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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] [What about the content of this article? (0)] [Affiliation(s)] [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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Berry M, Rodrigues V, Evans JL, de Souza MIDC, Reher V. Design of a communication skills course in dentistry: Applying active-learning strategies to improve educational outcomes. Eur J Dent Educ 2022; 26:577-585. [PMID: 34882933 DOI: 10.1111/eje.12734] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2020] [Accepted: 12/05/2021] [Indexed: 06/13/2023]
Abstract
PURPOSE/OBJECTIVE Effective communication, between patient and dentist, is a core clinical skill that commands dedicated pedagogy similar to that of developing scientific knowledge and psychomotor skills. This study aimed to describe active-learning strategies in a dental communication skills course, which sits within a broader foundation dental course and evaluate students' educational outcomes. METHODS This is a two-phase retrospective, mono-centred study, completed in 2019 at an Australian dental school. Phase I, a case report, describes the Communication Skills for Oral Health (CSOH) course design and its active-learning strategies. Phase II analysed data from the course using Kirkpatrick's evaluation model to objectively measure the impact of the course and provide feedback to education designer. Students' perception (Level 1) was evaluated with an institutional, validated online survey. Descriptive and statistical analysis, included paired tests and Spearman's correlation analyses, used to investigate learning effect (Level 2) and student behaviour change (Level 3). To assess the impact of the CSOH course design (Level 4) the student grades from the course were analysed. RESULTS The CSOH course encompasses three major topics: Essentials of Communication Skills, Professional-Patient Relationship and Managing Difficult Situations. Each topic included didactic content complimented with a variety of active-learning strategies to teach and assess students. Positive outcomes were recorded across all Kirkpatrick levels. CONCLUSIONS This study suggests an efficient communication skills course design, which may assist in the development of communication skills courses in other dental education institutions.
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Affiliation(s)
- Maria Berry
- School of Dentistry, Rio de Janeiro State University, Rio de Janeiro, Brazil
| | - Vandilson Rodrigues
- School of Dentistry and Oral Health, Griffith University, Gold Coast, Queensland, Australia
| | - Jane L Evans
- School of Dentistry and Oral Health, Griffith University, Gold Coast, Queensland, Australia
| | | | - Vanessa Reher
- School of Dentistry and Oral Health, Griffith University, Gold Coast, Queensland, Australia
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Burgette J, Dahl Z, Weyant R, McNeil D, Foxman B, Marazita M. Opposition to Early Dental Visit by Dentists: A Qualitative Study on Mothers' Social Networks. JDR Clin Trans Res 2021; 8:23800844211059072. [PMID: 34927473 PMCID: PMC9772961 DOI: 10.1177/23800844211059072] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/25/2022] Open
Abstract
OBJECTIVES To examine whether information that mothers received from dentists in their social network was consistent with professional recommendations for the first dental visit at age 1 y. METHODS We performed a cross-sectional qualitative study on mothers in Pennsylvania and West Virginia from 2018 to 2020 to explore how their social networks influence their children's dental service utilization. In-person, semistructured interviews were conducted with 126 mothers of children ages 3 to 5 y. Qualitative data were transcribed, coded, and analyzed using NVivo 12. Two investigators analyzed data using grounded theory and the constant comparative method. RESULTS Over half of mothers reported a professional relationship with a dentist as part of their social network on children's oral health. Mothers described the following themes: 1) mothers contacted dentists in their social network for child dental information and to schedule their child's first dental visit, 2) mothers described dentists' justifications for the timing of the first dental visit older than age 1 y, 3) mothers described the impact of the dentist declining to see her child, and 4) after the dentist declined to see her child, some mothers did not comply with the dentist's recommendation of delayed child dental visits because they were given alternative information that encouraged early dental visits. CONCLUSIONS Our findings indicate a need for dentists to reinforce mothers' dental-seeking behavior for young children and adhere to recommendations on the age 1 dental visit. KNOWLEDGE TRANSFER STATEMENT Qualitative data on mothers' social networks show that dentists play a key role in access to early dental visits, particularly when dentists decline to see the mother's child for visits.
