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Perez A, Green J, Moharrami M, Gianoni-Capenakas S, Kebbe M, Ganatra S, Ball G, Sharmin N. Active learning in undergraduate classroom dental education- a scoping review. PLoS One 2023; 18:e0293206. [PMID: 37883431 PMCID: PMC10602256 DOI: 10.1371/journal.pone.0293206] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Accepted: 10/07/2023] [Indexed: 10/28/2023] Open
Abstract
INTRODUCTION Previous reviews on active learning in dental education have not comprehensibly summarized the research activity on this topic as they have largely focused on specific active learning strategies. This scoping review aimed to map the breadth and depth of the research activity on active learning strategies in undergraduate classroom dental education. METHODS The review was guided by Arksey & O'Malley's multi-step framework and followed the PRISMA Extension Scoping Reviews guidelines. MEDLINE, ERIC, EMBASE, and Scopus databases were searched from January 2005 to October 2022. Peer-reviewed, primary research articles published in English were selected. Reference lists of relevant studies were verified to improve the search. Two trained researchers independently screened titles, abstracts, and full-texts articles for eligibility and extracted the relevant data. RESULTS In total, 93 studies were included in the review. All studies performed outcome evaluations, including reaction evaluation alone (n = 32; 34.4%), learning evaluation alone (n = 19; 20.4%), and reaction and learning evaluations combined (n = 42; 45.1%). Most studies used quantitative approaches (n = 85; 91.3%), performed post-intervention evaluations (n = 70; 75.3%), and measured student satisfaction (n = 73; 78.5%) and knowledge acquisition (n = 61; 65.6%) using direct and indirect (self-report) measures. Only 4 studies (4.3%) reported faculty data in addition to student data. Flipped learning, group discussion, problem-based learning, and team-based learning were the active learning strategies most frequently evaluated (≥6 studies). Overall, most studies found that active learning improved satisfaction and knowledge acquisition and was superior to traditional lectures based on direct and indirect outcome measures. CONCLUSION Active learning has the potential to enhance student learning in undergraduate classroom dental education; however, robust process and outcome evaluation designs are needed to demonstrate its effectiveness in this educational context. Further research is warranted to evaluate the impact of active learning strategies on skill development and behavioral change in order to support the competency-based approach in dental education.
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Affiliation(s)
- Arnaldo Perez
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Jacqueline Green
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | | | - Silvia Gianoni-Capenakas
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Maryam Kebbe
- Faculty of Kinesiology, University of New Brunswick, Fredericton, New Brunswick, Canada
| | - Seema Ganatra
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Geoff Ball
- Department of Pediatrics, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Nazlee Sharmin
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
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Walinski CJ, Ontiveros JC, Liu F, Crain G, Vardar-Sengul S. Optimizing teaching effectiveness in dental education for a new generation of learners. J Dent Educ 2023; 87:182-188. [PMID: 36135950 DOI: 10.1002/jdd.13108] [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: 05/30/2022] [Revised: 08/16/2022] [Accepted: 09/03/2022] [Indexed: 11/11/2022]
Abstract
PURPOSE Today's dental students, Generation Z (Gen Z), are said to learn differently than those of previous generations. As generations of dental students vary, our teaching styles must keep up with unique and changing groups of individuals. METHODS This article discusses learner-focused teaching methods including techniques that address the characteristics of Gen Z learners. Blended learning methods that combine online media with traditional face-to-face sessions, team-based learning, and a flipped classroom format have previously been suggested as ways to increase learning effectiveness and student satisfaction. RESULTS In this paper, the characteristics and preferences of Gen Z students are described along with the challenges they create with conventional teaching methods. An implementation strategy using principles from organizational agility and Bolman and Deal's Four Frames Model is proposed for dental schools to transition to a more learner-centered teaching approach. CONCLUSIONS The suggested strategy can be customized and could be useful to schools that wish to enhance their teaching methods to meet the learning needs of Gen Z dental students and beyond.
