students' perception on Disability Equality Training as part of the special care dentistry curriculum. J Dent Educ 2021; 85:690-698. [PMID: 33476414 DOI: 10.1002/jdd.12528] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2020] [Revised: 11/26/2020] [Accepted: 12/12/2020] [Indexed: 11/08/2022]
Abstract
INTRODUCTION The Special Care Dentistry (SCD) undergraduate program increasingly aims to address student attitudes toward people with disabilities (PWD). One of the efforts made by the Faculty of Dentistry, University of Malaya (FODUM), is to introduce Disability Equality Training (DET) as part of the learning activity in the SCD curriculum. This study aimed to explore students' perception about the DET program. METHODS This was a qualitative research project exploring students' perception toward DET in 2 cohorts of third-year dental students from FODUM (n = 100). The reflection notes were analyzed using Luborsky's method of thematic analysis. Identification of themes was based on statements that were most frequently reported by students. RESULTS The majority of the students gave positive feedback for the training, which includes enhanced knowledge, attitudes, and skills about treating PWD. They also reflected that the DET improved their understanding of social and professional responsibility. In terms of learning experience, many reported that the training was useful and enjoyable. Students' suggestions for improvement included learning "sign language", visiting special needs centers, and providing simulation exercises involving real PWD. CONCLUSION Students' comments on the DET were positive and they enjoyed the learning experience. The findings support the continuation of DET as part of the undergraduate dental curriculum. Dental institutions seeking to implement or refine the SCD curriculum are encouraged to include DET based on its potential benefits for undergraduate students.
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Affiliation(s)
- Maryani Mohamed Rohani
- Special Care Dentistry, Department of Pediatric Dentistry and Orthodontics, Faculty of Dentistry, University of Malaya, Kuala Lumpur, Malaysia
| | - Nor Azlida Mohd Nor
- Dental Public Health, Department of Community Oral Health and Clinical Prevention, Faculty of Dentistry, University of Malaya, Kuala Lumpur, Malaysia
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Liaghatdar M, Khajeghyasi R, Nili M, Shirazi M. Ranking the soft skills of the dental profession based on the importance in job performance: A mixed method study in Isfahan and Mazandaran Universities of Medical Sciences. Dent Res J (Isfahan) 2021. [DOI: 10.4103/1735-3327.313119] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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Chevalier V, Le Fur Bonnabesse A, Duncan HF. Frightened of the pulp? A qualitative analysis of undergraduate student confidence and stress during the management of deep caries and the exposed pulp. Int Endod J 2020; 54:130-146. [PMID: 32867001 DOI: 10.1111/iej.13393] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2020] [Revised: 08/20/2020] [Accepted: 08/21/2020] [Indexed: 12/20/2022]
Abstract
AIM To evaluate sources of student confidence and stress during the management of deep carious lesions and the exposed pulp during undergraduate clinics. Further aims were to identify barriers and facilitators, which could result in educational or practical improvements in the delivery of teaching and provision of treatment in this area. METHODOLOGY A exploratory qualitative study design was used, based on recorded focus group interviews, guided by 12 predetermined questions. The discussions were transcribed verbatim and analysed by inductive qualitative content analysis. Common categories were identified to aid understanding. Forty undergraduate dental students from 4th and 5th years in Dublin Dental University Hospital participated in the study. RESULTS Student stress and confidence were multifactorial and broadly linked to specific domains: clinical procedure, academic education, clinical training, evaluation/grading, organization and equipment, vital pulp biomaterial and the patient. Most students expressed a preference for one-stage selective carious removal to soft dentine rather than potential pulp exposure in deep carious lesions, noting that although it helped to decrease their immediate stress, it also caused longer-term concern by leaving caries close to the pulp. Nevertheless, their confidence was affected by limited clinical experience of carrying out selective removal procedures in deep caries. A recurrent finding was students citing high levels of stress after pulp exposure. Feelings including anger, fear, embarrassment and denial were associated with pulp exposure during deep caries management. Generally, the students felt able to manage pulp capping procedures, but were less certain about partial pulpotomy, suggesting that although they are aware of its advantages, they were unsure about the appropriate volume of pulp tissue to remove. To reduce stress, students suggested that laboratory teaching should employ new 3-D printed solutions and clinics should establish clear consensus amongst supervising teachers about the best way to manage the exposed pulp. CONCLUSIONS Students lacked confidence as they neared the pulp and prefer selective caries removal techniques, which reduce the likelihood of pulp exposure. Students identified stressors and suggested improvements in several domains that would improve confidence. These ameliorations could lead to enhancements in student ability to perform these conservative techniques, and improve the provision of treatment in this area.
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Affiliation(s)
- V Chevalier
- Brest University Hospital, University of Bretagne Occidentale, Brest, France.,UMR CNRS 6027, IRDL, University of Bretagne Occidentale, Brest, France.,Division of Restorative Dentistry and Periodontology, Dublin Dental University Hospital, Trinity College Dublin, Dublin, Ireland
| | - A Le Fur Bonnabesse
- Brest University Hospital, University of Bretagne Occidentale, Brest, France.,LIEN, University of Bretagne Occidentale, Brest, France
| | - H F Duncan
- Division of Restorative Dentistry and Periodontology, Dublin Dental University Hospital, Trinity College Dublin, Dublin, Ireland
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Modha B. Experiential learning without prior vicarious learning: an insight from the primary dental care setting. EDUCATION FOR PRIMARY CARE 2020; 32:49-55. [PMID: 32946362 DOI: 10.1080/14739879.2020.1813055] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
The vicarious learning method (by observation) is used to help learners emulate their teachers' behaviours. The experiential learning method (by experience) is traditionally used thereafter, so that learners can apply these behaviours to a given situation. Both methods are widely utilised within clinical skills training. A clinical teacher may well face the question of whether a learner can complete a certain clinical task without having seen it performed before. Therefore, clinical teachers will need to determine which method, vicarious or experiential, is most effective for their learners. To help explore this, the author reflects on two examples from dental teaching practice, followed by discussion of the need to also observe soft skills; provide meaningful feedback; be a good role model; facilitate deep learning; know our learners, and implement learner-centred learning. Collectively, this reveals that although experiential learning may be possible and beneficial by itself, further research is required to fully support this.