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Affiliation(s)
- J.M. Burgette
- Departments of Dental Public Health and Pediatric Dentistry, School of Dental Medicine, University of Pittsburgh, Pittsburgh, PA, USA
- Cecil G. Sheps Center for Health Services Research, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
- Center for Oral Health Research in Appalachia, University of Pittsburgh, Pittsburgh, PA, USA
- Center for Oral Health Research in Appalachia, West Virginia University, Morgantown, WV, USA
| | - Z.T. Dahl
- Center for Oral Health Research in Appalachia, West Virginia University, Morgantown, WV, USA
- Department of Oral and Craniofacial Sciences, Center for Craniofacial and Dental Genetics, School of Dental Medicine, University of Pittsburgh, Pittsburgh, PA, USA
| | - R.J. Weyant
- Center for Oral Health Research in Appalachia, West Virginia University, Morgantown, WV, USA
- Department of Dental Public Health, School of Dental Medicine, University of Pittsburgh, Pittsburgh, PA, USA
| | - D.W. McNeil
- Center for Oral Health Research in Appalachia, West Virginia University, Morgantown, WV, USA
- Department of Psychology, Eberly College of Arts & Sciences, West Virginia University, Morgantown, WV, USA
- Dental Practice and Rural Health, School of Dentistry, West Virginia University, Morgantown, WV, USA
| | - B. Foxman
- Center for Molecular and Clinical Epidemiology of Infectious Disease, School of Public Health, University of Michigan, Ann Arbor, MI, USA
| | - M.L. Marazita
- Center for Oral Health Research in Appalachia, West Virginia University, Morgantown, WV, USA
- Department of Oral and Craniofacial Sciences, Center for Craniofacial and Dental Genetics, School of Dental Medicine, University of Pittsburgh, Pittsburgh, PA, USA
- Department of Human Genetics, Graduate School of Public Health, University of Pittsburgh, Pittsburgh, PA, USA
- Clinical and Translational Science, School of Medicine, University of Pittsburgh, Pittsburgh, PA, USA
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Sermsiripoca K, Pisarnturakit PP, Mattheos N, Pimkhaokham A, Subbalekha K. Comparing pre- and post-treatment patients' perceptions on dental implant therapy. Clin Implant Dent Relat Res 2021; 23:769-778. [PMID: 34346146 DOI: 10.1111/cid.13036] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2021] [Revised: 07/01/2021] [Accepted: 07/26/2021] [Indexed: 11/28/2022]
Abstract
BACKGROUND Appropriate patients' perceptions as one of Patient Reported Outcome Measures (PROMs), are shown to be critical for the sustainable success of implant therapy, little is known however of how they prospectively evolve throughout the treatment process. OBJECTIVE This study aimed to prospectively assess patients' perceptions before and after treatment with dental implants and to identify the impact of patients' characteristics on their perceptions. MATERIALS AND METHODS Patients' perceptions on implant therapy were prospectively assessed by means of purpose-made questionnaire, rating the extent of agreement/disagreement with a set of statements on a visual analog scale. The questionnaire was collected before initial consultation with the implant dentist and post-treatment at least 1 month after prosthetic loading of the implant. Changes in patients' perceptions were analyzed with the Wilcoxon signed-rank test. RESULTS Pretreatment questionnaire was collected from 359 patients. While 245 of them proceeded with implant therapy, 145 received final restoration within the timeframe of the study and completed the post-treatment questionnaires between 1 and 6 months after prosthesis delivery. The most common source of information was dental professions (72.4%). Although patients' perceptions were more realistic at post-treatment, few improper perceptions persisted as only 51% of patients agreed with the statement "There is a chance of dental implant failure," 28% agreed with the statement "Dental implants last longer than natural teeth," and higher percentage of patients agreed with "Dental implant therapy is appropriate for all patients." CONCLUSIONS Although patients appear to harbor more realistic perceptions of implant therapy, certain improper perceptions still persist at post-treatment. The design of appropriate patient educational program might be essential to correct misperceptions that might affect long term success of implant therapy. This study had been registered on Thai Clinical Trials Registry (TCTR) with the TCTR identification number: TCTR20181101001.
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Affiliation(s)
- Khunsiri Sermsiripoca
- Department of Oral and Maxillofacial Surgery, Faculty of Dentistry, Chulalongkorn University, Bangkok, Thailand
| | | | - Nikos Mattheos
- Department of Oral and Maxillofacial Surgery, Faculty of Dentistry, Chulalongkorn University, Bangkok, Thailand.,Department of Dental Medicine, Karolinska Institute, Stockholm, Sweden
| | - Atiphan Pimkhaokham
- Department of Oral and Maxillofacial Surgery, Faculty of Dentistry, Chulalongkorn University, Bangkok, Thailand
| | - Keskanya Subbalekha
- Department of Oral and Maxillofacial Surgery, Faculty of Dentistry, Chulalongkorn University, Bangkok, Thailand
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Song Y, Luzzi L, Chrisopoulos S, Brennan DS. Are trust and satisfaction similar in dental care settings? Community Dent Oral Epidemiol 2020; 48:480-486. [PMID: 32592181 DOI: 10.1111/cdoe.12559] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2020] [Revised: 05/09/2020] [Accepted: 06/07/2020] [Indexed: 01/29/2023]
Abstract
OBJECTIVES Trust and satisfaction in dental care settings are salient constructs to operationalize the concept of dentist-patient relationships (DPR). This study aimed to compare the similarity of both constructs with regard to factor structure and revise the scales for better psychometric properties. METHODS Data analysed in the study were collected in self-complete questionnaires from a random sample of 4011 adults living in South Australia. Trust and satisfaction were assessed using the Dentist Trust Scale and the Dental Care Satisfaction scale. Items in the scales were initially examined with a split-half sample in exploratory factor analysis and cluster analysis. Factor structures of different model designs were tested on the other half sample in confirmatory factor analysis. The final model was cross-validated on the first half sample for structural invariance. RESULTS Exploratory factor analysis revealed a three-factor structure consisting of 'trust', 'satisfaction' and 'distrust/dissatisfaction' (60.2% of the variance explained; Cronbach's α = 0.94, 0.81, 0.73, respectively). Cluster analysis supported the factor solution with the same three major clusters except for a single-item independent branch of the 'cost' domain from the satisfaction scale. The final model was designed with two correlated but distinct factors, 'trust' and 'satisfaction', with the modification of one inter-item covariance and deleting the least associated item (GFI = 0.96, CFI = 0.98, RMSEA = 0.06). The stability of the final model was achieved through cross-validation (P = .143, ∆CFI < 0.001). CONCLUSIONS Trust and satisfaction in dental care settings are unidimensionally different yet highly correlated factors concurrently. Demonstrating the discriminant and complementary functions of both constructs can justify the rationale to apply them together in further studies for DPR.