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Affiliation(s)
- Christopher J Walinski
- Department of Dental Medicine, Touro College of Dental Medicine, Hawthorne, New York, USA
| | - Joe C Ontiveros
- Department of Restorative Dentistry & Prosthodontics, Oral Biomaterials Division, Houston Center for Biomaterials and Biomimetics, The University of Texas Health Science Center at Houston School of Dentistry, Houston, Texas, USA
| | - Fei Liu
- Department of Biologic & Materials Sciences and Prosthodontics, University of Michigan, School of Dentistry, Ann Arbor, Michigan, USA
| | - Geralyn Crain
- Adjunct Faculty, Roseman University of Health Sciences College of Dental Medicine, South Jordan, Utah, USA
| | - Saynur Vardar-Sengul
- Department of Periodontology, Nova Southeastern University College of Dental Medicine, 3200 South University Drive, Fort Lauderdale, Florida, USA
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“Difficult” dental patients: a grounded theory study of dental staff’s experiences. BDJ Open 2022; 8:24. [PMID: 35941125 PMCID: PMC9359978 DOI: 10.1038/s41405-022-00115-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2022] [Revised: 07/01/2022] [Accepted: 07/05/2022] [Indexed: 11/16/2022] Open
Abstract
Introduction The “difficult” patient is a well-known and potentially negative character in various care contexts. Objectives This study aimed to generate a conceptual framework explaining the main concerns about “difficult” dental patients, and obtain a deeper understanding of their characteristics, how they affect the dental staff and how the staff think and act in order to manage these patients. Methods Ten interviews were conducted with professional dental caregivers, including dentists, dental hygienists, and dental nurses. The audio-recorded interviews were transcribed and analyzed in accordance with the principles of grounded theory. Results The main concern regarding “difficult” dental patients generated a framework of seven descriptive interrelated lower-level categories grounded in the data, subsumed in the core category “balancing subjective difficulties”. The informants perceived the possession of “showing interaction difficulties” and “having bio-psycho-social complexity”, as characteristic features of “difficult” patients, who could further adversely affect the dental staff by “evoking negative emotions and behaviors”, “hampering self-esteem and job satisfaction”, and “impairing life and health in general”. To manage the dental care of these patients, the staff used strategies aimed at “activating internal and external resources” and “creating adaptive treatment relations” with patients. Conclusions The dental staff’s meaning of the phenomenon of “difficult” dental patients points to specific characteristics, effects, and handling strategies. The core category captures the contradictory dynamics of characteristics and affects as these concepts seem interrelated to the caregivers’ handling capacity. The dental staff’s possibility of handling the main concern through balancing subjective difficulties depends on contextual conditions regarding time, to bring the patient and/or oneself at the center of attention. This indicates a need for further research regarding dental interactions and studies generalizing the outlook on “difficult” dental patients.
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Pastan CD, Mc Donough AL, Finkelman M, Daniels JC. Evaluation of mindfulness practice in mitigating impostor feelings in dental students. J Dent Educ 2022; 86:1513-1520. [PMID: 35666821 DOI: 10.1002/jdd.12965] [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: 03/01/2022] [Revised: 04/14/2022] [Accepted: 04/30/2022] [Indexed: 11/12/2022]
Abstract
OBJECTIVES This study examined (i) the prevalence of impostor feelings in first-year dental students, (ii) student perceptions of a mindfulness practice as a tool to cope with impostor feelings, and (iii) students' ability to identify their level of impostor feelings. METHODS Two hundred three D1 students at a single institution participated in a mandatory Mind-Body Wellness Course that included the presentation "Understanding Imposter Phenomenon" (lecture #1) and a second presentation "Impostor Phenomenon and Mindfulness: Tools for Success" (lecture #2) 6 months later. Before lecture #2, all students predicted the level to which they suffer from imposter feelings and then took the Clance Impostor Phenomenon Scale (CIPS) to determine the actual level. After lecture #2, 155 of the students completed a survey on whether the mindfulness practices in the lecture impact their perceptions on coping with impostor feelings. RESULTS Fifty-two percent of students were classified as frequent or intense impostors by the CIPS. Fifty-one percent predicted their CIPS classification correctly; 43% underestimated their impostor classification. After lecture #2, 86% reported feeling confident they could recognize their impostor feelings, and 93% reported feeling more aware of how impostor feelings influence their thoughts, behaviors, and actions. Eighty-six percent reported feeling the mindfulness exercise was a helpful tool to build habits to cope with impostor feelings; 83% reported feeling confident they could utilize mindfulness practices to mitigate these feelings when they arise. CONCLUSIONS Frequent or intense impostor feelings may be common in first-year dental students. Mindfulness practice has potential to mitigate such impostor feelings.
