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Wu JH, Lin PC, Lee KT, Liu HL, Lu PY, Lee CY. Situational simulation teaching effectively improves dental students' non-operational clinical competency and objective structured clinical examination performance. BMC MEDICAL EDUCATION 2024; 24:533. [PMID: 38745156 PMCID: PMC11092032 DOI: 10.1186/s12909-024-05546-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/20/2024] [Accepted: 05/10/2024] [Indexed: 05/16/2024]
Abstract
BACKGROUND Appropriate communication with dental patients enhances treatment outcomes and patient satisfaction. Implementing simulated patient interviews courses can improve patient-centered care and reduce conflict during clerkship training. Therefore, this study explored the relationship among student participation in a situational simulation course (SSC), academic performance, clerkship performance, and objective structured clinical examination (OSCE) performance. METHODS This study was conducted with a sample of fifth-year dental students undergoing clerkship training. After implementing a situational simulation course to investigate the relationship among participation in SSC, academic performance, clerkship performance, and OSCE performance, a path analysis model was developed and tested. RESULTS Eighty-seven fifth-year dental students were eligible for the SSC, and most (n = 70, 80.46%) volunteered to participate. The path analysis model revealed that academic performance had a direct effect on OSCE performance (β = 0.281, P = 0.003) and clerkship performance (β = 0.441, P < 0.001). In addition, SSC teaching had a direct effect on OSCE performance (β = 0.356, P < 0.001). CONCLUSIONS SSCs can enhance dental students' non-operational clinical competency and OSCE performance effectively. Simulated patient encounters with feedback, incorporated into the dental curricula, have led to improved communication. Based on our findings, we suggest implementing SSC teaching before the OSCE to improve communication and cognitive skills.
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Affiliation(s)
- Ju-Hui Wu
- Department of Oral Hygiene, College of Dental Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan, No. 100, Shih-Chuan 1st Road, 80708
- Department of Dentistry, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
- Center for Medical Education and Humanizing Health Professional Education, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
| | - Pei Chen Lin
- Department of Oral Hygiene, College of Dental Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan, No. 100, Shih-Chuan 1st Road, 80708
- Department of Dentistry, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
| | - Kun-Tsung Lee
- Department of Oral Hygiene, College of Dental Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan, No. 100, Shih-Chuan 1st Road, 80708
- Department of Dentistry, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
| | - Hsin-Liang Liu
- Graduate Institute of Adult Education, National Kaohsiung Normal University, Kaohsiung, Taiwan
- Department of Emergency Medicine, Kaohsiung Medical University Hospital, Kaohsiung Medical University, Kaohsiung, Taiwan
| | - Peih-Ying Lu
- Center for Medical Education and Humanizing Health Professional Education, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
- School of Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan
- College of Humanities and Social Sciences, Kaohsiung Medical University, Kaohsiung, Taiwan
| | - Chen-Yi Lee
- Department of Oral Hygiene, College of Dental Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan, No. 100, Shih-Chuan 1st Road, 80708.
- Department of Medical Research, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan.
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Zeng J, Liang S, Fu X, Guo J, Bai Y, Zhou S, Du Q, Wang Z, Zhang X, Peng S, Wen L, Li W, Li B, Yang H, Zhang Y. Student standardized patients versus occupational standardized patients for improving clinical competency among TCM medical students: a 3-year prospective randomized study. BMC MEDICAL EDUCATION 2023; 23:216. [PMID: 37020221 PMCID: PMC10074708 DOI: 10.1186/s12909-023-04198-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/05/2022] [Accepted: 03/24/2023] [Indexed: 06/19/2023]
Abstract
BACKGROUND Standardized patient (SP) simulations are well-recognized patterns for practicing clinical skills and interactions. Our previous study showed that a simulation program using occupational SP for Traditional Chinese Medicine (OSP-TCMs) was efficient, however, a high cost and time-intensive nature have limited its use. TCM postgraduates trained as student SPs (SSP-TCMs) present a potentially cost-effective alternative. The purpose of this study was to examine and determine whether SSP simulation offered more benefits over didactic training alone for improving clinical competency among TCM medical students, and conduct a multifaceted analysis comparing SSP-TCMs and OSP-TCMs. METHODS This was a prospective, single-blinded, randomized controlled trial. Fourth-year TCM undergraduates were recruited as trainees from the Clinical Medical School, Chengdu University of TCM. Data were collected from September 2018 to December 2020. Trainees were randomly divided into the three following groups: traditional method training group, OSP-TCM training group, and SSP-TCM training group (1:1:1). At the end of a 10-week curriculum, trainees received a two-station examination comprising a systematic online knowledge test and an offline clinical performance examination. Post-training and post-exam questionnaires were administered to collect feedback from these trainees. RESULTS Students assigned to the SSP-TCM training and OSP-TCM training groups received favorable marks for the "systematic knowledge test" and "TCM clinical skills" (2018, Pa=0.018, Pb=0.042; 2019, Pa=0.01, Pb=0.033; 2020, Pa=0.035, Pb=0.039) compared to the TM trainees. Additionally, trainees in the intervention groups demonstrated a positive post-training edge in scores of "medical records" (2018, Pa=0.042, Pb=0.034; 2019, Pa=0.032, Pb=0.042; 2020, Pa=0.026, Pb=0.03) and "TCM syndrome differentiation and therapeutic regimen" (2018, Pb=0.032; 2019, Pa=0.037, Pb=0.024; 2020, Pa=0.036, Pb=0.043). For the simulation encounter assessment given by SP-TCMs, OSP-TCM trainees and SSP-TCM trainees scored higher than TM trainees (2018, Pa=0.038, Pb=0.037; 2019, Pa=0.024, Pb=0.022; 2020, Pa=0.019, Pb=0.021). For the feedback questionnaires, the students in TM group provided less positive feedback for training efficacy and test performance compared to those in the SSP-TCM and OSP-TCM groups. The trainees responded that the training effect of clinical simulations was similar between the SSP-TCM and OSP-TCM groups. SSP-TCMs were more responsive to unexpected emergencies (Pa=0.022, Pb>0.05) and more likely to encourage questioning (Pa=0.029, Pb>0.05) but tended to provide implied hints (Pc=0.015) and utilize medical jargon (Pc=0.007) as compared to OSP-TCMs. CONCLUSION Simulation training for SSP-TCMs and OSP-TCMs showed great benefits for enhancing clinical competency. SSP-TCM simulation was feasible, practical, and cost-effective, and may serve as an alternative method to OSP-TCM simulation.