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Affiliation(s)
- Bhaven Modha
- School of Dentistry, University of Leeds, Leeds, UK
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Mothupi KA, Adefuye AO. Contextualising the relevance of specialty-specific electives in dental education: Perspectives of dental and oral hygiene graduates. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:26-35. [PMID: 31518467 DOI: 10.1111/eje.12464] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/18/2019] [Revised: 09/03/2019] [Accepted: 09/09/2019] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Electives have been shown to contribute to both the professional and personal development of students in specific areas of interest outside the standard curriculum. The School of Oral Health Sciences at the University of the Witwatersrand introduced electives as a pedagogy in the Bachelor of Dental Sciences (BDS) and Bachelor of Oral Health Sciences (BOHSc) curricula in 2010 and 2014, respectively. However, since its introduction, the relevance of these electives in the BDS and BOHSc curricula has not been investigated. METHODS This research was designed as an evaluation study that used a questionnaire survey administered to 76 dental and oral hygiene graduates (BDS and BOHSc). RESULTS Of the initial 76 questionnaires that were distributed, 55 (BDS = 38, BOHSc = 17) were returned, giving a response rate of 72.4%. Almost all the participants (92.7%) agreed that the electives enabled them to develop better interpersonal skills; 80.0% and 82.7% agreed that their clinical skills, and knowledge of key concepts in dental practice, respectively, had improved upon completion of the elective. In appraising the elective programme, 87.0% of the graduates agreed that the content and outcome of the elective programme should be reviewed and changed. CONCLUSION Obtaining empirical data on the impact of electives on clinical knowledge, skill and behaviour of dental graduates will enhance the relevance of electives in dental education. Findings by this study reveal that the actual impact of the electives on dental graduates was desirable and corresponded with the intended impact. The problematic areas that were identified will inform future planning.
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Affiliation(s)
- Kelebogile Annastacia Mothupi
- Department of Community Dentistry, School of Oral Health Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
- Division of Health Sciences Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa
| | - Anthonio Oladele Adefuye
- Division of Health Sciences Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa
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Ayn C, Robinson L, Matthews D, Andrews C. Attitudes of dental students in a Canadian university towards communication skills learning. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:126-133. [PMID: 31643122 DOI: 10.1111/eje.12476] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/14/2019] [Revised: 09/03/2019] [Accepted: 10/20/2019] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Strong dentist communication skills (CS) are necessary for patient-centred care and oral health promotion. CS are imparted through the dental education experience, which can be optimised in part by incorporating student perceptions and needs into curricular development. The current study assessed student attitudes towards communication skills learning (CSL) in a Canadian university. METHODS A 20-item questionnaire adapted from the Dental Communication Skills Attitude Scale and qualitative survey questions were completed by students (n = 124). RESULTS Questionnaire findings indicate that attitudes towards CSL are generally favourable, with significant variation based on year of study, gender and ethnicity. Students understood the importance of CS for dental practice and patient-centred care. Whilst they appreciated the value of CSL, students described that challenges such as demanding programme schedules would preclude the utility of more formalised CSL activities. CONCLUSION These findings may be useful for institutions seeking to implement or refine a CSL curriculum.
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Affiliation(s)
- Caitlyn Ayn
- School of Health and Human Performance, Dalhousie University, Halifax, NS, Canada
| | - Lynne Robinson
- Health Promotion Division, School of Health and Human Performance, Dalhousie University, Halifax, NS, Canada
| | - Debora Matthews
- Division of Academic Affairs, Faculty of Dentistry, Dalhousie University, Halifax, NS, Canada
- Department of Dental Clinical Sciences, Faculty of Dentistry, Dalhousie University, Halifax, NS, Canada
| | - Cynthia Andrews
- Department of Dental Clinical Sciences, Faculty of Dentistry, Dalhousie University, Halifax, NS, Canada
- Interprofessional Education, Faculty of Dentistry, Dalhousie University, Halifax, NS, Canada
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Lerchenfeldt S, Eng M. A Survey of Health Sciences Faculty Practices and Attitudes Regarding the Peer Feedback Component of Team-Based Learning. MEDICAL SCIENCE EDUCATOR 2019; 29:1211-1219. [PMID: 34457605 PMCID: PMC8368767 DOI: 10.1007/s40670-019-00816-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
BACKGROUND Peer feedback, an essential component of team-based learning (TBL), fosters accountability among team members. Effective utilization can be advantageous for both students and faculty, although there may be many implementation challenges. Our study objectives were to (1) identify current practices of peer feedback in TBL, (2) identify curricular assessment related to peer feedback, and (3) identify challenges with peer feedback in TBL. METHODS A survey link was sent via medical and TBL web boards. The survey asked for both quantitative and qualitative information regarding the peer feedback process. Quantitative results were analyzed using SPSS®. NVivo® was used to identify and code themes in open-ended responses. Both investigators reviewed and agreed upon themes. RESULTS Sixty-one TBL users in health professions completed the survey. Multiple health professions were represented with medicine and pharmacy being the most common. Information on current practices showed a wide variety of implementation. Curricular alignment was common. Time and training were the most common challenges and difficulties. CONCLUSIONS Meaningful feedback should be considered an important curricular outcome. Specific learning objectives and appropriate assessment strategies should be developed to meet the mission of the program. Students must receive guidance from faculty members on how to improve their skills in providing effective feedback. Overall, faculty saw peer evaluation as valuable. However, the time commitment, lack of student training, and student attitudes make implementation difficult. Future research should focus on best practices to streamline the TBL feedback process and on student training regarding how to provide effective feedback.
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Affiliation(s)
- Sarah Lerchenfeldt
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, O’Dowd Hall, Room 466, 586 Pioneer Drive, Rochester, MI 48309 USA
| | - Marty Eng
- Department of Pharmacy Practice, School of Pharmacy, Cedarville University, HSC 235, 251 N Main St, Cedarville, OH 45314 USA
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Chahine S, Plouffe RA, Goldberg HA, Sadler K, Drosdowech N, Bohay R, Garcia B, Hammond R. Do Factors from Admissions and Dental School Predict Performance on National Board Exams? A Multilevel Modeling Study. J Dent Educ 2019; 83:1213-1223. [PMID: 31182625 DOI: 10.21815/jde.019.111] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2019] [Accepted: 04/07/2019] [Indexed: 12/23/2022]
Abstract
The aim of this study was to assess the association among admissions variables, dental school performance, and licensing exam performance for six cohorts of graduates of one dental school. Data from all dental school graduates of Schulich School of Medicine & Dentistry, Western University, Canada, from 2009 to 2014 who had matching National Dental Examining Board of Canada (NDEB) data (N=298) were analyzed. In the results, significant differences between cohorts were found on both the NDEB objective structured clinical examination (OSCE) and written scores. Approximately 18% of the variation in OSCE scores was attributable to cohort differences and 82% to student differences. Approximately 10% of the variation in written scores was attributable to cohort differences and 90% to student differences. Several multilevel models were conducted. The final predictive model for NDEB OSCE scores consisted of age, Canadian Dental Aptitude Test (DAT) reading comprehension scores, year 2 average, and year 4 average. For predicting NDEB written exam scores, the final model consisted of DAT chemistry and year 1, 2, and 4 averages. The findings of this study showed that academic performance on admissions variables and in training predicted performance on dental licensing exams, whereas variables that captured noncognitive or interpersonal skills, such as interview scores, were not predictive. This difference may be due to construct mismatch, such that the outcome variables had no theoretical association with the predictors. Additional outcome measures (including noncognitive) are needed that have greater ecological validity in predicting potential for competence in practice.