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Affiliation(s)
| | | | - Matthew Finkelman
- Tufts University School of Dental Medicine, Boston, Massachusetts, USA
| | - Juliette C Daniels
- University of Detroit Mercy School of Dental Medicine, Detroit, Michigan, USA
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Metz MJ, Immekus JC, Lyle KB, George CE. Effects of active engagement and spaced retrieval practice on knowledge and application of a self-assessment rubric. J Dent Educ 2021; 85:1786-1794. [PMID: 34310725 DOI: 10.1002/jdd.12745] [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: 05/04/2021] [Revised: 07/06/2021] [Accepted: 07/11/2021] [Indexed: 11/06/2022]
Abstract
PURPOSE/OBJECTIVES This study examined effects of active engagement (ENG) and spaced retrieval practice (SRP) on D1 dental students' self-assessment knowledge acquisition. METHODS D1 dental students (N = 120) were randomly assigned to one of four conditions in a 2 (ENG or no ENG) X 2 (SRP or no SRP) design. Students were tested on their knowledge of a self-assessment grading rubric (on a 30-item multiple-choice exam) and their ability to apply the rubric (on a simulated dentoform assessment). RESULTS There were significant main effects of both ENG and SRP on both outcome measures. Both ENG and SRP increased students' knowledge of, and ability to apply, the self-assessment rubric. Effects of ENG were larger than those of SRP. There was also a significant ENG X SRP interaction on the knowledge measure. The effect of SRP was larger in the no-ENG conditions than the ENG conditions, which may reflect a ceiling effect in the ENG conditions. CONCLUSIONS ENG and SRP have the potential to substantially enhance D1 dental students' learning outcomes. These results should motivate dental educators to reject outdated instructional techniques and thereby unleash students' full learning potential. Additional research is needed with a wider range of dental students and learner topics.
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Affiliation(s)
- Michael J Metz
- Department of Comprehensive Dentistry, University of Louisville School of Dentistry, Louisville, Kentucky, USA
| | - Jason C Immekus
- Department of Educational Leadership, Evaluation and Organizational Development, University of Louisville College of Education and Human Development. Louisville, Kentucky, USA
| | - Keith B Lyle
- Department of Psychological and Brain Sciences, University of Louisville College of Arts and Sciences, Louisville, Kentucky, USA
| | - Casey E George
- Department of Educational Leadership, Evaluation and Organizational Development, University of Louisville College of Education and Human Development. Louisville, Kentucky, USA
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Ganatra S, Doblanko T, Rasmussen K, Green J, Kebbe M, Amin M, Perez A. Perceived Effectiveness and Applicability of Think-Pair-Share Including Storytelling (TPS-S) to Enhance Clinical Learning. TEACHING AND LEARNING IN MEDICINE 2021; 33:184-195. [PMID: 32877264 DOI: 10.1080/10401334.2020.1811094] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Problem: Think-pair-share (TPS) is a teaching strategy that promotes active and collaborative learning; however, the effectiveness and applicability of this strategy in its original or altered form remain to be established, especially in health professions education. As a first step in this direction, the objective of our study was to examine the perceived effectiveness and applicability of TPS including storytelling (TPS-S) in an oral pathology seminar from the perspectives of students, seminar instructors, and peer instructors (experienced instructors who observed the seminar). Intervention: Prompts for individual thinking (T), pair discussion (P), and class sharing (S) included clinical case-based questions related to diagnosis and management and wildcards with additional information about the cases. In addition to the traditional TPS phases, the experiences of the leading instructor in dealing with the cases discussed in the seminar were shared through storytelling to model good practices in clinical diagnosis and management. Context: Our study was conducted in the School of Dentistry at the University of Alberta. Participants in this mixed-method study included third (Y3) and fourth (Y4) year dental students (n = 55) in their clinical training, seminar instructors (n = 2), and peer instructors (n = 3). Data from students, seminar instructors, and peer instructors were obtained through the Student Evaluation of Educational Quality (SEEQ) questionnaire, journaling, and interview, respectively. Descriptive statistics were performed to analyze SEEQ dimensions and statements (factors). MANOVA was used to determine significant differences between Y3 and Y4 students for SEEQ dimensions and ANOVA to identify the factors that accounted for significant differences. Qualitative data were analyzed using inductive content analysis. Impact: Participants positively valued the TPS-S seminar. Students rated all SEEQ dimensions between good and very good and regarded the seminar as superior to traditional lectures. Perceived conditions that facilitated the implementation of TPS-S included the use of real-life clinical cases, instructor facilitation skills, and the scaffolded structure of the seminar. Perceived conditions that hindered the implementation of TPS-S included unequal participation of Y3 and Y4 students, time constraints, and issues related to student pairing. Lessons learned: TPS-S was perceived as effective to improve clinical learning and applicable to dental clinical education as long as its implementation matches the characteristics of the learning context. Further evidence is needed to empirically demonstrate the effectiveness and applicability of TPS-S.
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Affiliation(s)
- Seema Ganatra
- Oral Medicine and Pathology, School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Tania Doblanko
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Kari Rasmussen
- Digital Content Management and Delivery Branch, Education, Government of Alberta, Edmonton, Alberta, Canada
| | - Jacqueline Green
- Educational Research & Scholarship Unit (ERSU), School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Maryam Kebbe
- Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Maryam Amin
- Pediatrics, School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Arnaldo Perez
- ERSU, School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
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Amini H, Gregory ME, Abrams MA, Luna J, Roland M, Sova LN, Bean C, Huang Y, Pfeil SA, Townsend J, Lin EJD. Feasibility and usability study of a pilot immersive virtual reality-based empathy training for dental providers. J Dent Educ 2021; 85:856-865. [PMID: 33638168 DOI: 10.1002/jdd.12566] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2020] [Accepted: 01/30/2021] [Indexed: 01/21/2023]
Abstract
PURPOSE Social determinants of health (SDOH) significantly impact individuals' engagement with the healthcare system. To address SDOH-related oral health disparities, providers must be equipped with knowledge, skills, and attitudes (KSAs) to understand how SDOH affect patients and how to mitigate these effects. Traditional dental school curricula provide limited training on recognizing SDOH or developing empathy for those with SDOH-related access barriers. This study describes the design and evaluation of such a virtual reality (VR)-based simulation in dental training. We hypothesize the simulation will increase post-training KSAs. METHODS We developed "MPATHI" (Making Professionals Able THrough Immersion), a scripted VR simulation where participants take the role of an English-speaking caregiver with limited socioeconomic resources seeking dental care for a child in a Spanish-speaking country. The simulation is a combination of 360° video recording and virtual scenes delivered via VR headsets. A pilot was conducted with 29 dental residents/faculty, utilizing a pre-post design to evaluate effectiveness in improving immediate and retention of KSAs toward care delivery for families facing barriers. RESULTS MPATHI led to increased mean scores for cognitive (pre = 3.48 ± 0.80, post = 4.56 ± 0.51, p < 0.001), affective (pre = 4.20 ± 0.4, post = 4.47 ± 0.44, p < 0.001), and skill-based learning (pre = 4.00 ± 0.47, post = 4.52 ± 0.37, p < 0.001) immediately post-training. There was not a significant difference between skills measured immediately post-training and in the 1-month post-training survey (p = 0.41). Participants reported high satisfaction with the content and methods used in this training. CONCLUSIONS This pilot study supports using VR SDOH training in dental education. VR technology provides new opportunities for innovative content design.