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Affiliation(s)
- Jinhao Zeng
- Department of Chinese Internal Medicine, Hospital of Chengdu University of Traditional Chinese Medicine, Chengdu, 610072, China
| | - Shuang Liang
- Education Department, Clinical Medical School of Chengdu University of Traditional Chinese Medicine, Chengdu, 610075, China
| | - Xiaoxu Fu
- Department of Chinese Internal Medicine, Hospital of Chengdu University of Traditional Chinese Medicine, Chengdu, 610072, China
| | - Jing Guo
- Education Department, Clinical Medical School of Chengdu University of Traditional Chinese Medicine, Chengdu, 610075, China
| | - Yaolin Bai
- Education Department, Clinical Medical School of Chengdu University of Traditional Chinese Medicine, Chengdu, 610075, China
| | - Shan Zhou
- Education Department, Clinical Medical School of Chengdu University of Traditional Chinese Medicine, Chengdu, 610075, China
| | - Quanyu Du
- Department of Chinese Internal Medicine, Hospital of Chengdu University of Traditional Chinese Medicine, Chengdu, 610072, China
| | - Zhenxing Wang
- Department of Chinese Internal Medicine, Hospital of Chengdu University of Traditional Chinese Medicine, Chengdu, 610072, China
| | - Xiyu Zhang
- Department of Chinese Internal Medicine, Hospital of Chengdu University of Traditional Chinese Medicine, Chengdu, 610072, China
| | - Sihan Peng
- Department of Chinese Internal Medicine, Hospital of Chengdu University of Traditional Chinese Medicine, Chengdu, 610072, China
| | - Lijuan Wen
- Clinical Skill Center, Clinical Medical School of Chengdu University of Traditional Chinese Medicine, Chengdu, 610075, China
| | - Wenyuan Li
- Sichuan Evidence-Based Medicine Center of Traditional Chinese Medicine, Chengdu, 610072, China
| | - Bin Li
- Department of Chinese Internal Medicine, Hospital of Chengdu University of Traditional Chinese Medicine, Chengdu, 610072, China.
| | - Han Yang
- Department of Chinese Internal Medicine, Hospital of Chengdu University of Traditional Chinese Medicine, Chengdu, 610072, China.
| | - Yi Zhang
- Department of Chinese Internal Medicine, Hospital of Chengdu University of Traditional Chinese Medicine, Chengdu, 610072, China.
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Fahim A, Khan RA, Sethi A. Use of situational judgment tests for assessing non-cognitive attributes of final year dental students. J Dent Educ 2023; 87:158-169. [PMID: 36184745 DOI: 10.1002/jdd.13113] [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: 04/23/2022] [Revised: 08/26/2022] [Accepted: 09/11/2022] [Indexed: 11/05/2022]
Abstract
OBJECTIVE Situational judgment tests (SJT) have been previously used in the admission process of medical and dental undergraduate programs, but their utilization as an assessment tool is fairly new. The objective of this study was to explore essential non-cognitive attributes of dental graduates. We also aimed to assess the attributes of final year dental students utilizing SJT and later collected participants' reactions on the test. METHODS A mixed-method exploratory sequential study was conducted. One-on-one and group discussions were done with subject matter experts (SMEs) to explore the essential attributes of fresh dental graduates. Based on the thematic analysis, 10 SJT items per domain were constructed by one group of SMEs and expert validated by a different group of SMEs and vice versa. The final dental-SJT was piloted online on final year dental students and their perceptions were collected using a five-point Likert scale questionnaire. Descriptive statistics and Cronbach's alpha were calculated for the test. RESULTS The consultation with SMEs generated three main themes, namely, Conventional skills, Tribal skills, and Occupational skills. The 70-item dental-SJT piloted on 150 final year dental students revealed data were normally distributed. The internal reliability of test was good (0.738). Students scored highest in "management skills" (>70%) and lowest in "professional ethics" (56%) and "diverse experiences" (58%). The overall student perception about the test was good. CONCLUSION SJT is an effective tool to assess non-cognitive attributes of dental students. It has an overall positive perception about perceived predictive validity, perceived fairness, face and content validity.
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Affiliation(s)
- Ayesha Fahim
- Dental Section, University College of Medicine and Dentistry, Lahore, Pakistan
| | - Rehan Ahmed Khan
- Islamic International Medical College, Riphah International University, Rawalpindi, Pakistan
| | - Ahsan Sethi
- Department of Public Health, College of Health Sciences, QU Health, Qatar University, Doha, Qatar
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Cuevas-Nunez MC, Pulido MT, Harpe S, Stein AB, Lempicki K. Assessment of communication and physical exam skills: A comparison of students, faculty and standardized patients. J Dent Educ 2022; 86:853-862. [PMID: 35181888 DOI: 10.1002/jdd.12892] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2021] [Revised: 12/02/2021] [Accepted: 01/04/2022] [Indexed: 11/11/2022]
Abstract
PURPOSE/OBJECTIVES The objective of this retrospective study was twofold: it aimed to investigate dental students' communication and physical exam self-assessment skills by comparing students' self-evaluations with those completed by faculty and standardized patients (SPs). Second, it aimed to compare faculty and SPs assessment of students' communication skills. METHODS At the end of their first year of training, students (n = 127), participated in one SP encounter about an initial dental consultation. Students completed self-assessment before receiving feedback from faculty (n = 19) and SPs (n = 19). The data source included evaluation forms submitted by students, faculty and SPs. The Wilcoxon signed rank test was used to compare the overall scores between groups. Agreement between evaluations items were analyzed with McNemar's test (p < 0.05). RESULTS Overall, there were no statistically significant differences in how students and faculty graded for either communication (p = 0.6724) or physical exam (p = 0.1921) skills. However, both students and faculty provided less favorable marks than SPs for communication skills with a statistically significant difference in the overall grading between both students and SPs (p = 0.0146) and between faculty and SPs (p = 0.0045). CONCLUSIONS While there was disagreement between students and faculty versus SPs, they weren't meaningful differences in scores and the dissimilarities mainly consisted of ratings of explanation skills. We suggest that, when applicable, dental student's self-evaluations may represent an alternative to faculty assessments of communication and physical exam skills. Nonetheless, we recommend that SPs be included in the assessment of communication skills to provide students with comprehensive feedback that more realistically represents the natural patient-provider relationship.