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Affiliation(s)
- Saad Chahine
- Saad Chahine, PhD, is a scientist, Center for Education Research and Innovation, and Assistant Professor, Department of Medicine, Faculty of Education, Schulich School of Medicine & Dentistry, University of Western Ontario; Rachel A. Plouffe, MSc, is a PhD candidate, Department of Psychology, University of Western Ontario; Harvey A. Goldberg, PhD, is Professor, Schulich Dentistry and Biochemistry, Schulich School of Medicine & Dentistry, University of Western Ontario; Kathy Sadler, BA, is Manager of Admissions, Schulich School of Medicine & Dentistry, University of Western Ontario; Nadine Drosdowech, BScN, RN, is Registered Nurse, Children's Hospital of Eastern Ontario, and student, Master of Nursing-Health Systems Leadership and Administration, Lawrence S. Bloomberg Faculty of Nursing, University of Toronto; Richard Bohay, MSc, DMD, is Associate Professor, Schulich School of Medicine & Dentistry, Western University; Bertha Garcia, MD, MEd, FRCPC, is Professor, Department of Pathology and Laboratory Medicine, Schulich School of Medicine & Dentistry, University of Western Ontario; and Robert Hammond, MD, FRCPC, is Professor, Departments of Pathology and Laboratory Medicine and Clinical Neurological Sciences, Schulich School of Medicine & Dentistry, University of Western Ontario
| | - Rachel A Plouffe
- Saad Chahine, PhD, is a scientist, Center for Education Research and Innovation, and Assistant Professor, Department of Medicine, Faculty of Education, Schulich School of Medicine & Dentistry, University of Western Ontario; Rachel A. Plouffe, MSc, is a PhD candidate, Department of Psychology, University of Western Ontario; Harvey A. Goldberg, PhD, is Professor, Schulich Dentistry and Biochemistry, Schulich School of Medicine & Dentistry, University of Western Ontario; Kathy Sadler, BA, is Manager of Admissions, Schulich School of Medicine & Dentistry, University of Western Ontario; Nadine Drosdowech, BScN, RN, is Registered Nurse, Children's Hospital of Eastern Ontario, and student, Master of Nursing-Health Systems Leadership and Administration, Lawrence S. Bloomberg Faculty of Nursing, University of Toronto; Richard Bohay, MSc, DMD, is Associate Professor, Schulich School of Medicine & Dentistry, Western University; Bertha Garcia, MD, MEd, FRCPC, is Professor, Department of Pathology and Laboratory Medicine, Schulich School of Medicine & Dentistry, University of Western Ontario; and Robert Hammond, MD, FRCPC, is Professor, Departments of Pathology and Laboratory Medicine and Clinical Neurological Sciences, Schulich School of Medicine & Dentistry, University of Western Ontario
| | - Harvey A Goldberg
- Saad Chahine, PhD, is a scientist, Center for Education Research and Innovation, and Assistant Professor, Department of Medicine, Faculty of Education, Schulich School of Medicine & Dentistry, University of Western Ontario; Rachel A. Plouffe, MSc, is a PhD candidate, Department of Psychology, University of Western Ontario; Harvey A. Goldberg, PhD, is Professor, Schulich Dentistry and Biochemistry, Schulich School of Medicine & Dentistry, University of Western Ontario; Kathy Sadler, BA, is Manager of Admissions, Schulich School of Medicine & Dentistry, University of Western Ontario; Nadine Drosdowech, BScN, RN, is Registered Nurse, Children's Hospital of Eastern Ontario, and student, Master of Nursing-Health Systems Leadership and Administration, Lawrence S. Bloomberg Faculty of Nursing, University of Toronto; Richard Bohay, MSc, DMD, is Associate Professor, Schulich School of Medicine & Dentistry, Western University; Bertha Garcia, MD, MEd, FRCPC, is Professor, Department of Pathology and Laboratory Medicine, Schulich School of Medicine & Dentistry, University of Western Ontario; and Robert Hammond, MD, FRCPC, is Professor, Departments of Pathology and Laboratory Medicine and Clinical Neurological Sciences, Schulich School of Medicine & Dentistry, University of Western Ontario
| | - Kathy Sadler
- Saad Chahine, PhD, is a scientist, Center for Education Research and Innovation, and Assistant Professor, Department of Medicine, Faculty of Education, Schulich School of Medicine & Dentistry, University of Western Ontario; Rachel A. Plouffe, MSc, is a PhD candidate, Department of Psychology, University of Western Ontario; Harvey A. Goldberg, PhD, is Professor, Schulich Dentistry and Biochemistry, Schulich School of Medicine & Dentistry, University of Western Ontario; Kathy Sadler, BA, is Manager of Admissions, Schulich School of Medicine & Dentistry, University of Western Ontario; Nadine Drosdowech, BScN, RN, is Registered Nurse, Children's Hospital of Eastern Ontario, and student, Master of Nursing-Health Systems Leadership and Administration, Lawrence S. Bloomberg Faculty of Nursing, University of Toronto; Richard Bohay, MSc, DMD, is Associate Professor, Schulich School of Medicine & Dentistry, Western University; Bertha Garcia, MD, MEd, FRCPC, is Professor, Department of Pathology and Laboratory Medicine, Schulich School of Medicine & Dentistry, University of Western Ontario; and Robert Hammond, MD, FRCPC, is Professor, Departments of Pathology and Laboratory Medicine and Clinical Neurological Sciences, Schulich School of Medicine & Dentistry, University of Western Ontario
| | - Nadine Drosdowech
- Saad Chahine, PhD, is a scientist, Center for Education Research and Innovation, and Assistant Professor, Department of Medicine, Faculty of Education, Schulich School of Medicine & Dentistry, University of Western Ontario; Rachel A. Plouffe, MSc, is a PhD candidate, Department of Psychology, University of Western Ontario; Harvey A. Goldberg, PhD, is Professor, Schulich Dentistry and Biochemistry, Schulich School of Medicine & Dentistry, University of Western Ontario; Kathy Sadler, BA, is Manager of Admissions, Schulich School of Medicine & Dentistry, University of Western Ontario; Nadine Drosdowech, BScN, RN, is Registered Nurse, Children's Hospital of Eastern Ontario, and student, Master of Nursing-Health Systems Leadership and Administration, Lawrence S. Bloomberg Faculty of Nursing, University of Toronto; Richard Bohay, MSc, DMD, is Associate Professor, Schulich School of Medicine & Dentistry, Western University; Bertha Garcia, MD, MEd, FRCPC, is Professor, Department of Pathology and Laboratory Medicine, Schulich School of Medicine & Dentistry, University of Western Ontario; and Robert Hammond, MD, FRCPC, is Professor, Departments of Pathology and Laboratory Medicine and Clinical Neurological Sciences, Schulich School of Medicine & Dentistry, University of Western Ontario
