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Maybury C, Williams MA, Challenger K, Fassas E, Galvan S, Gelmann D, Jung KS, Lu AY, Wang J, Stines E, Baur C. How health literacy is taught and evaluated in dentistry, medicine, nursing, law, pharmacy, public health, and social work: a narrative review. JOURNAL OF COMMUNICATION IN HEALTHCARE 2024; 17:51-67. [PMID: 37707288 DOI: 10.1080/17538068.2023.2258315] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/15/2023]
Abstract
BACKGROUND This narrative review examined the published peer-reviewed literature on how health literacy is taught and evaluated in seven health professional and adjacent disciplines: dentistry, medicine, nursing, law, pharmacy, public health, and social work. The study objectives were to assess how students are educated about health literacy and how their health literacy education and skills are evaluated. METHODS Study selection followed guidelines outlined in PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). We searched PubMed, CINAHL, SocINDEX (EBSCOhost), Lexis Advance and Public Health (ProQuest) for English-language publications of health literacy education studies across seven disciplines at U.S.-based institutions. Inclusion criteria included: 1) methods describing a primary health literacy educational intervention, 2) professional education in one or more of the seven disciplines, 3) educational institutions in the United States, and 4) articles published in peer-reviewed journals between 2000 and 2020. RESULTS The searches yielded 44 articles. Health literacy education is evident in six of the seven studied disciplines, and varies widely in the quality, quantity, timing and mode of education and evaluation. Despite the presence of health literacy accreditation requirements, none of the seven disciplines has developed and implemented a standard, rigorous health literacy education program for students. CONCLUSIONS Graduating institutions and professional accreditation organizations that set the standards for education must lead the way by implementing upstream changes in health literacy professional education. Teaching health literacy to students in health professions is one strategy to help close gaps in patient/client professional communication for graduates and those they serve.
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Affiliation(s)
- Catherine Maybury
- School of Public Health, Horowitz Center for Health Literacy, University of University of Maryland, College Park, USA
| | - Mary Ann Williams
- Health Sciences and Human Services Library, University of Maryland Baltimore, USA
| | | | | | - Sonia Galvan
- School of Nursing, University of Maryland Baltimore, USA
| | | | - Karen S Jung
- School of Dentistry, University of Maryland Baltimore, USA
| | | | - Jocelyn Wang
- Francis King Kerry School of Law, University of Maryland Baltimore, Baltimore, USA
| | - Elsie Stines
- University of Maryland Baltimore Medical Center and University of Maryland Baltimore, Baltimore, USA
| | - Cynthia Baur
- School of Public Health, Horowitz Center for Health Literacy, University of University of Maryland, College Park, USA
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Zhang C. A Literature Study of Medical Simulations for Non-Technical Skills Training in Emergency Medicine: Twenty Years of Progress, an Integrated Research Framework, and Future Research Avenues. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4487. [PMID: 36901496 PMCID: PMC10002261 DOI: 10.3390/ijerph20054487] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/09/2022] [Revised: 02/26/2023] [Accepted: 03/01/2023] [Indexed: 06/18/2023]
Abstract
Medical simulations have led to extensive developments in emergency medicine. Apart from the growing number of applications and research efforts in patient safety, few studies have focused on modalities, research methods, and professions via a synthesis of simulation studies with a focus on non-technical skills training. Intersections between medical simulation, non-technical skills training, and emergency medicine merit a synthesis of progress over the first two decades of the 21st century. Drawing on research from the Web of Science Core Collection's Science Citation Index Expanded and Social Science Citation Index editions, results showed that medical simulations were found to be effective, practical, and highly motivating. More importantly, simulation-based education should be a teaching approach, and many simulations are utilised to substitute high-risk, rare, and complex circumstances in technical or situational simulations. (1) Publications were grouped by specific categories of non-technical skills, teamwork, communication, diagnosis, resuscitation, airway management, anaesthesia, simulation, and medical education. (2) Although mixed-method and quantitative approaches were prominent during the time period, further exploration of qualitative data would greatly contribute to the interpretation of experience. (3) High-fidelity dummy was the most suitable instrument, but the tendency of simulators without explicitly stating the vendor selection calls for a standardised training process. The literature study concludes with a ring model as the integrated framework of presently known best practices and a broad range of underexplored research areas to be investigated in detail.
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Affiliation(s)
- Cevin Zhang
- School of Media and Design, Beijing Technology and Business University, Sunlight South Road 1, Beijing 102488, China
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McKenzie CT, Ospina A. Effects of a dental Spanish educational intervention among predoctoral students at a US dental school. J Dent Educ 2023; 87:343-350. [PMID: 36326577 DOI: 10.1002/jdd.13125] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2022] [Revised: 08/10/2022] [Accepted: 09/24/2022] [Indexed: 11/06/2022]
Abstract
PURPOSE/OBJECTIVES This study investigated the effects of an online module intended to educate dental students about Spanish terms and phrases relevant to a patient appointment. Effects investigated included perceived value of dental Spanish, confidence utilizing Spanish terms in a patient appointment, and degree of knowledge retention. METHODS This study utilized pre- and postsurvey data collected from three classes at one US dental institution (D2-D4) via an online measure accompanying the virtual educational module. Questions assessed degree of accurate knowledge retained, level of confidence, perceived value of dental Spanish, language proficiency, and year in school. RESULTS Predoctoral dental students in three cohorts participated in the study (97% and 87% pre/post-test response rate, respectively). Most students reported dental Spanish to be beneficial and necessary. However, the intervention did not influence students' perceived value of dental Spanish. Students who disagreed that dental Spanish was valuable performed significantly worse on the postintervention knowledge assessment when compared to those students who positively reported value of dental Spanish. The intervention significantly increased confidence levels overall regarding use of dental Spanish in a patient appointment. Significant knowledge acquisition occurred for each of the components assessed. CONCLUSION(S) A brief online educational intervention can effectively increase dental students' knowledge of and confidence utilizing Spanish terms commonly employed during a patient appointment. Perceived value of dental Spanish is high and impacts students' knowledge retention but is not affected by education alone.