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Affiliation(s)
| | - M Teresa Pulido
- College of Dental Medicine, Midwestern University, Glendale, Arizona, USA
| | - Spencer Harpe
- Pharmacy Practice, Midwestern University, Downers Grove, Illinois, USA
| | - Amy B Stein
- BioClinical Statistics, Research Sponsored Programs, Midwestern University, Glendale, Arizona, USA
| | - Kelly Lempicki
- Simulation Center, Midwestern University, Downers Grove, Illinois, USA
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Meyer BD, Fearnow B, Smith HL, Morgan SG, Quinonez RB. Implementing Standardized Patient Caregivers to Practice Difficult Conversations in a Pediatric Dentistry Course. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2022; 18:11201. [PMID: 35036525 PMCID: PMC8720916 DOI: 10.15766/mep_2374-8265.11201] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/07/2021] [Accepted: 08/31/2021] [Indexed: 05/05/2023]
Abstract
INTRODUCTION Standardized patient (SP) methodology has been used in health professional education to help students develop communication, deeper diagnostic reasoning, and critical thinking skills. Few examples demonstrate the use of SPs to practice difficult conversations with pediatric caregivers in the pediatric dentistry literature. The objective of this educational activity was to describe the implementation of three SPs in a pediatric dentistry course for second-year dental students. METHODS We developed three SP encounters covering interactions with caregivers of an infant with severe early childhood caries, an adolescent on the path to gender affirmation, and a child with autism and dental caries whose caregiver was resistant to fluoride- and silver-containing dental materials. We describe the case design process, rubric construction and calibration, student debriefing, and pandemic modifications. We evaluated the effectiveness of the implementation by thematic analysis of student reflections following each encounter using a qualitative descriptive framework. RESULTS Eighty-three students completed each encounter. Qualitative analysis showed that students preferred a more realistic encounter by having a child or other distraction present. Students relied on different elements of motivational interviewing depending on the objective of each encounter and the age of the patient. Overall, the SP encounters were well received by students and faculty as an alternative or supplement to traditional student evaluation methods. DISCUSSION We noted a number of lessons learned about implementing SP methodology in pediatric dental education. With these experiences now in place, future evaluations should measure student performance in the SP encounters against student performance during clinical care.
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Affiliation(s)
- Beau D. Meyer
- Assistant Professor, Division of Pediatric Dentistry, The Ohio State University College of Dentistry
- Corresponding author:
| | - Bethany Fearnow
- Curriculum Innovation Consultant, Academic Affairs, University of North Carolina at Chapel Hill Adams School of Dentistry
| | - Hannah L. Smith
- Fourth-Year Dental Student, University of North Carolina at Chapel Hill Adams School of Dentistry
| | - Sarah G. Morgan
- Fourth-Year Dental Student, University of North Carolina at Chapel Hill Adams School of Dentistry
| | - Rocio B. Quinonez
- Professor, Division of Pediatric and Public Health, and Associate Dean for Educational Leadership and Innovation, Academic Affairs, University of North Carolina at Chapel Hill Adams School of Dentistry
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Zeng J, Liang S, Zhang X, Yan R, Chen C, Wen L, Xia T, Li W, Lu B, Nian Q, Yang H, Guo J. Assessment of clinical competency among TCM medical students using standardized patients of traditional Chinese medicine: A 5-year prospective randomized study. Integr Med Res 2021; 11:100804. [PMID: 35145853 PMCID: PMC8819389 DOI: 10.1016/j.imr.2021.100804] [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: 02/27/2021] [Revised: 08/01/2021] [Accepted: 09/15/2021] [Indexed: 11/19/2022] Open
Abstract
Background Methods Results Conclusion
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Affiliation(s)
- Jinhao Zeng
- Department of Chinese Internal Medicine, Hospital of Chengdu University of Traditional Chinese Medicine, Chengdu, China
| | - Shuang Liang
- Department of Student Affairs, Clinical Medical School of Chengdu University of TCM, Chengdu, China
| | - Xiaotong Zhang
- Department of Student Affairs, Clinical Medical School of Chengdu University of TCM, Chengdu, China
| | - Ran Yan
- Clinical Skill Center, Clinical Medical School of Chengdu University of TCM, Chengdu, China
| | - Chongli Chen
- Department of Chinese Internal Medicine, Hospital of Chengdu University of Traditional Chinese Medicine, Chengdu, China
| | - Lijuan Wen
- Clinical Skill Center, Clinical Medical School of Chengdu University of TCM, Chengdu, China
| | - Ting Xia
- Education Department, Clinical Medical School of Chengdu University of TCM, Chengdu, China
| | - Wenyuan Li
- Sichuan Evidence-Based Medicine Center of Traditional Chinese Medicine, Chengdu, China
| | - Bingqing Lu
- Sichuan Evidence-Based Medicine Center of Traditional Chinese Medicine, Chengdu, China
| | - Qing Nian
- Department of Chinese Internal Medicine, Hospital of Chengdu University of Traditional Chinese Medicine, Chengdu, China
| | - Han Yang
- Department of Chinese Internal Medicine, Hospital of Chengdu University of Traditional Chinese Medicine, Chengdu, China
- Corresponding authors at: Hospital of Chengdu University of Traditional Chinese Medicine, 39 Shi-er-qiao Road, Chengdu, Sichuan 610072, PR China (H. Yang); Clinical Medical School of Chengdu University of TCM, 1166 Liu-tai Avenue, Chengdu, Sichuan 610075, PR China (J. Guo).
| | - Jing Guo
- Education Department, Clinical Medical School of Chengdu University of TCM, Chengdu, China
- Corresponding authors at: Hospital of Chengdu University of Traditional Chinese Medicine, 39 Shi-er-qiao Road, Chengdu, Sichuan 610072, PR China (H. Yang); Clinical Medical School of Chengdu University of TCM, 1166 Liu-tai Avenue, Chengdu, Sichuan 610075, PR China (J. Guo).