| | - Richard Bohay
- Saad Chahine, PhD, is a scientist, Center for Education Research and Innovation, and Assistant Professor, Department of Medicine, Faculty of Education, Schulich School of Medicine & Dentistry, University of Western Ontario; Rachel A. Plouffe, MSc, is a PhD candidate, Department of Psychology, University of Western Ontario; Harvey A. Goldberg, PhD, is Professor, Schulich Dentistry and Biochemistry, Schulich School of Medicine & Dentistry, University of Western Ontario; Kathy Sadler, BA, is Manager of Admissions, Schulich School of Medicine & Dentistry, University of Western Ontario; Nadine Drosdowech, BScN, RN, is Registered Nurse, Children's Hospital of Eastern Ontario, and student, Master of Nursing-Health Systems Leadership and Administration, Lawrence S. Bloomberg Faculty of Nursing, University of Toronto; Richard Bohay, MSc, DMD, is Associate Professor, Schulich School of Medicine & Dentistry, Western University; Bertha Garcia, MD, MEd, FRCPC, is Professor, Department of Pathology and Laboratory Medicine, Schulich School of Medicine & Dentistry, University of Western Ontario; and Robert Hammond, MD, FRCPC, is Professor, Departments of Pathology and Laboratory Medicine and Clinical Neurological Sciences, Schulich School of Medicine & Dentistry, University of Western Ontario
| | - Bertha Garcia
- Saad Chahine, PhD, is a scientist, Center for Education Research and Innovation, and Assistant Professor, Department of Medicine, Faculty of Education, Schulich School of Medicine & Dentistry, University of Western Ontario; Rachel A. Plouffe, MSc, is a PhD candidate, Department of Psychology, University of Western Ontario; Harvey A. Goldberg, PhD, is Professor, Schulich Dentistry and Biochemistry, Schulich School of Medicine & Dentistry, University of Western Ontario; Kathy Sadler, BA, is Manager of Admissions, Schulich School of Medicine & Dentistry, University of Western Ontario; Nadine Drosdowech, BScN, RN, is Registered Nurse, Children's Hospital of Eastern Ontario, and student, Master of Nursing-Health Systems Leadership and Administration, Lawrence S. Bloomberg Faculty of Nursing, University of Toronto; Richard Bohay, MSc, DMD, is Associate Professor, Schulich School of Medicine & Dentistry, Western University; Bertha Garcia, MD, MEd, FRCPC, is Professor, Department of Pathology and Laboratory Medicine, Schulich School of Medicine & Dentistry, University of Western Ontario; and Robert Hammond, MD, FRCPC, is Professor, Departments of Pathology and Laboratory Medicine and Clinical Neurological Sciences, Schulich School of Medicine & Dentistry, University of Western Ontario
| | - Robert Hammond
- Saad Chahine, PhD, is a scientist, Center for Education Research and Innovation, and Assistant Professor, Department of Medicine, Faculty of Education, Schulich School of Medicine & Dentistry, University of Western Ontario; Rachel A. Plouffe, MSc, is a PhD candidate, Department of Psychology, University of Western Ontario; Harvey A. Goldberg, PhD, is Professor, Schulich Dentistry and Biochemistry, Schulich School of Medicine & Dentistry, University of Western Ontario; Kathy Sadler, BA, is Manager of Admissions, Schulich School of Medicine & Dentistry, University of Western Ontario; Nadine Drosdowech, BScN, RN, is Registered Nurse, Children's Hospital of Eastern Ontario, and student, Master of Nursing-Health Systems Leadership and Administration, Lawrence S. Bloomberg Faculty of Nursing, University of Toronto; Richard Bohay, MSc, DMD, is Associate Professor, Schulich School of Medicine & Dentistry, Western University; Bertha Garcia, MD, MEd, FRCPC, is Professor, Department of Pathology and Laboratory Medicine, Schulich School of Medicine & Dentistry, University of Western Ontario; and Robert Hammond, MD, FRCPC, is Professor, Departments of Pathology and Laboratory Medicine and Clinical Neurological Sciences, Schulich School of Medicine & Dentistry, University of Western Ontario
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Edgcombe H, Baxter LS, Kudsk-Iversen S, Thwaites V, Bulamba F. Training non-physician anaesthetists in sub-Saharan Africa: a qualitative investigation of providers' perspectives. BMJ Open 2019; 9:e026218. [PMID: 30850414 PMCID: PMC6429866 DOI: 10.1136/bmjopen-2018-026218] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/30/2023] Open
Abstract
OBJECTIVES To explore the views of non-physician anaesthesia providers (NPAPs) and their colleagues regarding the effectiveness of NPAP training programmes in three contrasting sub-Saharan African countries. DESIGN This was a qualitative exploratory descriptive study. Semistructured interviews were conducted online, recorded, transcribed and analysed thematically using NVivo. SETTING Participants' homes or workplaces in Sierra Leone, Somaliland and Uganda. PARTICIPANTS 15 NPAPs, physician anaesthetists and surgeons working in the countries concerned. RESULTS Three major themes were identified: (1) discrepancy between urban training and rural practice, (2) prominent development of attitudes outside the curricular set during training, including approaches to learning and clinical responsibility and (3) the importance of interprofessional relationships developed during training for later practice. CONCLUSIONS Anaesthesia providers in different cadres and very different country contexts in sub-Saharan Africa describe common themes in training which appear to be significant for their later practice. Not all these issues are explicitly planned for in current training programmes, although they are important in the view of providers. Subsequent programme development should consider these themes with a view to enhancing the safety and quality of anaesthesia practice in this context.