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Affiliation(s)
- YoungHa Song
- Australian Research Centre for Population Oral Health, Adelaide Dental School, The University of Adelaide, Adelaide, SA, Australia
| | - Liana Luzzi
- Australian Research Centre for Population Oral Health, Adelaide Dental School, The University of Adelaide, Adelaide, SA, Australia
| | - Sergio Chrisopoulos
- Australian Research Centre for Population Oral Health, Adelaide Dental School, The University of Adelaide, Adelaide, SA, Australia
| | - David S Brennan
- Australian Research Centre for Population Oral Health, Adelaide Dental School, The University of Adelaide, Adelaide, SA, Australia
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Song Y, Luzzi L, Chrisopoulos S, Brennan D. Dentist-patient relationships and oral health impact in Australian adults. Community Dent Oral Epidemiol 2020; 48:309-316. [PMID: 32285512 DOI: 10.1111/cdoe.12534] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2019] [Revised: 02/05/2020] [Accepted: 03/16/2020] [Indexed: 12/19/2022]
Abstract
OBJECTIVES Dentist-patient relationships (DPRs) are a key component in clinical encounters with potential benefits for oral health outcomes. This study aimed to investigate whether better DPR variables are associated with higher oral health-related quality of life (OHRQoL). METHODS A total of 12 245 adults aged 18 years or over were randomly sampled from South Australia in 2015-2016. Data were collected from self-complete questionnaires and analysed as a cross-sectional design. The outcome variable was the Oral Health Impact Profile (OHIP-14). Explanatory DPR variables included trust in dentists, satisfaction with dental care, and dental fear. Covariates comprising oral health behaviours, dental services, demographics, and socioeconomic status were included as potential confounding variables. Bivariate correlation analyses and multivariable linear regression were performed for the associations among explanatory, outcome variables and other covariates. RESULTS Response data were analysed from 4220 participants (response rate = 41.9%). Unadjusted mean total scores of DPR variables and OHIP-14 were associated with most of the study participants' characteristics (P < .05). Bivariate correlations among DPR variables and OHIP-14 showed a diverse range of coefficients (|r| or |ρ|=0.22-0.67). Multivariable regression analyses in both individual/clustered block entry and full model indicated that higher satisfaction and less dental fear (B = -0.039 and 0.316, respectively in the full model) were associated with lower OHIP-14 after adjusting for possible confounders (P < .01). CONCLUSIONS This study found that favourable DPR variables, mainly greater satisfaction and less dental fear are positively associated with better OHRQoL. Further studies are warranted to investigate the causality and mediation/moderation of DPR variables on oral health outcomes.
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Affiliation(s)
- YoungHa Song
- Australian Research Centre for Population Oral Health, Adelaide Dental School, The University of Adelaide, Adelaide, SA, Australia
| | - Liana Luzzi
- Australian Research Centre for Population Oral Health, Adelaide Dental School, The University of Adelaide, Adelaide, SA, Australia
| | - Sergio Chrisopoulos
- Australian Research Centre for Population Oral Health, Adelaide Dental School, The University of Adelaide, Adelaide, SA, Australia
| | - David Brennan
- Australian Research Centre for Population Oral Health, Adelaide Dental School, The University of Adelaide, Adelaide, SA, Australia
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Duff RE, Katcher PA, Daniels RM, Ramaswamy V. The Multiple Mini Interview as a Dental School Admission Tool: Can It Predict Noncognitive Traits Associated with Professional Behaviors? J Dent Educ 2020; 84:478-485. [PMID: 32314389 DOI: 10.21815/jde.019.184] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2019] [Accepted: 11/04/2019] [Indexed: 09/01/2023]
Abstract
The aim of this study was to investigate the reliability and validity of the Multiple Mini Interview (MMI) process and to assess its use as an admission tool to predict noncognitive traits associated with professional behavior during patient care in one cohort of dental students at a single U.S. dental school. Data were analyzed for the 95 candidates who matriculated and graduated as part of the 2017 graduating cohort at the University of Michigan School of Dentistry. All MMI interviewees for one cycle of admissions rotated through ten stations: two traditional interview question stations and eight scenario stations measuring domains that included four questions scored on a five-point Likert scale. Generalizability theory analysis showed the MMI to have good reliability (G Coefficient of 0.74). Station reliabilities (Cronbach's alpha) ranged from 0.88 to 0.92. MMI scores showed a positive significant correlation with students' scores on the Dental Admission Test and Perceptual Ability Test, D1 cumulative GPA, and D4 Patient Management grade. MMI scores positively correlated with professional behaviors relating to three domains-openness, conscientiousness, and emotional stability-thus demonstrating good predictive validity for measuring noncognitive traits associated with professionalism. This study found that the MMI was a reliable and valid tool that predicted key behavioral traits associated with professionalism in dental students.