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Affiliation(s)
- Homa Amini
- Pediatric Dentistry, Nationwide Children's Hospital and The Ohio State University College of Dentistry, Columbus, OH, USA
| | - Megan E Gregory
- Department of Biomedical Informatics and Center for the Advancement of Team Science, Analytics, and Systems Thinking in Health Services and Implementation Science Research (CATALYST), The Ohio State University College of Medicine, Columbus, OH, USA
| | - Mary Ann Abrams
- Pediatrics, The Ohio State University College of Medicine, and Nationwide Children's Hospital, Columbus, OH, USA
| | - John Luna
- Research Information Solutions and Innovation, The Abigail Wexner Research Institute at Nationwide Children's Hospital, Columbus, OH, USA
| | - Maxwell Roland
- Research Information Solutions and Innovation, The Abigail Wexner Research Institute at Nationwide Children's Hospital, Columbus, OH, USA
| | - Lindsey N Sova
- Center for the Advancement of Team Science, Analytics, and Systems Thinking in Health Services and Implementation Science Research (CATALYST), The Ohio State University College of Medicine, Columbus, OH, USA
| | - Canise Bean
- Restorative and Prosthetic Dentistry, The Ohio State University College of Dentistry, Columbus, OH, USA
| | - Yungui Huang
- Research Information Solutions and Innovation, The Abigail Wexner Research Institute at Nationwide Children's Hospital, Columbus, OH, 43205
| | - Sheryl A Pfeil
- Gastroenterology, Hepatology, and Nutrition, The Ohio State University College of Medicine and Wexner Medical Center, Columbus, OH, USA
| | - Janice Townsend
- Pediatric Dentistry, Nationwide Children's Hospital and The Ohio State University College of Dentistry, Columbus, OH, USA
| | - En-Ju D Lin
- Research Information Solutions and Innovation, The Abigail Wexner Research Institute at Nationwide Children's Hospital, Columbus, OH, USA
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Pastan CD, Zandona AF. Decreasing performance anxiety in the clinical setting during COVID-19 pandemic. J Dent Educ 2020; 85:1192-1194. [PMID: 32905617 DOI: 10.1002/jdd.12424] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2020] [Revised: 08/25/2020] [Accepted: 08/26/2020] [Indexed: 11/09/2022]
Affiliation(s)
- Christina DiBona Pastan
- Endodontics/Wellness, Tufts University School of Dental Medicine, Boston, Massachusetts, USA
| | - Andrea Ferreira Zandona
- Department of Comprehensive Care, Tufts University School of Dental Medicine, Boston, Massachusetts, USA
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Lagreca GF, Kang K. Meaningful integration of educational technology in postgraduate programs: Problem, solution, and results. J Dent Educ 2020; 85:990-993. [PMID: 32686133 DOI: 10.1002/jdd.12337] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2020] [Revised: 07/13/2020] [Accepted: 07/16/2020] [Indexed: 11/07/2022]
Affiliation(s)
- Gabriela F Lagreca
- Department of Prosthodontics, Advanced Education Program in Prosthodontics, Tufts University School of Dental Medicine, Boston, Massachusetts, USA
| | - Kiho Kang
- Department of Prosthodontics, Advanced Education Program in Prosthodontics, Tufts University School of Dental Medicine, Boston, Massachusetts, USA
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Dragan IF, Yildiz LF, Dunn K, Ramesh A. Integrating remote proctoring in dental education: Problem, solution, and results. J Dent Educ 2020; 85:1071-1073. [PMID: 32652571 DOI: 10.1002/jdd.12307] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2020] [Accepted: 07/02/2020] [Indexed: 11/06/2022]
Affiliation(s)
- Irina F Dragan
- Faculty Education & Instructional Development, Department of Periodontology, Tufts University School of Dental Medicine, Boston, Massachusetts, USA
| | | | - Kristen Dunn
- Academic Affairs, Tufts University School of Dental Medicine, Boston, Massachusetts, USA
| | - Aruna Ramesh
- Academic Affairs, Tufts University School of Dental Medicine, Boston, Massachusetts, USA