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Affiliation(s)
- Hilary Edgcombe
- Nuffield Department of Clinical Neurosciences (NDA), University of Oxford, Oxford, UK
- Nuffield Department of Anaesthetics, Oxford University Hospitals NHS Foundation Trust, Oxford, Oxfordshire, UK
| | - Linden S Baxter
- Department of Anaesthetics, Milton Keynes University Hospital NHS Foundation Trust, Milton Keynes, UK
| | - Soren Kudsk-Iversen
- Nuffield Department of Anaesthetics, Oxford University Hospitals NHS Foundation Trust, Oxford, Oxfordshire, UK
| | - Victoria Thwaites
- Department of Anaesthetics, Inverclyde Royal Hospital, Greenock, Inverclyde, UK
| | - Fred Bulamba
- Department of Anaesthesia, Faculty of Health Sciences, Busitema University, Mbale, Uganda
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Khalifah AM, Celenza A. Teaching and Assessment of Dentist-Patient Communication Skills: A Systematic Review to Identify Best-Evidence Methods. J Dent Educ 2019; 83:16-31. [PMID: 30600246 DOI: 10.21815/jde.019.003] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2018] [Accepted: 07/19/2018] [Indexed: 11/20/2022]
Abstract
Dentist-patient communication skills are important aspects of contemporary oral health care, as shared decision making with patients becomes more common. The aim of this systematic review of the literature on teaching and assessment methodologies for communication skills in dental practice was to categorize those skills most relevant to dental practice and determine the best-evidence teaching and assessment methods. The systematic review was conducted using MEDLINE, EBM-Cochrane Libraries, Embase, ERIC, BIOSIS, CAB Abstracts, and PsycINFO using the OVID search engine, together with manually searching relevant journal articles. Relevant data were extracted from all included articles, and thematic analysis, categorization, and quality review of the articles was performed. Fifty articles published between 2000 and 2016 were identified as relevant to this study. Most were comparative design studies. The largest numbers were single group studies with before and after tests and cross-sectional studies. A total of 26 communication skills were identified and grouped into four major categories: generic skills, case-specific skills, time-specific skills, and emerging skills. Review of the teaching methods described in those articles showed that educators used a combination of passive and active strategies. All the assessment measures were considered to be valid and reliable. This categorization of essential dentist-patient communication skills reported in the literature may be used to assist in curriculum design along with use of tested teaching methods and validated assessment measures. The review highlights the need for more robust study designs for research in this important aspect of dental education.
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Affiliation(s)
- Ayman M Khalifah
- Ayman M. Khalifah, MHPEd, is a dentist and Lecturer, Department of Dental Education, Taibah University College of Dentistry, Almadinah Almunawwarah, Kingdom of Saudi Arabia; and Antonio Celenza, MBBS, MClinEd, FACEM, FRCEM, is Professor of Emergency Medicine and Medical Education, School of Medicine, Faculty of Health and Medical Sciences, The University of Western Australia, Australia
| | - Antonio Celenza
- Ayman M. Khalifah, MHPEd, is a dentist and Lecturer, Department of Dental Education, Taibah University College of Dentistry, Almadinah Almunawwarah, Kingdom of Saudi Arabia; and Antonio Celenza, MBBS, MClinEd, FACEM, FRCEM, is Professor of Emergency Medicine and Medical Education, School of Medicine, Faculty of Health and Medical Sciences, The University of Western Australia, Australia.
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Developing patient-centered communication skills in orthodontics. Am J Orthod Dentofacial Orthop 2018; 154:320. [PMID: 30173831 DOI: 10.1016/j.ajodo.2018.06.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2018] [Revised: 05/31/2018] [Accepted: 06/26/2018] [Indexed: 11/23/2022]
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Botelho M, Gao X, Bhuyan SY. An analysis of clinical transition stresses experienced by dental students: A qualitative methods approach. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:e564-e572. [PMID: 29665214 DOI: 10.1111/eje.12353] [Citation(s) in RCA: 31] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/19/2018] [Indexed: 06/08/2023]
Abstract
INTRODUCTION Stress in dental students is well established with potential psychological distress, emotional exhaustion and burnout-related symptoms. Little attention has been given to the problems encountered by dental students during the transition from theoretical or paraclinical training to the clinical environment. The aim of this study was to adopt a qualitative research methods approach to understand the perceived stressors during students' clinical transition and provide insights for curriculum planners to enhance learning. METHODS This study analysed four groups of 2nd- and 3rd-year BDS students' experiences in focus group interviews relating to their pre-clinical and clinical transitions. The interviews were recorded and transcribed verbatim, and a thematic analysis was performed using an inductive qualitative approach. RESULTS Key overlapping domains identified were the transition gap and stresses. The transition gap was subclassified into knowledge and skill (hard and soft), and stresses was subcategorised into internal and external stresses. On first coming to clinics, students experienced knowledge gaps of unfamiliar clinical treatments with mismatches between knowledge acquisition and clinical exposure. Students felt incompetent owing to the stresses attributable to curriculum design, staff and the patient. This negatively affected their confidence and clinical performance. CONCLUSION A range of challenges have been identified that will allow curriculum designer's to plan a more supportive learning experience to help students during their transition to clinical practice giving them timely knowledge, confidence and clinical performance to better prepare them for entering clinics.
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Affiliation(s)
- M Botelho
- Faculty of Dentistry, The University of Hong Pokfulam, Hong Kong SAR, China
| | - X Gao
- Faculty of Dentistry, The University of Hong Pokfulam, Hong Kong SAR, China
| | - S Y Bhuyan
- Faculty of Dentistry, The University of Hong Pokfulam, Hong Kong SAR, China
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Errante MR, Gill GS, Rodriguez TE. The perceived impact of the group practice model on enhancing interpersonal skills of predoctoral dental students. J Healthc Leadersh 2018; 10:11-19. [PMID: 29720884 PMCID: PMC5919163 DOI: 10.2147/jhl.s159722] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
Purpose The purpose of this study was to assess if a clinical group practice model has an impact on enhancing the interpersonal skills of predoctoral dental students, what factors may influence the development of these skills, and what, if any, are innovative and technological solutions that can potentially influence interpersonal skills in predoctoral dental students. Methods This study surveyed the faculty responsible for teaching the dental students in a recently developed group practice model. Out of 18 eligible group practice leaders at one US dental school, 17 respondents (94.4%) completed the survey. In addition, this study asked the faculty to provide qualitative response and recommendations to improve interpersonal skills. Based on the feedback, a focus group was conducted to explore opportunities to further enhance the skills. Results The results of the study suggest that the group practice model has a positive and distinct impact on the development of overall interpersonal skills for students. Further research suggests that the greatest impacted areas of personal development are critical thinking skills and teamwork. However, as a way to make the model more effectual, most faculty suggested the need for additional time, for both students and faculty. To some extent, using technology and innovative teaching pedagogies could potentially address the challenge of limited time. Conclusion Based on the results of the survey, one may conclude that with adequate design and conditions, the group practice model can have a positive effect on the interpersonal skills of its students.