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Ayn C, Robinson L, Matthews D, Andrews C. Attitudes of dental students in a Canadian university towards communication skills learning. Eur J Dent Educ 2020; 24:126-133. [PMID: 31643122 DOI: 10.1111/eje.12476] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/14/2019] [Revised: 09/03/2019] [Accepted: 10/20/2019] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Strong dentist communication skills (CS) are necessary for patient-centred care and oral health promotion. CS are imparted through the dental education experience, which can be optimised in part by incorporating student perceptions and needs into curricular development. The current study assessed student attitudes towards communication skills learning (CSL) in a Canadian university. METHODS A 20-item questionnaire adapted from the Dental Communication Skills Attitude Scale and qualitative survey questions were completed by students (n = 124). RESULTS Questionnaire findings indicate that attitudes towards CSL are generally favourable, with significant variation based on year of study, gender and ethnicity. Students understood the importance of CS for dental practice and patient-centred care. Whilst they appreciated the value of CSL, students described that challenges such as demanding programme schedules would preclude the utility of more formalised CSL activities. CONCLUSION These findings may be useful for institutions seeking to implement or refine a CSL curriculum.
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Affiliation(s)
- Caitlyn Ayn
- School of Health and Human Performance, Dalhousie University, Halifax, NS, Canada
| | - Lynne Robinson
- Health Promotion Division, School of Health and Human Performance, Dalhousie University, Halifax, NS, Canada
| | - Debora Matthews
- Division of Academic Affairs, Faculty of Dentistry, Dalhousie University, Halifax, NS, Canada
- Department of Dental Clinical Sciences, Faculty of Dentistry, Dalhousie University, Halifax, NS, Canada
| | - Cynthia Andrews
- Department of Dental Clinical Sciences, Faculty of Dentistry, Dalhousie University, Halifax, NS, Canada
- Interprofessional Education, Faculty of Dentistry, Dalhousie University, Halifax, NS, Canada
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Natto ZS. Dental Students' Knowledge and Attitudes About Electronic Cigarettes: A Cross-Sectional Study at One Saudi University. J Dent Educ 2020; 84:27-33. [PMID: 31977086 DOI: 10.21815/jde.019.162] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2019] [Accepted: 08/16/2019] [Indexed: 12/23/2022]
Abstract
There is limited information about what dental students know about the risks and effects of e-cigarettes, and there is even less information regarding their attitudes about e-cigarettes. The aim of this study was to assess dental students' knowledge, education, and attitudes regarding e-cigarettes and their confidence in discussing e-cigarettes with patients. All fourth- to sixth-year students registered at the King Abdulaziz University Faculty of Dentistry were invited to participate in this cross-sectional study conducted during a three-week period in December 2018. The focus was a comparison of never versus ever e-smokers ("ever" meaning current or former e-smokers). The response rate was 38.7% (193/498). Among the responding students, 43.2% (n=83) had ever used an e-cigarette, and 11 (5.7%) reported being current users. Almost 95% (n=183) of the total participants said they did not feel confident about their e-cigarette education in dental school. Students who had ever used an e-cigarette said they were more confident discussing e-cigarettes with patients than did students who had never used them and also demonstrated greater belief that e-cigarettes lower the risk of cancer for patients who use them as an alternative to smoking traditional cigarettes (p<0.001). This study provides evidence of a gap in dental students' attitudes and knowledge regarding e-cigarettes, making it necessary to integrate e-cigarette education into future curricula.