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Affiliation(s)
- Carly Timmons McKenzie
- Department of Clinical and Community Sciences, School of Dentistry, The University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Ana Ospina
- Department of Clinical and Community Sciences, School of Dentistry, The University of Alabama at Birmingham, Birmingham, Alabama, USA
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Bak SY, Saglik B, Inglehart MR. Introducing dental students to complete denture treatment in times of COVID-19: Students' responses. J Dent Educ 2023; 87:313-325. [PMID: 36251354 DOI: 10.1002/jdd.13117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2022] [Revised: 08/12/2022] [Accepted: 09/17/2022] [Indexed: 11/08/2022]
Abstract
OBJECTIVES The COVID-19 pandemic required changes in the complete denture courses to comply with lock-in and social distancing requirements. The objectives were to assess (a) dental students' interest in a required complete denture course and the prosthodontics specialty, (b) how much time students spent on studying background, lab, and clinical content, and (c) how difficult and helpful course components were. Additionally, open-ended responses concerning what the students liked and what they wanted to have changed were analyzed as well. METHODS After this "complete denture" course, 81 of 109 students responded to a web-based survey with questions about course content and design. This hybrid course consisted of weekly asynchronous virtual lectures, in-person simulated laboratory (sim lab) exercises, and synchronous virtual workshops. RESULTS Exactly 53.7% were much/very much interested in this course, with nobody considering prosthodontics as their specialty. The students studied on average of 79.61 minutes for 1 hour (of background-related lecture, 69.92 minutes for a lab-based lecture, and 77.00 minutes for a clinical-content lecture (p < 0.001). They evaluated clinical content as most difficult, lab content as less difficult, and background material as least difficult (3-point scale with 1 = not at all difficult: means = 1.90/1.85/1.80; p < 0.001). They rated background lectures as least helpful, clinical material as more helpful, and lab content as most helpful (5-point scale with 1 = most helpful: means = 2.33/2.67/2.96; p < 0.001). Open-ended answers showed exceptionally positive responses for content and pedagogy of sim lab and clinical content. CONCLUSIONS Gaining a better understanding of students' responses to hybrid "complete denture" courses is critical for optimally teaching this material in times of COVID-19.
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Affiliation(s)
- Sun-Yung Bak
- Department of Biologic and Material Sciences and Prosthodontics at University of Michigan - School of Dentistry, Ann Arbor, Michigan, USA
| | - Berna Saglik
- Department of Periodontics and Oral Medicine, School of Dentistry & Adjunct Professor, Department of Psychology, College of Literature, Science & Arts (LS&A), University Diversity and Social Transformation Professor at the University of Michigan, University of Michigan, Ann Arbor, Michigan, USA
| | - Marita R Inglehart
- Department of Biologic and Material Sciences and Prosthodontics at University of Michigan - School of Dentistry, Ann Arbor, Michigan, USA
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McNutt DE, Wells MH, DeSchepper EJ, Scarbecz M. Dental students and recent dental graduates' perceptions of preparedness in treating pediatric patients. J Dent Educ 2022; 87:548-561. [PMID: 36461151 DOI: 10.1002/jdd.13147] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2022] [Revised: 09/29/2022] [Accepted: 10/29/2022] [Indexed: 12/04/2022]
Abstract
PURPOSE/OBJECTIVES To survey potential applicants applying to advanced education in pediatric dental programs and evaluate their preparedness upon graduating from an accredited dental school. METHODS Attendees of a virtual externship of a University program were recruited to participate in a web-based survey. The survey collected demographic data, current levels of confidence with various pediatric clinical procedures, predicted confidence with those procedures, and number of procedures completed. Chi-Square and analysis of variance statistics were performed on resulting data to determine statistical significance. RESULTS Fifty-three participants completed the survey in its entirety (n = 53). Most respondents reported adequate didactic training, mean score of 3.6 (range 0-5) and a moderate to high impact of coronavirus disease 2019 on their overall training with a mean score of 4.9 (range 0-10). Current dental students reported that they are "not confident at all" (<2.0) for 15/24 (63%) of the procedures. Graduates reported "somewhat confident" (<3.0) for 13/24 (54%) of the categories. Both students and graduates report the lowest levels of confidence for managing dental trauma, invasive treatment of young patients (<4 years of age), and patients with special healthcare needs. Dental students self-reported the expectation to feel more confident throughout their matriculation; however, their clinical experience was still reported to be limited. Students did not report reaching the level of "confident" for 75% of the procedures. CONCLUSION Dental students and recent dental graduates alike perceive themselves to be under prepared for practice and do not feel confident in performing pediatric dental procedures. This study can provide dental schools, program directors, recent graduates, and dental students with an understanding of areas where they are under prepared and could offer areas where curricula and clinical experiences could be updated or modified.
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Affiliation(s)
- David E. McNutt
- Private practice McNutt Pediatric Dentistry Nashville Tennessee USA
| | - Martha H. Wells
- Division of Dentistry St. Jude Children's Research Hospital Memphis Tennessee USA
| | - Edward J. DeSchepper
- Department of Restoraive Dentistry, College of Dentistry University of Tennessee Health Science Center Memphis Tennessee USA
| | - Mark Scarbecz
- Department of Bioscience Research, College of Dentistry University of Tennessee Health Science Center Memphis Tennessee 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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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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