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Affiliation(s)
- Margaret R Errante
- Business Development, Dental Health Center, Boston University Henry M. Goldman School of Dental Medicine, Boston, MA, USA
| | - Gurjinder S Gill
- Business and Strategic Planning and Implementation, Boston University Henry M. Goldman School of Dental Medicine, Boston, MA, USA
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Escudier MP, Woolford MJ, Tricio JA. Assessing the application of knowledge in clinical problem-solving: The structured professional reasoning exercise. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:e269-e277. [PMID: 28804939 DOI: 10.1111/eje.12286] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/30/2017] [Indexed: 06/07/2023]
Abstract
INTRODUCTION Clinical reasoning is a fundamental and core clinical competence of healthcare professionals. The study aimed to investigate the utility of the Structured Professional Reasoning Exercise (SPRE), a new competence assessment method designed to measure dental students' clinical reasoning in simulated scenarios, covering the clinical areas of Oral Disease, Primary Dental Care and Restorative Dentistry, Child Dental Health and Dental Practice and Clinical Governance. MATERIALS AND METHODS A total of 313 year-5 students sat for the assessment. Students spent 45 minutes assimilating the scenarios, before rotating through four pairs of 39 trained examiners who each independently assessed a single scenario over a ten-minute period, using a structured marking sheet. After the assessment, all students and examiners were invited to complete an anonymous perception questionnaire of the exercise. These questionnaires and the examination scores were statistically analysed. RESULTS AND DISCUSSION Oral Disease showed the lowest scores; Dental Practice and Governance the highest. The overall Intraclass Correlation Coefficient (ICC) was 0.770, whilst examiner training helped to increase the ICC from 0.716 in 2013 to 0.835 in 2014. Exploratory factor analysis revealed one major factor with an eigenvalue of 2.75 (68.8% of total variance). The Generalizability coefficient was consistent at 0.806. A total of 295 students and 32 examiners completed the perception questionnaire. Students' lowest examination perceptions were an "Unpleasant" and "Unenjoyable" experience, whilst the highest were "Interesting", "Valuable" and "Important". The majority of students and examiners reported the assessment as acceptable, fair and valid. CONCLUSION The SPRE offers a reliable, valid and acceptable assessment method, provided it comprises at least four scenarios with two independently marking and trained assessors. 3.
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Affiliation(s)
- M P Escudier
- King's College London Dental Institute, London, UK
| | - M J Woolford
- King's College London Dental Institute, London, UK
| | - J A Tricio
- King's College London Dental Institute, London, UK
- Faculty of Dentistry, University of the Andes, Santiago, Chile
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Patel US, Tonni I, Gadbury-Amyot C, Van der Vleuten CPM, Escudier M. Assessment in a global context: An international perspective on dental education. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22 Suppl 1:21-27. [PMID: 29601682 DOI: 10.1111/eje.12343] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/12/2018] [Indexed: 05/08/2023]
Abstract
Assessments are widely used in dental education to record the academic progress of students and ultimately determine whether they are ready to begin independent dental practice. Whilst some would consider this a "rite-of-passage" of learning, the concept of assessments in education is being challenged to allow the evolution of "assessment for learning." This serves as an economical use of learning resources whilst allowing our learners to prove their knowledge and skills and demonstrating competence. The Association for Dental Education in Europe and the American Dental Education Association held a joint international meeting in London in May 2017 allowing experts in dental education to come together for the purposes of Shaping the Future of Dental Education. Assessment in a Global Context was one topic in which international leaders could discuss different methods of assessment, identifying the positives, the pitfalls and critiquing the method of implementation to determine the optimum assessment for a learner studying to be a healthcare professional. A post-workshop survey identified that educators were thinking differently about assessment, instead of working as individuals providing isolated assessments; the general consensus was that a longitudinally orientated systematic and programmatic approach to assessment provide greater reliability and improved the ability to demonstrate learning.
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Affiliation(s)
- U S Patel
- School of Dentistry, University of Birmingham, Birmingham, UK
| | - I Tonni
- Department of Orthodontics, University of Brescia, Brescia, Italy
| | - C Gadbury-Amyot
- The University of Missouri-Kansas City (UMKC), Kansas City, MO, USA
| | - C P M Van der Vleuten
- Department of Educational Development and Research in the Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - M Escudier
- Department of Clinical and Diagnostic Sciences, King's College London Dental Institute, London, UK
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Engels C. [Generation Y healthcare students’ expectations: hard skills but also soft skills.]. Rech Soins Infirm 2018:41-51. [PMID: 29436802 DOI: 10.3917/rsi.131.0041] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
Abstract
Generation Y’s (born between 1981 and 1999) educational approach in healthcare studies raises questions about their expectations and which teaching methods to use with this generation. The study involved third year students of occupational therapy. One hundred and twelve students were consulted in September 2012 and September 2013 about their expectations regarding the courses and the teaching methods which were offered. Results allowed to highlight firstly the importance of the usefulness of the course and secondly expectations regarding the teachers’ soft skills. If the link between soft skills and success was pointed out in many studies, only a few studies focus on the teachers’ own soft skills development in order to respond to students’ expectations in higher education. This is the topic of this article, which main interest could be the means to develop teaching methods adapted to this students’ generation.
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Murthy V, Sethuraman KR, Choudhury S, Shakila P. Developing Prosthodontic Residents' Communication Strategies with Edentulous Patients: A Pilot Study. J Dent Educ 2017; 81:1351-1361. [PMID: 29093149 DOI: 10.21815/jde.017.095] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2016] [Accepted: 06/11/2017] [Indexed: 12/29/2022]
Abstract
The aim of this study was to investigate whether prosthodontic residents' attitudes toward provider-client communication would be shaped by a tailor-made communications skills course. In 2016, the pre-intervention attitudes of all six second- and third-year prosthodontic residents in a three-year residency at an academic dental institution in India were assessed using the Communication Skills Attitude Scale (CSAS). The residents' performance was then video-recorded while they treated complete denture patients and was analyzed using the Kalamazoo scale, a validated scale for communication skills assessment. The residents' weaknesses were identified, and a custom-made generic module was designed along with individual guidance counseling for addressing aspects relevant to complete denture patients. The residents' attitudes were again assessed immediately after they completed the training using CSAS, as well as after two and four months using Balint sessions. Analysis of the recordings showed that few of the deficiencies during intraoral procedures were contextual, and the Kalamazoo scale did not address them: these were noted as being "beyond Kalamazoo." After the training, the residents reported awareness of their weaknesses and feeling motivated to practice their newly acquired skills. The Balint sessions showed that they had started valuing patients' agendas and the rapport-building process, and they reported transfer of skills when treating other types of prosthodontic patients. In this study, a customized communication skills module brought about a positive change in residents' attitudes, which was sustained over four months. Similar training could be implemented in other dental specialties.