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Chaffee BW, Urata J, Silverstein S, Couch ET. Dental Hygienists' and Dentists' Tobacco Cessation Continuing Education Preferences: Application of a Discrete Choice Method. J Dent Educ 2020; 84:72-80. [PMID: 31977090 DOI: 10.21815/jde.019.166] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2019] [Accepted: 09/03/2019] [Indexed: 11/20/2022]
Abstract
Despite ample opportunity, dental professionals frequently fall short of connecting tobacco-using patients with effective cessation support, often citing lack of training as a barrier. To inform development of training options, the aim of this study was to quantify the preferences of practicing dental hygienists and dentists in California for continuing dental education (CDE) offerings related to tobacco and patient tobacco cessation. Two statewide surveys of California dental hygienists and dentists were conducted. In addition to providing their own and their practice characteristics, in a discrete choice experiment, participants indicated their preferences between pairs of randomly generated hypothetical tobacco cessation CDE offerings that differed in topic, cost, delivery modality, and duration. Ultimately, 641 dental hygienists (20.5% of the total invited minus those with undeliverable emails, n=3,129) and 654 dentists (8.5% of the total invited minus those with undeliverable emails, n=7,669) responded to at least one of the discrete choice items, and their responses were analyzed. The results showed that each CDE attribute was independently associated with preference. Cost and topic were more strongly associated with preference than were delivery modality and duration. Lower cost, shorter duration courses were generally favored. Alternative tobacco products and patient communication were the most popular topics for participating dental hygienists and dentists, respectively. CDE preferences differed according to participant characteristics: live webinars were the least preferred modality for more experienced dental professionals, and shorter courses were not preferred by dentists in non-urban locations. These findings showed that these dental professionals considered multiple attributes in selecting CDE courses. To reach the broadest audience, CDE providers should offer low-cost options across a range of delivery modalities, such as full-day workshops in rural areas and online webinars for earlier career professionals.
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Uziel N, Meyerson J, Winocur E, Nabriski O, Eli I. Management of the Dentally Anxious Patient: The Dentist's Perspective. Oral Health Prev Dent 2019; 17:35-41. [PMID: 30793120 DOI: 10.3290/j.ohpd.a41985] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
PURPOSE To evaluate dental anxiety from the dentist's perspective. MATERIALS AND METHODS A cross-sectional study was performed on a convenience sample. Data were gathered using questionnaires that included general information and specific questions concerning dentally anxious patients. RESULTS Three hundred ten practicing dentists completed the survey. Participants estimated that 27% of their adolescent/adult patients and 35% of their child patients suffer from dental anxiety. Dentists reported devoting about a quarter of their weekly work hours to treating such patients. The most common anxiety management techniques used for adults and children alike were nitrous oxide and/or behavioural techniques (such as distraction, reinforcement, gradual exposure, and relaxation). Dentists generally agreed that it is their responsibility to help dentally anxious patients. Eighty-one percent expressed interest in taking part in dental anxiety management courses. The consensus was that treating dentally anxious patients involves long treatment times, insufficient payment, and frequent appointment cancellations. CONCLUSIONS According to practicing dentists, over one-quarter of their patients suffer from dental anxiety. Most dentists perceive themselves as responsible for treating these patients and are willing to receive appropriate training. Incorporating behavioural and pharmacological management techniques in the undergraduate dental curriculum and expanding postgraduate training programmes in this field are important issues that can improve the well-being of both dentally anxious patients and their dentists.
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Coolidge T, Tangcharoensiri S, Chan DCN, Phillips SL. Dental School Patient Preferences for Receiving and Returning Patient Satisfaction Surveys. J Dent Educ 2019; 83:1323-1331. [PMID: 31285367 DOI: 10.21815/jde.019.129] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2018] [Accepted: 05/25/2019] [Indexed: 11/20/2022]
Abstract
The aims of this study were to investigate dental school patient, parent, and caregiver preferences for receiving and returning patient satisfaction surveys and to determine how modes of receiving and returning surveys impacted return rates. Two studies were conducted, both of which are reported. In Study 1, adult patients, parents of child patients, and caregivers of patients with special needs were asked to indicate their preferred mode of receiving and returning surveys. In Study 2, patients, parents, and caregivers were randomly assigned to different modes of receiving and returning surveys, and return rates were compared between modes and according to whether the individuals had been assigned to their preferred mode or not. The overall response rates were 90.4% for the first study and 48.1% for the second study. In both studies, the preferred mode was receiving and returning the survey in the clinic (chi-square=84.902 and 32.116; df=3; p<0.001). Younger respondents were more likely to prefer receiving and returning the survey by email (K-W statistics=13.406, 10.241; df=3; p=0.004 and 0.017). In Study 2, respondents were significantly more likely to return surveys in the clinic (chi-square=44.994; df=2; p<0.001) and were also significantly more likely to return surveys if they had received them in their preferred mode (binomial test p<0.001). Although receiving and returning the survey in the clinic was the preferred mode, these respondents' preferences were also related to their age. These results suggest that dental school clinics may be able to expect higher return rates if they can follow patients' preferences for receipt and delivery of surveys.