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Dragan IF, Walji M, Vervoorn M, Quinn B, Johnson L, Davis J, Garcia LT, Valachovic RW. ADEA-ADEE Shaping the Future of Dental Education III: The impact of scientific technologies and discoveries on oral health globally. J Dent Educ 2020; 84:111-116. [PMID: 31977098 DOI: 10.1002/jdd.12027] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2019] [Accepted: 12/04/2019] [Indexed: 11/08/2022]
Abstract
The central purpose of scientific research and emerging dental health technologies is to improve care for patients and achieve health equity. The Impact of Scientific Technologies and Discoveries on Oral Health Globally workshop conducted joint American Dental Education Association (ADEA) and the Association for Dental Education in Europe (ADEE) 2019 conference, Shaping the Future of Dental Education III, highlighted innovative technologies and scientific discoveries to support personalized dental care in an academic and clinical setting. The 2019 workshop built upon the new ideas and way forward identified in the 2017 ADEE-ADEA joint American Dental Education Association (ADEA) and the Association for Dental Education in Europe (ADEE) 2019 conference, Shaping the Future of Dental Education II held in London. During the most recent workshop the approach was to explore the "Teaching Clinic of the Future". Participants applied ideas proposed by keynote speakers, Dr. Walji and Dr. Vervoorn to educational models (Logic Model) in an ideal dental education setting. It is only through this continuous improvement of our use of scientific and technological advances that dental education will be able to convey to students the cognitive skills required to continually adapt to the changes that will affect them and consequently their patients throughout their career. This workshop was a valuable experience for highlighting opportunities and challenges for all stakeholders when aiming to incorporate new technologies to facilitate patient care and students' education.
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Affiliation(s)
| | | | | | | | - Lynn Johnson
- Department of Periodontics and Oral Medicine, School of Dentistry and Clinical Professor of Information, School of Information, University of Michigan, Ann Arbor, Michigan, USA
| | - Joan Davis
- Special Projects & Initiatives, A.T. Still Missouri School of Dentistry & Oral Health
| | - Lily T Garcia
- University of Nevada, School of Dental Medicine, Las Vegas
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Serrano CM, Wesselink PR, Vervoorn JM. First experiences with patient-centered training in virtual reality. J Dent Educ 2020; 84:607-614. [DOI: 10.1002/jdd.12037] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2019] [Accepted: 12/17/2019] [Indexed: 11/08/2022]
Affiliation(s)
- Carlos M. Serrano
- Evidence Based Clinic & Department of Educational Research and Development; Academic Centre for Dentistry Amsterdam (ACTA); Amsterdam Netherlands
| | - Paul R. Wesselink
- Department of Cariology Endodontology & Pedodontology; Academic Centre for Dentistry Amsterdam (ACTA); Amsterdam Netherlands
| | - Johanna M. Vervoorn
- Institute of Education; Academic Centre for Dentistry Amsterdam (ACTA); Amsterdam Netherlands
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13
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Tiwari T. Social Determinants of Health: An Essential Element in Dental Education. J Dent Educ 2019; 82:235-236. [PMID: 29496800 DOI: 10.21815/jde.018.021] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Affiliation(s)
- Tamanna Tiwari
- Dr. Tiwari is Assistant Professor, Department of Community Dentistry and Population Health and Associate Director, Center for Oral Disease Prevention and Population Health Research, School of Dental Medicine, University of Colorado Anschutz Medical Campus, Mail Stop F843, 13065 East 17th Ave., Room 104F, Aurora, CO 80045; 303-724-9539;