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Affiliation(s)
- Varsha Murthy
- Dr. Murthy is Professor, Department of Prosthodontics and Implantology, Indira Gandhi Institute of Dental Sciences, Sri Balaji Vidyapeeth, Pilliyarkuppam, Pondicherry, India; Dr. KR is Vice Chancellor, Sri Balaji Vidyapeeth, Pilliyarkuppam, Pondicherry, India; Dr. Choudhury is Assistant Professor of Clinical Psychology, Department of Psychiatry, MGMCRI, Pondicherry, India; and Dr. Shakila is Associate Professor, Department of Prosthodontics and Implantology, Mahatma Gandhi Postgraduate Institute of Dental Sciences, Pondicherry, India.
| | - K R Sethuraman
- Dr. Murthy is Professor, Department of Prosthodontics and Implantology, Indira Gandhi Institute of Dental Sciences, Sri Balaji Vidyapeeth, Pilliyarkuppam, Pondicherry, India; Dr. KR is Vice Chancellor, Sri Balaji Vidyapeeth, Pilliyarkuppam, Pondicherry, India; Dr. Choudhury is Assistant Professor of Clinical Psychology, Department of Psychiatry, MGMCRI, Pondicherry, India; and Dr. Shakila is Associate Professor, Department of Prosthodontics and Implantology, Mahatma Gandhi Postgraduate Institute of Dental Sciences, Pondicherry, India
| | - Sunayana Choudhury
- Dr. Murthy is Professor, Department of Prosthodontics and Implantology, Indira Gandhi Institute of Dental Sciences, Sri Balaji Vidyapeeth, Pilliyarkuppam, Pondicherry, India; Dr. KR is Vice Chancellor, Sri Balaji Vidyapeeth, Pilliyarkuppam, Pondicherry, India; Dr. Choudhury is Assistant Professor of Clinical Psychology, Department of Psychiatry, MGMCRI, Pondicherry, India; and Dr. Shakila is Associate Professor, Department of Prosthodontics and Implantology, Mahatma Gandhi Postgraduate Institute of Dental Sciences, Pondicherry, India
| | - P Shakila
- Dr. Murthy is Professor, Department of Prosthodontics and Implantology, Indira Gandhi Institute of Dental Sciences, Sri Balaji Vidyapeeth, Pilliyarkuppam, Pondicherry, India; Dr. KR is Vice Chancellor, Sri Balaji Vidyapeeth, Pilliyarkuppam, Pondicherry, India; Dr. Choudhury is Assistant Professor of Clinical Psychology, Department of Psychiatry, MGMCRI, Pondicherry, India; and Dr. Shakila is Associate Professor, Department of Prosthodontics and Implantology, Mahatma Gandhi Postgraduate Institute of Dental Sciences, Pondicherry, India
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Patrick AC. A review of teaching ethics in the dental curriculum: challenges and future developments. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2017; 21:e114-e118. [PMID: 27495741 DOI: 10.1111/eje.12230] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/01/2016] [Indexed: 06/06/2023]
Abstract
This study considers the role and status of the teaching of ethics on the dental undergraduate curriculum. The study reviews current developments in the delivery of dental ethics education and in particular focuses on the development of new pedagogies and curricula content. The study then critically considers the consequences of a squeezed curricula and the consequent reliance on professional regulation as shorthand for the ethical development of students. The study concludes that, although great strides have been made in improving the teaching of ethics in dental education, further dialogue is needed to better include patient views and develop a more theoretically robust approach to self-reflection.
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Affiliation(s)
- A C Patrick
- School of Clinical Dentistry, University of Sheffield, Sheffield, UK
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Affiliation(s)
- Andrea Waylen
- Senior Lecturer in Social Sciences, School of Oral and Dental Sciences, University of Bristol, Bristol BS1 2LY, UK
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Ayn C, Robinson L, Nason A, Lovas J. Determining Recommendations for Improvement of Communication Skills Training in Dental Education: A Scoping Review. J Dent Educ 2017; 81:479-488. [PMID: 28365612 DOI: 10.21815/jde.016.003] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2016] [Accepted: 09/16/2016] [Indexed: 12/18/2022]
Abstract
Professional communication skills have a significant impact on dental patient satisfaction and health outcomes. Communication skills training has been shown to improve the communication skills of dental students. Therefore, strengthening communication skills training in dental education shows promise for improving dental patient satisfaction and outcomes. The aim of this study was to facilitate the development of dental communication skills training through a scoping review with compilation of a list of considerations, design of an example curriculum, and consideration of barriers and facilitators to adoption of such training. A search to identify studies of communication skills training interventions and programs was conducted. Search queries were run in three databases using both text strings and controlled terms (MeSH), yielding 1,833 unique articles. Of these, 35 were full-text reviewed, and 17 were included in the final synthesis. Considerations presented in the articles were compiled into 15 considerations. These considerations were grouped into four themes: the value of communication skills training, the role of instructors, the importance of accounting for diversity, and the structure of communication skills training. An example curriculum reflective of these considerations is presented, and consideration of potential barriers and facilitators to implementation are discussed. Application and evaluation of these considerations are recommended in order to support and inform future communication skills training development.
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Affiliation(s)
- Caitlyn Ayn
- Ms. Ayn is a Master of Arts student, School of Health and Human Performance, Dalhousie University; Dr. Robinson is Associate Professor, Health Promotion Division, School of Health and Human Performance, Dalhousie University; Dr. Nason is a former clinical instructor, Faculty of Dentistry, Dalhousie University, a Master of Education student, Mount Saint Vincent University, and a practicing dental professional; and Dr. Lovas is retired Associate Dean for Student Affairs, Faculty of Dentistry, Dalhousie University
| | - Lynne Robinson
- Ms. Ayn is a Master of Arts student, School of Health and Human Performance, Dalhousie University; Dr. Robinson is Associate Professor, Health Promotion Division, School of Health and Human Performance, Dalhousie University; Dr. Nason is a former clinical instructor, Faculty of Dentistry, Dalhousie University, a Master of Education student, Mount Saint Vincent University, and a practicing dental professional; and Dr. Lovas is retired Associate Dean for Student Affairs, Faculty of Dentistry, Dalhousie University.
