A video- and feedback-based approach to teaching communication skills in undergraduate clinical dental education: The student perspective

Implementation of a communication curriculum in undergraduate dental education-students' opinions during a 5-year development phase

INTRODUCTION

Communication training has become an essential part of the dental curriculum. The aim of this study was to evaluate the communication curriculum developed and introduced 2016-2021 at the University of Bern, School of Dental Medicine (SDM), Switzerland.

MATERIALS AND METHODS

The curriculum was implemented cumulatively in three phases: (1) lectures and accompanying role plays, (2) forum theatre and trainer-based communication training and (3) self-assessment. Students were surveyed 2016-2021 at the end of each semester using anonymous online questionnaires with five-point Likert scales (0-4).

RESULTS

A total of 191 fourth- and fifth-year students were surveyed, and 165 (86.4%) questionnaires were analysed. The mean age of the participants was 24.2 ± 1.4 and 45.5% were female. While students' opinions about the need to communicate increased during weekly lectures in phase 1, their opinions about their ability to communicate simultaneously decreased. During phase 2, fourth-year students' opinions on the need to communicate with dental patients increased from 3.22 ± 0.61 to 3.73 ± 0.45 (p = .001), anticipated benefits for dentists increased from 2.78 ± 0.71 to 3.43 ± 0.57 (p = .001) and for patients from 3.00 ± 0.76 to 3.47 ± 0.63 (p = .022). Only in phase 3, opinions on the ability to communicate statistically significantly increased for both fourth- (2.34 ± 0.71 to 2.72 ± 0.60, p = .033) and fifth-year (2.20 ± 0.63 to 2.86 ± 0.59, p = .001) students. Preferred teaching and assessment methods were trainer-based communication trainings (73.1%), lectures (67.3%) and self-assessments in the student clinic (59.6%).

CONCLUSION

Communication curricula in dental education using methods such as lectures and trainer-based communication trainings may additionally need to include self-assessments to be effective from the students' perspective.

Effect of 3D Animation Combined with Teach-Back Health Education on Pelvic Floor Muscle Training in LARS Patients: A Randomized Controlled Trial

Aim. The present study aimed to evaluate the effect of 3D animation combined with teach-back health education on the recovery of low anterior resection syndrome (LARS) patients. Background. LARS is the most common problem after anus-preserving surgery in rectal cancer. Pelvic floor muscle training can promote the recovery of recto-anal function. Methods. Ninety-nine patients with LARS were randomly divided into control group, experiment group I, and experiment group II. The control group was guided by one-to-one verbal pelvic floor muscle training. The experiment group I was given self-made 3D animation along with one-to-one pelvic floor muscle guidance. The 3D animation and teach-back methods were used for training and guidance in the experiment group II. The outcome measures were scores of low anterior resection syndrome scale items, as well as the completion of training content. Results. The degree of completion of training content in the experiment group II was higher than that of the control group and experiment group I. The total score of LARSS in the experiment group II was significantly lower than in the control group and experiment group I. In particular, scores of loose stool incontinence, defecation frequency level, tenesmus, and defecation urgency in experiment group II were better than those in the control group. Conclusion. 3D animation combined with teach-back health education improved the mastery of pelvic floor muscle training theory and practice in LARS patients, and effectively reduced the symptoms. Implications for Nursing Management. This intervention promoted the recovery of pelvic floor muscle function in LARS patients and can be regarded as an effective measure to improve quality of life and provide better clinical care for patients.

Entrustable professional activities in dental education: a scoping review

Background Competency-based education has led to the introduction of entrustable professional activities (EPAs) in health sciences education. EPAs are assessment tools that serve to certify a trainee's preparedness to conduct a given clinical activity. Objective Given its modest introduction into dental education, we sought to examine the current situation of EPAs in our field and identify possible barriers and facilitators. This review aimed to summarise evidence about EPA introduction in dental education programmes.Data sources A review of articles published between January 2005 and December 2021 was conducted using the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews methodology in three databases (PubMed, Cochrane and Embase).Data selection Keywords were 'entrustable professional activity' OR 'entrustable professional activities' AND 'dentistry' OR 'dental education'.Data extraction Eligibility criteria targeted papers published in English describing dental education EPA.Data synthesis Ten publications were selected: six reported on new EPAs, three discussed their relevance for dental education and one article described a process for developing validated EPAs. EPAs focused on clinical examination, health promotion, treatment planning, pain and/or anxiety control and topics related to a specific discipline or care procedures.Conclusion Topics covered by EPAs described in our study adequately reflect the specificities of today's dental professional. The benefits of EPAs will ensure tomorrow's dentists consistently meet societal expectations.