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Odusola F, Smith JL, Turrigiano E, Shulman M, Grbic JT, Fine JB, Hu MC, Nunes EV, Bisaga A, Levin FR. The utility of a formative one-station objective structured clinical examination for Substance use disorders in a dental curriculum. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:813-828. [PMID: 33471403 PMCID: PMC8289927 DOI: 10.1111/eje.12661] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/07/2020] [Revised: 12/22/2020] [Accepted: 01/09/2021] [Indexed: 05/10/2023]
Abstract
Substance use disorders (SUD) are chronic relapsing medical conditions characterised by compulsive substance seeking and use. They constitute a substantial disease burden globally. Labelling of persons with SUD has created barriers to treatment but there are effective management strategies. The dental profession has embraced reforms designed to address the SUD epidemic by promoting continuing education for practitioners and initiating curriculum changes in dental schools. Screening, Brief Intervention and Referral to Treatment (SBIRT) is an evidence-based model for managing patients with SUD. The use of a formative 1-station Objective Structured Clinical Examination (OSCE) for learning and assessment in SBIRT, operationalised with the MD3 rating scale is presented in this study. In 3 years of implementation, the SBIRT OSCE successfully integrated into the curriculum of the College of Dental Medicine, Columbia University. Mean score of total adherent behaviours was 11.80 (SD =4.23) (range: 2 - 24) and Cronbach's coefficient alpha for across-items reliability in adherent behaviours was 0.66. Adherent behaviours correlated with the global ratings (r = 0.66). Mean of global rating scores were 2.90 (SD =1.01) for collaboration and 2.97 (SD =1.00) for empathy and the global rating scores correlated with each other (r = 0.85). Histograms of global rating scores resembled normal distribution. The 1-station OSCE is a good model for learning about SBIRT. Psychometric analysis was useful in understanding the underlying construct of the MD3 rating scale and supported its reliability, validity and utility in dental education.
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Affiliation(s)
- Folarin Odusola
- Dental Medicine and Director of Clinical Clerkships and Primary Care Medicine in Dentistry, College of Dental Medicine, Columbia University, New York, NY, USA
| | - Jennifer L. Smith
- Clinical Psychology, Department of Psychiatry, College of Physicians and Surgeons, Columbia University, New York, NY, USA
| | | | - Matisyahu Shulman
- Clinical Psychiatry, Department of Psychiatry, Columbia University, New York, NY, USA
| | - John T. Grbic
- Dental Medicine and Director of the Division of Foundational Sciences, College of Dental Medicine, Columbia University, New York, NY, USA
| | - James B. Fine
- Academic Affairs, College of Dental Medicine, Columbia University, New York, NY, USA
| | - Mei-Chen Hu
- Department of Psychiatry, Columbia University, New York, NY, USA
| | - Edward V. Nunes
- Psychiatry, New York State Psychiatric Institute, Columbia University, New York, NY, USA
| | - Adam Bisaga
- Psychiatry, New York State Psychiatric Institute, Columbia University, New York, NY, USA
| | - Frances R. Levin
- Division on Substance Use Disorders, New York State Psychiatric Institute, Columbia University, New York, NY, USA
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Development of an Online Asynchronous Clinical Learning Resource ("Ask the Expert") in Dental Education to Promote Personalized Learning. Healthcare (Basel) 2021; 9:healthcare9111420. [PMID: 34828467 PMCID: PMC8624543 DOI: 10.3390/healthcare9111420] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2021] [Revised: 09/23/2021] [Accepted: 09/24/2021] [Indexed: 11/16/2022] Open
Abstract
This article describes the development and testing of an online asynchronous clinical learning resource named "Ask the Expert" to enhance clinical learning in dentistry. After the resource development, dental students from years 3 and 4 were randomly allocated to two groups (Group A-"Ask the Expert" and L-"lecturer-led"). All the students attempted a pre-test related to replacement of teeth in the anterior aesthetic zone. Group A (33 students) underwent an online case-based learning session of 60 minutes' duration without a facilitator, while Group L (27 students) concurrently underwent a case-based learning session of 60 minutes' duration with a lecturer facilitating the session. An immediate post-test was conducted followed by a retention test after one week. Student feedback was obtained. There was a significant increase in the test scores (maximum score 10) for both groups when comparing the pre-test (Group A-5.61 ± 1.34, Group L-5.22 ± 1.57) and immediate post-test scores (Group A-7.42 ± 1.34, Group L-8.04 ± 1.22; paired t-test, p < 0.001). However, no significant difference was observed in the test scores when comparing Group A to Group L for both the immediate post-test as well as the retention test (Group A-5.36 ± 1.29, Group L-5.33 ± 1.39 (independent sample t-test, p > 0.05). To conclude, adequately structured online asynchronous learning resources are comparable in their effectiveness to online synchronous learning in the undergraduate dental curriculum.