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Affiliation(s)
- Trilby Coolidge
- Trilby Coolidge, PhD, is Clinical Assistant Professor, Department of Oral Health Sciences, School of Dentistry, University of Washington; Sovipa Tangcharoensiri, BA, is a predental student and Lecturer, Office of the Dean, School of Dentistry, University of Washington; Daniel C.N. Chan, DMD, MS, DDS, is Professor and Chair, Restorative Dentistry, School of Dentistry, University of Washington; and Sandra L. Phillips, MPA, is Director of Quality Improvement and Health and Safety, Office of the Dean, and Senior Lecturer, Restorative Dentistry, School of Dentistry, University of Washington.
| | - Sovipa Tangcharoensiri
- Trilby Coolidge, PhD, is Clinical Assistant Professor, Department of Oral Health Sciences, School of Dentistry, University of Washington; Sovipa Tangcharoensiri, BA, is a predental student and Lecturer, Office of the Dean, School of Dentistry, University of Washington; Daniel C.N. Chan, DMD, MS, DDS, is Professor and Chair, Restorative Dentistry, School of Dentistry, University of Washington; and Sandra L. Phillips, MPA, is Director of Quality Improvement and Health and Safety, Office of the Dean, and Senior Lecturer, Restorative Dentistry, School of Dentistry, University of Washington
| | - Daniel C N Chan
- Trilby Coolidge, PhD, is Clinical Assistant Professor, Department of Oral Health Sciences, School of Dentistry, University of Washington; Sovipa Tangcharoensiri, BA, is a predental student and Lecturer, Office of the Dean, School of Dentistry, University of Washington; Daniel C.N. Chan, DMD, MS, DDS, is Professor and Chair, Restorative Dentistry, School of Dentistry, University of Washington; and Sandra L. Phillips, MPA, is Director of Quality Improvement and Health and Safety, Office of the Dean, and Senior Lecturer, Restorative Dentistry, School of Dentistry, University of Washington
| | - Sandra L Phillips
- Trilby Coolidge, PhD, is Clinical Assistant Professor, Department of Oral Health Sciences, School of Dentistry, University of Washington; Sovipa Tangcharoensiri, BA, is a predental student and Lecturer, Office of the Dean, School of Dentistry, University of Washington; Daniel C.N. Chan, DMD, MS, DDS, is Professor and Chair, Restorative Dentistry, School of Dentistry, University of Washington; and Sandra L. Phillips, MPA, is Director of Quality Improvement and Health and Safety, Office of the Dean, and Senior Lecturer, Restorative Dentistry, School of Dentistry, University of Washington
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Faustino-Silva DD, Meyer E, Hugo FN, Hilgert JB. Effectiveness of Motivational Interviewing Training for Primary Care Dentists and Dental Health Technicians: Results from a Community Clinical Trial. J Dent Educ 2019; 83:585-594. [PMID: 30858274 DOI: 10.21815/jde.019.063] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2018] [Accepted: 11/08/2018] [Indexed: 11/20/2022]
Abstract
Motivational interviewing (MI) is an approach that uses dialogue about behavioral change to encourage a constructive relationship between professionals and patients. The aim of this study was to evaluate the maintenance of basic MI skills in the daily practice of dentists and oral health technicians (OHTs) after a training course and for two years of follow-up in the context of primary health care (PHC). A randomized community trial, from September 2012 to September 2014, was conducted at the Community Health Service of Conceição Hospital Group in Porto Alegre, RS, Brazil. The experimental group consisted of all 41 dentists and OHTs who received an intensive eight-hour training course in basic MI principles; the control group consisted of 31 dentists and OHTs who did not receive MI training. The follow-up assessments were at one and two years using three instruments validated for MI. In the one- and two-year follow-ups, improvement was maintained in responses with a statistically significant difference for use of open questioning, reflective listening, and total percentage of correct answers (p<0.001), with a large effect size (ES=1.12). On the Helpful Responses Questionnaire, the participants continued using open questioning and reflective listening (p<0.001), maintaining an increase in the percentage of responses compatible with MI (p<0.001). Likewise, the effect size remained large (ES=1.33) over time. These results suggest that the training course with dentists and OHTs of the PHC oral health staff was effective over the two-year follow-up in enabling them to act in the spirit and techniques of MI.
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Affiliation(s)
- Daniel Demétrio Faustino-Silva
- Daniel Demétrio Faustino-Silva, DDS, is at the Graduate Program in Assessment Technology for the National Health System, Grupo Hospitalar Conceição, Porto Alegre, RS, Brazil; Elisabeth Meyer, PhD, is a Psychologist, Graduate Program in Health Sciences of the Cardiology Institute, Porto Alegre, RS, Brazil; Fernando Neves Hugo, DDS, is at the Graduate Dentistry Program, Federal University of Rio Grande do Sul, Porto Alegre, RS, Brazil; and Juliana Balbinot Hilgert, DDS, is at the Graduate Dentistry Program, Federal University of Rio Grande do Sul, Porto Alegre, RS, Brazil.