| | - April Nason
- Ms. Ayn is a Master of Arts student, School of Health and Human Performance, Dalhousie University; Dr. Robinson is Associate Professor, Health Promotion Division, School of Health and Human Performance, Dalhousie University; Dr. Nason is a former clinical instructor, Faculty of Dentistry, Dalhousie University, a Master of Education student, Mount Saint Vincent University, and a practicing dental professional; and Dr. Lovas is retired Associate Dean for Student Affairs, Faculty of Dentistry, Dalhousie University
| | - John Lovas
- Ms. Ayn is a Master of Arts student, School of Health and Human Performance, Dalhousie University; Dr. Robinson is Associate Professor, Health Promotion Division, School of Health and Human Performance, Dalhousie University; Dr. Nason is a former clinical instructor, Faculty of Dentistry, Dalhousie University, a Master of Education student, Mount Saint Vincent University, and a practicing dental professional; and Dr. Lovas is retired Associate Dean for Student Affairs, Faculty of Dentistry, Dalhousie University
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Rosenzweig J, Blaizot A, Cougot N, Pegon-Machat E, Hamel O, Apelian N, Bedos C, Munoz-Sastre MT, Vergnes JN. Effect of a Person-Centered Course on the Empathic Ability of Dental Students. J Dent Educ 2016. [DOI: 10.1002/j.0022-0337.2016.80.11.tb06219.x] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Affiliation(s)
- Julien Rosenzweig
- Department of Epidemiology and Public Health and Research Platform of Toulouse Dental Faculty; Paul Sabatier University; France
| | - Alessandra Blaizot
- Department of Public Health; Lille Dental Faculty; Lille 2 University; France
| | - Nancie Cougot
- Department of Restorative and Endodontic Dentistry; Paris Diderot Dental Faculty; Paris France
| | - Estelle Pegon-Machat
- Department of Epidemiology and Public Health; Dental Faculty; Université d'Auvergne; Clermont-Ferrand France
| | - Olivier Hamel
- Department of Epidemiology and Public Health; Dental Faculty; Paul Sabatier University; Laboratory of Medical Ethics; Faculty of Medicine; Paris Descartes University; Toulouse EA 4569 France
| | - Nareg Apelian
- Division of Oral Health and Society; Faculty of Dentistry; McGill University; Montréal Québec Canada
| | - Christophe Bedos
- Division of Oral Health and Society; Faculty of Dentistry; McGill University; Montréal Québec Canada
- École de Sante Publique; Université de Montréal; Montréal Québec Canada
| | | | - Jean-Noel Vergnes
- Department of Epidemiology and Public Health and Research Platform of Toulouse Dental Faculty; Paul Sabatier University; Toulouse France
- Division of Oral Health and Society; Faculty of Dentistry; McGill University; Montréal Québec Canada
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Bahman Bijari B, Zare M, Haghdoost AA, Bazrafshan A, Beigzadeh A, Esmaili M. Factors associated with students' perceptions of role modelling. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2016; 7:333-339. [PMID: 27743447 PMCID: PMC5116367 DOI: 10.5116/ijme.57eb.cca2] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/29/2015] [Accepted: 09/28/2016] [Indexed: 05/25/2023]
Abstract
OBJECTIVES To determine which professional and humanistic attributes demonstrated by teachers in the health disciplines caused them to be perceived by students as positive or negative role models. METHODS Quantitative empirical data were gathered using a self-administered questionnaire by graduating students in medical, dentistry, and pharmacy schools at Kerman University of Medical Sciences. A total of 3 graduating cohorts, comprising about 220 students, were selected for this study. Surveys were distributed during January-March 2013. RESULTS In total, 183 students participated in the study. Altogether, students considered 504 and 473 academic staff as positive and negative role models (PRMs and NRMs), respectively. Women were considered more negatively than men (mean scores: -12.13 vs. -11.6, p=0.04). While clinicians were considered more positively than basic scientists (mean scores: 12.65 vs. 10.67, p=0.001), dentists received higher positive scores than physicians or pharmacists (average scores: 13.27 vs. 12.99 and 9.82). There was a significant relationship between the personality of the students and the overall characteristics of their perceived role models (β for PRMs=0.35, p<0.0001; and β for NRMs= 0.20, p= 0.039). CONCLUSIONS Humanistic and professional attributes were proposed as major components of personal traits in perceived role models. Demonstration of humanistic attributes by teachers was strongly correlated with the students' perception of the role models. It is suggested that the role of humanistic and professional attributes should be highlighted across medical disciplines in an effort to develop or improve role modelling by academic staff.
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Affiliation(s)
- Bahareh Bahman Bijari
- Department of Paediatrics, Afzalipour Hospital, Kerman University of Medical Sciences, Kerman, Iran
| | - Morteza Zare
- Nutrition Research Center, School of Nutrition and Food Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Ali Akbar Haghdoost
- Regional Knowledge Hub for HIV/AIDS Surveillance, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
| | - Azam Bazrafshan
- Neurosciences Research Center, Institute of Neuropharmacology, Kerman University of Medical Sciences, Kerman, Iran
| | - Amin Beigzadeh
- Research Center for Health Services Management, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
| | - Maryam Esmaili
- Research Center for Social Determinants of Health, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
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De-Bellis L, Mohammadi JJY, Hines S. Experiences of oral health students in interpersonal skills learning and development: a systematic review protocol of qualitative evidence. ACTA ACUST UNITED AC 2016; 14:110-6. [PMID: 27532792 DOI: 10.11124/jbisrir-2016-002992] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
REVIEW QUESTION/OBJECTIVE The objective of this systematic review is to identify, appraise and synthesize the best available evidence on oral health students' experiences of interpersonal skills learning and development in undergraduate university programs.More specifically the research questions are.
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Affiliation(s)
- Leonie De-Bellis
- 1Department of Oral Health, School of Health Sciences, University of Newcastle, Callaghan, New South Wales, Australia 2University of Newcastle Evidence-Based Healthcare Informing Research (CEBHIR): an Affiliate Centre of The Joanna Briggs Institute 3Nursing Research Centre and Queensland Centre for Evidence-Based Nursing and Midwifery: a Collaborating Centre of the Joanna Briggs Institute, Mater Health Services Brisbane
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Hanks S, Marples C, Wall E. Reflections on learning and enhancing communication skills through community engagement: a student perspective. Br Dent J 2016; 221:81-5. [DOI: 10.1038/sj.bdj.2016.527] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/08/2016] [Indexed: 12/17/2022]
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Deivanayagam K, K A. Professional and personal enhancement: a pragmatic approach in dental education. KOREAN JOURNAL OF MEDICAL EDUCATION 2016; 28:219-29. [PMID: 26932496 PMCID: PMC4951739 DOI: 10.3946/kjme.2016.23] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2016] [Revised: 02/25/2016] [Accepted: 02/29/2016] [Indexed: 05/31/2023]
Abstract
PURPOSE Students of health education are often offended by the transitions and challenges they face while encountering diverse people, ideas and academic workloads. They may be offended because of reasons not only related to their societal background but also to their basic competence in managing transitions. In the Asian scenario, students enter the first year of professional education in their late teen age along with the definition of self which was created by their parents. There are different issues that arise in this age group that may positively shape or negatively affect the personalities of students. They need to achieve a sense of balance between personal and professional traits on their own. Several students are often unable to cultivate the expected required qualities, which leads to an abject state of mind and hinder their progress. We identified the most common personal and professional hurdles in the lives of dental students and we provided experiential solutions to overcome the hurdles by using a sociable approach through an integrated, continuing education program. METHODS Designing and implementing a cohesive, amalgamated and inspiring personal and professional enhancement action program for dental students. RESULTS Feedback from students reflected that the needs and expectations of students vary with academic phase. In addition students expressed that this program series inculcated some positive skills, and overall, they are satisfied with the utility of the program. CONCLUSION Personal and professional enhancement of students in accordance with individual needs as well as with expected requirements needs a committed administrative action plan. Our results in this context are encouraging and can be considered for application in dental institutions.
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Affiliation(s)
| | - Anbarasi K
- Faculty of Dental Sciences, Sri Ramachandra University, Chennai, India
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