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Forbes R, Clasper B, Ilango A, Kan H, Peng J, Mandrusiak A. Effectiveness of patient education training on health professional student performance: A systematic review. PATIENT EDUCATION AND COUNSELING 2021; 104:2453-2466. [PMID: 33678497 DOI: 10.1016/j.pec.2021.02.039] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/27/2020] [Revised: 01/01/2021] [Accepted: 02/21/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Despite the fundamental role of patient education, concerns have been raised by health professionals, students, and professional bodies regarding student preparation for this area of practice. OBJECTIVE To evaluate the effectiveness of patient education training on health professional student performance. METHOD A systematic search was performed across PubMed, Cinahl, Embase, and Cochrane Library. Reference and forward citation searches of included articles were conducted. Inclusion criteria were published journal articles from 2010 to 2020 regarding patient education training for health professional students with measures relating to patient education performance. Quality appraisal of individual studies was conducted using Cochrane risk-of-bias v2 or ROBINS-I; overall appraisal was also determined. Sixteen articles met eligibility criteria. Independent data extraction was undertaken. RESULTS Fourteen studies reported improvements in student performance following patient education training; two studies reported no significant improvements. Of different modalities examined, simulation-based learning appeared to be most effective. CONCLUSION Patient education training enhances health professional students' performance of patient education. Future research is needed to evaluate effectiveness of pedagogically informed interventions across health professions using objective approaches to assess student performance in clinically relevant settings. PRACTICAL VALUE This review supports the use of specific training approaches to improve student performance of patient education.
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Affiliation(s)
- Roma Forbes
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, QLD, 4072, Australia.
| | - Bennita Clasper
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, QLD, 4072, Australia
| | - Anusha Ilango
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, QLD, 4072, Australia
| | - Haeley Kan
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, QLD, 4072, Australia
| | - Julia Peng
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, QLD, 4072, Australia
| | - Allison Mandrusiak
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, QLD, 4072, Australia
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Mascarenhas S, Al-Halabi M, Otaki F, Nasaif M, Davis D. Simulation-based education for selected communication skills: exploring the perception of post-graduate dental students. KOREAN JOURNAL OF MEDICAL EDUCATION 2021; 33:11-25. [PMID: 33735553 PMCID: PMC7973075 DOI: 10.3946/kjme.2021.183] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2020] [Revised: 11/11/2020] [Accepted: 12/07/2020] [Indexed: 05/21/2023]
Abstract
PURPOSE The role of simulation-based education (SBE) in enhancing communication has been established in the literature. To ensure achieving desired outcomes from SBE initiative, the individual learners, their experiences, and environments need to be considered. This study aimed at exploring the perception of post-graduate dental students regarding their participation in SBE sessions, around selected communication skills, designed in alignment with the assumptions of adult learning theory and steps of Kolb's experiential learning cycle. METHODS This study utilized a qualitative design. Six focus-group sessions were conducted following the SBE sessions. The generated data was inductively investigated using a multi-staged participant-focused approach to thematic analysis, based upon constructivist epistemology. NVivo was utilized to facilitate text Fragments' coding and categorization. RESULTS Forty-three post-graduate dental students participated. The analysis resulted in 16 categories spread across five sequential phases of the SBE experience. The "input" theme referred to the resources needed for the SBE process, and included three categories: facilities, personnel, and teaching materials. The second theme included steps of SBE "process": pre-brief, simulation, and debrief. The third, fourth, and fifth themes constituted the short- and longer-term results of the SBE intervention. The participants reported instant benefits on confidence in their expertise in communicating with patients and their guardians. Additionally, perceived effects on the empathy and professionalism were reported. CONCLUSION SBE, that is based upon adult and experiential learning theories, and developed after thorough consideration of the individual learners, and their experiences and learning environments, holds potential in enhancing communication skills among post-graduate dental students.
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Affiliation(s)
- Sharon Mascarenhas
- Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Manal Al-Halabi
- Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
- Corresponding Author: Manal Al-Halabi (https://orcid.org/0000-0001-9482-4614) Hamdan Bin Mohammed College of Dental Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, PO Box 35701 Dubai, United Arab Emirates Tel: +971.555510564 Fax: +971.43838937
| | - Farah Otaki
- Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Mohamed Nasaif
- Training and Development Center, Ministry of Health and Prevention, Dubai, United Arab Emirates
| | - Dave Davis
- Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
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11
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Iguchi A, Hasegawa Y, Fujii K. Student Potential for Self-assessment in a Clinical Dentistry Practical Training Course on Communication Skills. MEDICAL SCIENCE EDUCATOR 2020; 30:1503-1513. [PMID: 34457818 PMCID: PMC8368263 DOI: 10.1007/s40670-020-01061-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This study aimed to investigate student potential for self-assessment in a clinical dentistry practical training course focused on communication skills. Participants were 124 fourth-year students (70 males, 54 females; all Japanese) in 2017 and 2018 at the Nippon Dental University, School of Life Dentistry at Niigata. Participating students belonged to different cohorts in 2017 and 2018. Participants were asked to complete a self-evaluation sheet at the end of each unit of the course. Their self-evaluation scores and the faculty evaluation scores for each student for Units 1-1, 1-2, and 1-3 were statistically analyzed. The results showed that females tended to rate themselves significantly higher than males. Furthermore, there were significant differences in evaluation scores between students and faculty for nine of 11 evaluation items for male students and 10 of 11 items for female students in Unit 1-3. Faculty expectations increased from Unit 1-1 to Unit 1-3, although students were satisfied with their performance and had a sense of achievement. However, students' actual performance was below faculty expectations, suggesting faculty evaluations were stricter than students' self-evaluation. Self-assessment may enhance students' ability for self-directed learning and may also inform how faculty can effectively educate dental students. Dental educators should support students to increase their levels of self-efficacy, which will enhance their self-evaluation skills.
