Effectiveness of Motivational Interviewing Training for Primary Care Dentists and Dental Health Technicians: Results from a Community Clinical Trial

Training Young Adult Peers in a Mobile Motivational Interviewing-Based Mentoring Approach to Upstream HIV Prevention

Mentoring relationships are characterized by a sustained, high quality, and skill-building relationship between a protégé and mentor (Handbook of Youth Mentoring, Los Angeles, SAGE, 2014). Within prevention science, youth mentoring programs emphasize creating a specific context that benefits a young person. Program-sponsored relationships between youth and adults allow for creating a mentor-mentee partnership, but do not require the establishment of a strong bond in order to deliver prevention-focused activities and experiences (Handbook of Youth Mentoring, Los Angeles, SAGE, 2014). Motivational Interviewing (MI) is a counseling style used widely to promote health behavior change and in prevention interventions. As part of an upstream approach to HIV prevention, we combined mentoring and MI by training peer mentors to use MI skills in their interactions as part of a large RCT of a mobile life skills intervention for adolescent men who have sex with men (AMSM). Our training model developed for training peer mentors in MI skills resulted in peers reaching and exceeding established MI fidelity thresholds (e.g., mean percentage of complex reflections = 80%, mean reflection to question ratio = 2.2:1). We offer reflections on lessons learned and future directions for those researchers and practitioners who may benefit from adapting this blended approach for mentoring AMSM.

Use of interactive instructional tools in virtual 3D planning

OBJECTIVES

The aim of this study is to analyze the effectiveness of screencast training videos for users from different professional backgrounds on the basis of the quality and quantity of virtual 3D implant planning as evaluated using assessment software.

METHODS

Participants in the study were dental students (n = 21), dental technicians (n = 16), or practicing dentists (n = 16) with no knowledge of the implant planning software CoDiagnostiX or any experience in virtual implant planning. They were randomly divided into 2 groups: The participants of the control group were presented training videos on CBCT (cone beam computed tomography) and implant planning, additional to the traditional software manual. The participants of the experimental group received, additionally, a training video on the planning software, produced in the form of a screencast. Then 3 implant planning procedures were performed by all participants. The quality of implant planning was assessed using the Treatment Evaluation Tool software, and time for planning was measured.

RESULTS

Paired sample tests showed significantly shorter planning times for the experimental groups consisting of dentists and students (P < 0.001). A comparison of the results of the individual groups reveals that students and dental technicians who had not received prior screencast training were significantly less precise in their planning (P < 0.001).

CONCLUSION

This study suggests a promising outcome for the future use of screencasts in the acquisition of software skills for dental software. There is a need for tools for objective self-assessment of effectiveness in software training.