| | - Elisabeth Meyer
- Daniel Demétrio Faustino-Silva, DDS, is at the Graduate Program in Assessment Technology for the National Health System, Grupo Hospitalar Conceição, Porto Alegre, RS, Brazil; Elisabeth Meyer, PhD, is a Psychologist, Graduate Program in Health Sciences of the Cardiology Institute, Porto Alegre, RS, Brazil; Fernando Neves Hugo, DDS, is at the Graduate Dentistry Program, Federal University of Rio Grande do Sul, Porto Alegre, RS, Brazil; and Juliana Balbinot Hilgert, DDS, is at the Graduate Dentistry Program, Federal University of Rio Grande do Sul, Porto Alegre, RS, Brazil
| | - Fernando Neves Hugo
- Daniel Demétrio Faustino-Silva, DDS, is at the Graduate Program in Assessment Technology for the National Health System, Grupo Hospitalar Conceição, Porto Alegre, RS, Brazil; Elisabeth Meyer, PhD, is a Psychologist, Graduate Program in Health Sciences of the Cardiology Institute, Porto Alegre, RS, Brazil; Fernando Neves Hugo, DDS, is at the Graduate Dentistry Program, Federal University of Rio Grande do Sul, Porto Alegre, RS, Brazil; and Juliana Balbinot Hilgert, DDS, is at the Graduate Dentistry Program, Federal University of Rio Grande do Sul, Porto Alegre, RS, Brazil
| | - Juliana Balbinot Hilgert
- Daniel Demétrio Faustino-Silva, DDS, is at the Graduate Program in Assessment Technology for the National Health System, Grupo Hospitalar Conceição, Porto Alegre, RS, Brazil; Elisabeth Meyer, PhD, is a Psychologist, Graduate Program in Health Sciences of the Cardiology Institute, Porto Alegre, RS, Brazil; Fernando Neves Hugo, DDS, is at the Graduate Dentistry Program, Federal University of Rio Grande do Sul, Porto Alegre, RS, Brazil; and Juliana Balbinot Hilgert, DDS, is at the Graduate Dentistry Program, Federal University of Rio Grande do Sul, Porto Alegre, RS, Brazil
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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] [What about the content of this article? (0)] [Affiliation(s)] [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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Keith DA, Kulich RJ, Bharel M, Boose RE, Brownstein J, Da Silva JD, D'Innocenzo R, Donoff RB, Factor E, Hutter JW, Shaefer JR, Karimbux NY, Jack H, Thomas HF. Massachusetts Dental Schools Respond to the Prescription Opioid Crisis: A Statewide Collaboration. J Dent Educ 2017; 81:1388-1394. [PMID: 29196326 DOI: 10.21815/jde.017.098] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2017] [Accepted: 06/24/2017] [Indexed: 02/06/2023]
Abstract
The prescription opioid crisis has involved all sectors of U.S. society, affecting every community, socioeconomic group, and age group. While federal and state agencies are actively working to deal with the epidemic, medical and dental providers have been tasked to increase their awareness of the issues and consider ways to safely prescribe opioids and, at the same time, effectively treat their patients' pain. The Commonwealth of Massachusetts, under the leadership of Governor Charles D. Baker and his administration, challenged the state's four medical schools and three dental schools to improve their curricula to prepare the next generation of clinicians to deal with this crisis in an evidence-based, effective, and sympathetic way. This Perspectives article outlines the national prescription opioid crisis, details its effects in Massachusetts, and describes the interdisciplinary collaboration among the Commonwealth, the three dental schools, the Massachusetts Dental Society, and a concerned student group. The article also describes the efforts each dental school is undertaking as well as an assessment of the challenges and limitations in implementing the initiative. The authors hope that the Massachusetts model will be a useful resource for dental schools in other states.
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Affiliation(s)
- David A Keith
- Dr. Keith is Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine and Visiting Oral and Maxillofacial Surgeon, Massachusetts General Hospital; Dr. Kulich is Professor, Tufts University School of Dental Medicine and the Pain Center, Massachusetts General Hospital; Dr. Bharel is Commissioner, Massachusetts Department of Public Health; Dr. Boose is Executive Director, Massachusetts Dental Society; Dr. Brownstein is with Harvard Vanguard Medical Associates; Dr. Da Silva is Vice Dean and Associate Professor of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine; Dr. D'Innocenzo is Clinical Professor and Director of Predoctoral Oral Surgery Education, Boston University Henry M. Goldman School of Dental Medicine; Dr. Donoff is Dean and Guralnick Distinguished Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine; Ms. Factor is Director of Dental Practice and Membership Engagement Services, Massachusetts Dental Society; Dr. Hutter is Dean and Spencer N. Frankl Professor in Dental Medicine, Boston University Henry M. Goldman School of Dental Medicine; Dr. Shaefer is Assistant Professor of Oral and Maxillofacial Surgery and Director of Anesthesia and Pain Management Education, Harvard School of Dental Medicine Clinic; Dr. Karimbux is Associate Dean of Academic Affairs and Professor of Periodontology, Tufts University School of Dental Medicine; Ms. Jack is a student, Harvard Medical School Class of 2018; and Dr. Thomas is Dean, Tufts University School of Dental Medicine.