Comparison of PRISM and numeric scale for self-assessment of learning progress during a clinical course in undergraduate dental students

OBJECTIVES

To compare Pictorial Representation of Illness and Self-Measure (PRISM) and a numeric scale for self-reflection in dental students.

METHODS

Fourth year dental students were randomly assigned to each receive one interview based on PRISM or a numeric scale to self-assess their competencies at the beginning (t1), the middle (t2) and the end (t3) of integrated clinical course. Questionnaires were used to assess self-perceived benefit of the interviews at each time points.

RESULTS

Students in PRISM group perceived a higher benefit regarding the self-assessment of their practical skills at all time points (P < 0.05), for theoretical knowledge at t2 and t3 (P < 0.05) and reaching the course objectives at t3 (P = 0.04). At all time points, PRISM group rated their interview (P = 0.04), the applied instrument (PRISM, P = 0.01) and the benefit of the combination of both higher than numeric scale group (P < 0.05).

CONCLUSION

In this preliminary study, PRISM was superior against a numeric scale and can be recommended for dental education to facilitate self-assessment.

PRISM: A Novel Visual Instrument to Facilitate Self-Reflection and Learning Progress in Undergraduate Dental Education

Objectives

PRISM (Pictorial Representation of Illness and Self-Measure) is a simple visual tool that has been successfully used as a visual metaphor in medicine. In this pilot study, PRISM was used for the first time to test its potential to support self-reflection and expectations of learning in dental students.

Methods

Dental student volunteers (25 3^rd year, 10 4^th year, and 10 5^th year) participated. Using both quantitative and qualitative methods, PRISM interviews were compared with a numerical scale in assessing learning objectives concerning theoretical knowledge, practical skills, interest, and training need in the field of conservative dentistry.

Results

Overall, 71% of total student group stated that they would draw personal consequences for their studies due to participating in the PRISM interviews. Compared to the numeric scales, PRISM was rated as more helpful regarding appraisal of students' theoretical knowledge (p = 0.02), practical skills (p < 0.01), training needs (p < 0.01), importance of dental subspecialties (p < 0.01), and facilitating self-reflection (p = 0.02). In focus groups, students commented that PRISM fostered the development of a trusting relationship with their teacher. Strengths of PRISM mentioned by the students included being able to observe and manipulate a visual summary of their individual learning needs and seeing their different learning needs in relation to one another.

Conclusion

In this pilot study, dental students evaluated PRISM to be superior against numeric scales. Furthermore, it ameliorated the communication with teachers. The PRISM task is both simple and brief and warrants further exploration as a useful tool for self-reflection in dental education.

Pilot study to evaluate a novel measure of self-perceived competencies among dental students

BACKGROUND

PRISM is a novel approach to support self-reflection and learning appraisal in dental students, based on a visual metaphor. The aim of this study was to evaluate whether PRISM measurments would be reproducible and sensitive to detect learning progress in undergraduate dental students in their clinical years.

METHODS

Voluntarily participating dental students were included. To evaluate reproducibility, a mixed cohort of 10 students each in 3^rd, 4^th and 5^th year (total n = 30) was recruited and received three identically structured PRISM interviews within one week without any other teaching events. To assess perceived learning progress, 29 volunteer 3^rd year students participated in three interviews during their clinical simulation course (beginning, middle, end). Distances between Subject and Objects was measured in millimeter; objects were classified into close or branched clusters depending on their distance from each other on the PRISM board.

RESULTS

Values for perceived competencies within PRISM interviews during one week were comparable between the three time points in the mixed cohort (n = 30; p > 0.05). Comparing the three subgroups (3^rd, 4^th and 5^th year, each n = 10), PRISM indicated that 3^rd year students perceived their competencies are significantly lower than the 4^th and 5^th year students (p < 0.01). 3^rd year students had less often a branched cluster of objects than the other two groups (p < 0.05). PRISM showed that over time, 3^rd year students perceived a gain in their competencies in conservative dentistry and its sub-disciplines (p ≤ 0.01). The PRISM data indicated that by the end of the simulation course, the students appeared to show higher discrimination of their self-perceptions between sub-topics in conservative dentistry than at the start of the course (p = 0.01).

CONCLUSION

PRISM yields a reproducible measure of individual students' learning progress. It is a promising novel approach for appraisal in dental education. Further work is needed to confirm the generalisability of the findings.