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Tiwari T, Palatta AM. An Adapted Framework for Incorporating the Social Determinants of Health into Predoctoral Dental Curricula. J Dent Educ 2019; 83:127-136. [DOI: 10.21815/jde.019.015] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Affiliation(s)
- Tamanna Tiwari
- Department of Community Dentistry and Population Health
- Center for Oral Disease Prevention and Population Health Research; School of Dental Medicine; University of Colorado Anschutz Medical Campus
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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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Affiliation(s)
- Carol Anne Murdoch-Kinch
- University of Michigan School of Dentistry; 1011 North University, Suite 1208 Ann Arbor MI 48109-1078
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Fonsêca GS, Pires FS, Junqueira SR, Souza CRD, Botazzo C. Redesenhando caminhos na direção da clínica ampliada de saúde bucal. SAUDE E SOCIEDADE 2018. [DOI: 10.1590/s0104-12902018180117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Resumo O trabalho analisa a experiência da clínica ampliada de saúde bucal em uma Unidade Básica de Saúde (UBS) do município de São Paulo. O estudo é de abordagem qualitativa, do tipo pesquisa-ação, em que cirurgiãs-dentistas e estagiários de odontologia experienciaram a clínica ampliada de saúde bucal, realizando registros sobre suas práticas em diários de pesquisa e construindo, em conjunto com os usuários, projetos terapêuticos singularizados. Foram analisados três diários de pesquisa e 52 casos clínicos e seus respectivos projetos terapêuticos singularizados, elaborados entre os anos de 2014 e 2015. O material foi tratado por análise de conteúdo temática, com as seguintes categorias: procedimentos odontológicos realizados na atenção primária à saúde; referência e contrarreferência; divisão do trabalho; anamnese e satisfação do usuário. A análise indicou que novos processos de trabalho estimulam os usuários a expor suas demandas de saúde e que projetos terapêuticos singularizados são fundamentais para a produção do cuidado, o que gera satisfação e resolubilidade. As principais limitações encontradas foram: pouco apoio da rede especializada, escassez de pessoal auxiliar, não acesso ao prontuário único e dificuldade em ressignificar as narrativas para além dos achados bucais. Torna-se essencial o desenvolvimento de estudos relacionados a novos fazeres em saúde bucal em outras realidades.
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Palatta AM. Change Management in Dental Education: A Professional Learning Community. J Dent Educ 2018; 82:549-556. [DOI: 10.21815/jde.018.061] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Leadbeatter D, Gao J. Engaging Oral Health Students in Learning Basic Science Through Assessment That Weaves in Personal Experience. J Dent Educ 2018; 82:388-398. [DOI: 10.21815/jde.018.041] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2017] [Accepted: 10/27/2017] [Indexed: 11/20/2022]
Affiliation(s)
| | - Jinlong Gao
- Faculty of Dentistry; University of Sydney; Australia
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Sabato E, Owens J, Mauro AM, Findley P, Lamba S, Fenesy K. Integrating Social Determinants of Health into Dental Curricula: An Interprofessional Approach. J Dent Educ 2018; 82:237-245. [DOI: 10.21815/jde.018.022] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
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Walji MF, Karimbux NY, Spielman AI. Person-Centered Care: Opportunities and Challenges for Academic Dental Institutions and Programs. J Dent Educ 2017; 81:1265-1272. [DOI: 10.21815/jde.017.084] [Citation(s) in RCA: 31] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
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Karimbux NY. Times Are A-Changin’. J Dent Educ 2017; 81:919-920. [DOI: 10.21815/jde.017.042] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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