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Affiliation(s)
- Asami Iguchi
- School of Life Dentistry at Niigata, The Nippon Dental University, 1-8, Hamaura-cho, Chuo-ku, Niigata, 951-8580 Japan
| | - Yuh Hasegawa
- The Nippon Dental University College at Niigata, 1-8, Hamaura-cho, Chuo-ku, Niigata, 951-8580 Japan
| | - Kazuyuki Fujii
- School of Life Dentistry at Niigata, The Nippon Dental University, 1-8, Hamaura-cho, Chuo-ku, Niigata, 951-8580 Japan
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12
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Patel SA, Halpin RM, Keosayian DL, Streckfus CF, Barros JA, Franklin DR, Quock RL, Jeter CB, Franklin A. Impact of simulated patients on students' self-assessment of competency in practice of geriatric dentistry. J Dent Educ 2020; 84:908-916. [PMID: 32394449 DOI: 10.1002/jdd.12176] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2019] [Revised: 04/15/2020] [Accepted: 04/25/2020] [Indexed: 12/30/2022]
Abstract
PURPOSE The evaluation of the effectiveness of simulation training in dentistry has previously been focused primarily on psychomotor hand skills. This study explored the impact of simulated patient (SP) encounters in simulation on students' self-assessment of competency in their clinical and communication abilities with geriatric patients. METHODS Students from 2 cohorts were recruited for this study. Cohort 1 (n = 30) participated in the standard curriculum with no simulation training and served as the control group. Cohort 2 (n = 34) participated in a SP experience, simulating the initial stages of a care visit for 2 nursing home patients. Students' perceptions of competency to perform these clinical and communication tasks were assessed. A group debriefing session was held 5 weeks post-simulation where Cohort 2 completed a student feedback form. RESULTS A statistically significant change (P < 0.00001) was noted for both cohorts in their self-reported competence to perform clinical tasks following exposure to an independent clinical experience. In addition to this gain, individuals in Cohort 2 demonstrated improvements following simulation and expressed different responses of impact to questions related to treatment, pharmacology, and managing a complex medical history. CONCLUSIONS This study suggests that simulation of patient interactions using SPs can strengthen students' self-assessment of competency in their abilities, leading to more genuine interactions with actual patients. These findings will help inform the design of future SP encounters as a component of an evolving humanistic curriculum.
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Affiliation(s)
- Shalizeh A Patel
- Department of Restorative Dentistry & Prosthodontics, The University of Texas Health Science Center at Houston (UTHealth) School of Dentistry, Houston, Texas, USA
| | - Richard M Halpin
- Educational Technology, Office of Technology Services and Informatics, UTHealth School of Dentistry, Houston, Texas, USA
| | - Diana L Keosayian
- Institutional Effectiveness, UTHealth Office of Academic Affairs, Houston, Texas, USA
| | - Charles F Streckfus
- Department of Diagnostic and Biomedical Sciences, UTHealth School of Dentistry, Houston, Texas, USA
| | - Juliana A Barros
- Department of Restorative Dentistry & Prosthodontics, The University of Texas Health Science Center at Houston (UTHealth) School of Dentistry, Houston, Texas, USA
| | - Deborah R Franklin
- Department of General Practice and Dental Public Health, UTHealth School of Dentistry, Houston, Texas, USA
| | - Ryan L Quock
- Department of Restorative Dentistry & Prosthodontics, The University of Texas Health Science Center at Houston (UTHealth) School of Dentistry, Houston, Texas, USA
| | - Cameron B Jeter
- Department of Diagnostic and Biomedical Sciences, UTHealth School of Dentistry, Houston, Texas, USA
| | - Amy Franklin
- UTHealth School of Biomedical Informatics, Houston, Texas, USA
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Yousuf F, Yousuf N. Agreement between simulated patients and faculty: Assessment of communication skills during objective structured clinical examination. Pak J Med Sci 2019; 35:1570-1574. [PMID: 31777495 PMCID: PMC6861487 DOI: 10.12669/pjms.35.6.1000] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
Abstract
Objective: Ensuring competence in communication skills amongst trainees is essential in health professions education. Involving faculty members for the same is a challenge in Obstetrics and Gynecology (OBGYN) due to their clinical commitments. The present study compares scores of OBGYN faculty, non-OBGYN faculty and simulated patients (SPs) on communication skills of postgraduate trainees during formative Objective Structured Clinical Examination (OSCE). Methods: This is a psychometric study conducted in Feburary 2017 at the Aga Khan University Medical College (AKU-MC). All thirty-two postgraduate trainees of OBGYN gave consent. Each trainee was assessed by OBGYN faculty, non-OBGYN faculty and SP on communication skills at six stations using nine-point itemized rating-scale during formative OBGYN OSCE. The scores were reviewed using descriptive statistics, reliability was calculated using Cronbach’s alpha and inter-rater reliability was analyzed using Pearson correlation and intra-class correlation coefficient. Results: The score reliability of each of the examiners was >0.7. The mean scores showed that OBGYN faculty were most stringent while SPs were lenient examiners, however, non-OBGYN faculty scored in between. The inter-rater reliability among any two of the OBGYN, non-OBGYN and SP examiner was >0.84 using Pearson correlation and >0.9 using intra-class correlation. Conclusion: The SPs and non-OBGYN clinical faculty can also be used to assess communication and counseling skills on OBGYN OSCEs after required training as examiners.
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Affiliation(s)
- Farheen Yousuf
- Dr. Farheen Yousuf, MRCOG, FCPS. Department of Obstetrics and Gynecology, Medical College, Aga Khan University, Karachi, Pakistan
| | - Naveed Yousuf
- Dr. Naveed Yousuf, PhD. Department for Educational Development, Faculty of Health Sciences, Aga Khan University, Karachi, Pakistan
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14
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Curtis S, Gurveer J, Gallagher JE. Clinical dental technicians in the United Kingdom: A qualitative understanding of the experiences, of practices and challenges of communication for dental professionals. Gerodontology 2019; 36:405-416. [PMID: 31347736 DOI: 10.1111/ger.12413] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2018] [Revised: 04/11/2019] [Accepted: 04/20/2019] [Indexed: 11/29/2022]
Abstract
AIM To investigate the roles and relationships of registered Clinical Dental Technicians (CDTs) in the dental team and healthcare systems, and their perspective as a professional group in the United Kingdom (UK). METHODS This qualitative study was conducted following a national questionnaire survey of CDTs, 18 of whom participated in semi-structured interviews; they were purposively sampled to represent the diversity and demography of CDTs. A topic guide, informed by the literature and survey findings, guided discussions which were recorded and transcribed verbatim. Drawing upon phenomenological and cultural relativistic theories, thematic analysis was conducted, thus enabling an "analytic story" of the lived experience to emerge. RESULTS Clinical dental technicians expressed pride, passion and satisfaction in their work yet feel misunderstood in their role. Experiences of being accepted and incorporated into the wider dental profession are strained. Ultimately, there is a complex web of inter-dependence between all actors-a triadic relationship-bounded by policymakers and regulators which directly impacts on best practice and the balance between collaboration and autonomy. Looking to the future, Ideal practice may involve different models of care, with examples of good practice emerging. CONCLUSION This paper provides a unique examination of the lived experience, feelings and relationships of CDTs. The perceptions of their role, their inter-professional relations and the progression as a professional group must be addressed, and their potential to work collaboratively actively engaged to serve our ageing population.
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Affiliation(s)
- Sarah Curtis
- Faculty of Dentistry, Oral & Craniofacial Sciences, Centre for Host Microbiome Interactions, King's College London, London, UK
| | - Jaggee Gurveer
- King's College Hospital, London, UK.,University of Kent, Canterbury, UK
| | - Jennifer E Gallagher
- Faculty of Dentistry, Oral & Craniofacial Sciences, Centre for Host Microbiome Interactions, King's College London, London, UK
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15
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McKenzie CT, Tilashalski K, Abou-Arraj R, Peterson DT, White ML. Students' Evaluations of Simulations in Dentistry: A Multiple Cohort Study at a U.S. Dental School. J Dent Educ 2019; 83:1142-1150. [PMID: 31235505 DOI: 10.21815/jde.019.121] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2018] [Accepted: 04/18/2019] [Indexed: 12/21/2022]
Abstract
Simulation may help translate didactic learning to patient care in areas such as communication skills and medical emergency management. The aims of this study were to investigate how multiple cohorts of dental students evaluated simulations utilizing standardized patients and manikins and to explore evaluations of a simulation that combined social determinants of health with oral health education. All approximately 600 second- and fourth-year dental students at one U.S. dental school participated in simulation activities for five years (2014-18). The activities involved clinical communication skills with an urgent care patient, medical emergency management, and communication skills with a parent with low income. After the simulations, students were invited to complete an evaluation of the experience. Questionnaire items addressed perceived applicability to patient care, value of the experience, and fulfillment of objectives; and open-ended questions asked for comments specific to the parent with low income simulation. A total of 497 responses from D2 and D4 students were collected over the five-year period, as well as from all 12 periodontics residents in 2017, for an overall 91.7% response rate. The vast majority (>90.6%) positively evaluated all items for each simulation. The positive ratings ranged from a mean of 99.3% for the urgent care simulation to 93.8% for the parent with low income simulation. Positive student comments often related to learning from/with others and effective practice of teach back and patient education tactics. Students' most frequent suggestions for improvement called for better preparation. In this study, simulations with both standardized patients and manikins led to positive evaluations as well as anticipated improvement of clinical performance. These results suggest that incorporating simulation into an already-crowded curriculum is worth it from the student perspective, especially for reinforcement of clinical skills not easily amenable to classroom instruction.
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Affiliation(s)
- Carly T McKenzie
- Carly T. McKenzie, PhD, is Assistant Professor, Department of Clinical and Community Sciences, Behavioral and Population Sciences Division, School of Dentistry, The University of Alabama at Birmingham; Ken Tilashalski, DMD, is Professor, Department of Restorative Sciences and Associate Dean for Academic Affairs, School of Dentistry, The University of Alabama at Birmingham; Ramzi Abou-Arraj, DDS, MS, is Associate Professor, Department of Periodontology, School of Dentistry, The University of Alabama at Birmingham; Dawn Taylor Peterson, PhD, is Assistant Professor, Department of Medical Education, School of Medicine and Department of Health Services Administration, School of Health Professions, as well as Director of Faculty Development and Training, Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham; and Marjorie Lee White, MD, MA, MPPM, is Professor, Departments of Pediatric Emergency Medicine and Medical Education, School of Medicine and School of Health Professions, Assistant Dean for Clinical Simulation, and Director of Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham.
| | - Ken Tilashalski
- Carly T. McKenzie, PhD, is Assistant Professor, Department of Clinical and Community Sciences, Behavioral and Population Sciences Division, School of Dentistry, The University of Alabama at Birmingham; Ken Tilashalski, DMD, is Professor, Department of Restorative Sciences and Associate Dean for Academic Affairs, School of Dentistry, The University of Alabama at Birmingham; Ramzi Abou-Arraj, DDS, MS, is Associate Professor, Department of Periodontology, School of Dentistry, The University of Alabama at Birmingham; Dawn Taylor Peterson, PhD, is Assistant Professor, Department of Medical Education, School of Medicine and Department of Health Services Administration, School of Health Professions, as well as Director of Faculty Development and Training, Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham; and Marjorie Lee White, MD, MA, MPPM, is Professor, Departments of Pediatric Emergency Medicine and Medical Education, School of Medicine and School of Health Professions, Assistant Dean for Clinical Simulation, and Director of Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham
| | - Ramzi Abou-Arraj
- Carly T. McKenzie, PhD, is Assistant Professor, Department of Clinical and Community Sciences, Behavioral and Population Sciences Division, School of Dentistry, The University of Alabama at Birmingham; Ken Tilashalski, DMD, is Professor, Department of Restorative Sciences and Associate Dean for Academic Affairs, School of Dentistry, The University of Alabama at Birmingham; Ramzi Abou-Arraj, DDS, MS, is Associate Professor, Department of Periodontology, School of Dentistry, The University of Alabama at Birmingham; Dawn Taylor Peterson, PhD, is Assistant Professor, Department of Medical Education, School of Medicine and Department of Health Services Administration, School of Health Professions, as well as Director of Faculty Development and Training, Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham; and Marjorie Lee White, MD, MA, MPPM, is Professor, Departments of Pediatric Emergency Medicine and Medical Education, School of Medicine and School of Health Professions, Assistant Dean for Clinical Simulation, and Director of Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham
| | - Dawn Taylor Peterson
- Carly T. McKenzie, PhD, is Assistant Professor, Department of Clinical and Community Sciences, Behavioral and Population Sciences Division, School of Dentistry, The University of Alabama at Birmingham; Ken Tilashalski, DMD, is Professor, Department of Restorative Sciences and Associate Dean for Academic Affairs, School of Dentistry, The University of Alabama at Birmingham; Ramzi Abou-Arraj, DDS, MS, is Associate Professor, Department of Periodontology, School of Dentistry, The University of Alabama at Birmingham; Dawn Taylor Peterson, PhD, is Assistant Professor, Department of Medical Education, School of Medicine and Department of Health Services Administration, School of Health Professions, as well as Director of Faculty Development and Training, Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham; and Marjorie Lee White, MD, MA, MPPM, is Professor, Departments of Pediatric Emergency Medicine and Medical Education, School of Medicine and School of Health Professions, Assistant Dean for Clinical Simulation, and Director of Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham
| | - Marjorie Lee White
- Carly T. McKenzie, PhD, is Assistant Professor, Department of Clinical and Community Sciences, Behavioral and Population Sciences Division, School of Dentistry, The University of Alabama at Birmingham; Ken Tilashalski, DMD, is Professor, Department of Restorative Sciences and Associate Dean for Academic Affairs, School of Dentistry, The University of Alabama at Birmingham; Ramzi Abou-Arraj, DDS, MS, is Associate Professor, Department of Periodontology, School of Dentistry, The University of Alabama at Birmingham; Dawn Taylor Peterson, PhD, is Assistant Professor, Department of Medical Education, School of Medicine and Department of Health Services Administration, School of Health Professions, as well as Director of Faculty Development and Training, Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham; and Marjorie Lee White, MD, MA, MPPM, is Professor, Departments of Pediatric Emergency Medicine and Medical Education, School of Medicine and School of Health Professions, Assistant Dean for Clinical Simulation, and Director of Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham
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16
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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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Wiener RC, Waters C, Doris J, McNeil DW. Comparison of Dental Students' Self-Evaluation and Faculty Evaluation of Communication Skills During a Standardized Patient Exercise. J Dent Educ 2018; 82:1043-1050. [PMID: 30275138 DOI: 10.21815/jde.018.101] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2017] [Accepted: 04/02/2018] [Indexed: 11/20/2022]
Abstract
The aims of this retrospective study, conducted in 2017, were to explore dental students' perceptions of their first standardized patient encounters and to assess the relationship between students' self-evaluation and faculty members' evaluation of students' communication skills in those encounters. Data from a simulation training laboratory at one U.S. dental school were obtained for all 46 second-year students, who had a standardized patient communication learning session. The students had completed self-evaluations before and after a debriefing with a clinical psychology and/or social work faculty member and three or four student peers. The faculty members had also completed evaluations of the students' communications skills. The results showed that the students found the standardized patient encounter helpful. The students rated "making an introduction" most positively. Students had a weighted Kappa agreement of 0.22 (p=0.024) with the faculty evaluations on their post-debriefing evaluation of overall communication skills, which was within the 0.21-0.40 range of fair agreement. This study found that, during their first standardized patient simulation exercise, the second-year students rated their overall communication skills in fair agreement with the faculty member after debriefing.
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Affiliation(s)
- R Constance Wiener
- R. Constance Wiener, DMD, PhD, is Associate Professor, Department of Dental Practice and Rural Health, School of Dentistry, West Virginia University; Christopher Waters, MS, is Research Labs Director, School of Dentistry, West Virginia University; Joan Doris, DSW, LICSW, is Assistant Professor, Department of Behavioral Medicine and Psychiatry, School of Medicine, West Virginia University; Daniel W. McNeil, PhD, is Eberly Distinguished Professor, Department of Psychology, and Clinical Professor, Department of Dental Practice and Rural Health, School of Dentistry, West Virginia University
| | - Christopher Waters
- R. Constance Wiener, DMD, PhD, is Associate Professor, Department of Dental Practice and Rural Health, School of Dentistry, West Virginia University; Christopher Waters, MS, is Research Labs Director, School of Dentistry, West Virginia University; Joan Doris, DSW, LICSW, is Assistant Professor, Department of Behavioral Medicine and Psychiatry, School of Medicine, West Virginia University; Daniel W. McNeil, PhD, is Eberly Distinguished Professor, Department of Psychology, and Clinical Professor, Department of Dental Practice and Rural Health, School of Dentistry, West Virginia University
| | - Joan Doris
- R. Constance Wiener, DMD, PhD, is Associate Professor, Department of Dental Practice and Rural Health, School of Dentistry, West Virginia University; Christopher Waters, MS, is Research Labs Director, School of Dentistry, West Virginia University; Joan Doris, DSW, LICSW, is Assistant Professor, Department of Behavioral Medicine and Psychiatry, School of Medicine, West Virginia University; Daniel W. McNeil, PhD, is Eberly Distinguished Professor, Department of Psychology, and Clinical Professor, Department of Dental Practice and Rural Health, School of Dentistry, West Virginia University
| | - Daniel W McNeil
- R. Constance Wiener, DMD, PhD, is Associate Professor, Department of Dental Practice and Rural Health, School of Dentistry, West Virginia University; Christopher Waters, MS, is Research Labs Director, School of Dentistry, West Virginia University; Joan Doris, DSW, LICSW, is Assistant Professor, Department of Behavioral Medicine and Psychiatry, School of Medicine, West Virginia University; Daniel W. McNeil, PhD, is Eberly Distinguished Professor, Department of Psychology, and Clinical Professor, Department of Dental Practice and Rural Health, School of Dentistry, West Virginia University
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