| | - Ronald J Kulich
- Dr. Keith is Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine and Visiting Oral and Maxillofacial Surgeon, Massachusetts General Hospital; Dr. Kulich is Professor, Tufts University School of Dental Medicine and the Pain Center, Massachusetts General Hospital; Dr. Bharel is Commissioner, Massachusetts Department of Public Health; Dr. Boose is Executive Director, Massachusetts Dental Society; Dr. Brownstein is with Harvard Vanguard Medical Associates; Dr. Da Silva is Vice Dean and Associate Professor of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine; Dr. D'Innocenzo is Clinical Professor and Director of Predoctoral Oral Surgery Education, Boston University Henry M. Goldman School of Dental Medicine; Dr. Donoff is Dean and Guralnick Distinguished Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine; Ms. Factor is Director of Dental Practice and Membership Engagement Services, Massachusetts Dental Society; Dr. Hutter is Dean and Spencer N. Frankl Professor in Dental Medicine, Boston University Henry M. Goldman School of Dental Medicine; Dr. Shaefer is Assistant Professor of Oral and Maxillofacial Surgery and Director of Anesthesia and Pain Management Education, Harvard School of Dental Medicine Clinic; Dr. Karimbux is Associate Dean of Academic Affairs and Professor of Periodontology, Tufts University School of Dental Medicine; Ms. Jack is a student, Harvard Medical School Class of 2018; and Dr. Thomas is Dean, Tufts University School of Dental Medicine
| | - Monica Bharel
- Dr. Keith is Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine and Visiting Oral and Maxillofacial Surgeon, Massachusetts General Hospital; Dr. Kulich is Professor, Tufts University School of Dental Medicine and the Pain Center, Massachusetts General Hospital; Dr. Bharel is Commissioner, Massachusetts Department of Public Health; Dr. Boose is Executive Director, Massachusetts Dental Society; Dr. Brownstein is with Harvard Vanguard Medical Associates; Dr. Da Silva is Vice Dean and Associate Professor of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine; Dr. D'Innocenzo is Clinical Professor and Director of Predoctoral Oral Surgery Education, Boston University Henry M. Goldman School of Dental Medicine; Dr. Donoff is Dean and Guralnick Distinguished Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine; Ms. Factor is Director of Dental Practice and Membership Engagement Services, Massachusetts Dental Society; Dr. Hutter is Dean and Spencer N. Frankl Professor in Dental Medicine, Boston University Henry M. Goldman School of Dental Medicine; Dr. Shaefer is Assistant Professor of Oral and Maxillofacial Surgery and Director of Anesthesia and Pain Management Education, Harvard School of Dental Medicine Clinic; Dr. Karimbux is Associate Dean of Academic Affairs and Professor of Periodontology, Tufts University School of Dental Medicine; Ms. Jack is a student, Harvard Medical School Class of 2018; and Dr. Thomas is Dean, Tufts University School of Dental Medicine
| | - Robert E Boose
- Dr. Keith is Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine and Visiting Oral and Maxillofacial Surgeon, Massachusetts General Hospital; Dr. Kulich is Professor, Tufts University School of Dental Medicine and the Pain Center, Massachusetts General Hospital; Dr. Bharel is Commissioner, Massachusetts Department of Public Health; Dr. Boose is Executive Director, Massachusetts Dental Society; Dr. Brownstein is with Harvard Vanguard Medical Associates; Dr. Da Silva is Vice Dean and Associate Professor of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine; Dr. D'Innocenzo is Clinical Professor and Director of Predoctoral Oral Surgery Education, Boston University Henry M. Goldman School of Dental Medicine; Dr. Donoff is Dean and Guralnick Distinguished Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine; Ms. Factor is Director of Dental Practice and Membership Engagement Services, Massachusetts Dental Society; Dr. Hutter is Dean and Spencer N. Frankl Professor in Dental Medicine, Boston University Henry M. Goldman School of Dental Medicine; Dr. Shaefer is Assistant Professor of Oral and Maxillofacial Surgery and Director of Anesthesia and Pain Management Education, Harvard School of Dental Medicine Clinic; Dr. Karimbux is Associate Dean of Academic Affairs and Professor of Periodontology, Tufts University School of Dental Medicine; Ms. Jack is a student, Harvard Medical School Class of 2018; and Dr. Thomas is Dean, Tufts University School of Dental Medicine
| | - Jennifer Brownstein
- Dr. Keith is Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine and Visiting Oral and Maxillofacial Surgeon, Massachusetts General Hospital; Dr. Kulich is Professor, Tufts University School of Dental Medicine and the Pain Center, Massachusetts General Hospital; Dr. Bharel is Commissioner, Massachusetts Department of Public Health; Dr. Boose is Executive Director, Massachusetts Dental Society; Dr. Brownstein is with Harvard Vanguard Medical Associates; Dr. Da Silva is Vice Dean and Associate Professor of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine; Dr. D'Innocenzo is Clinical Professor and Director of Predoctoral Oral Surgery Education, Boston University Henry M. Goldman School of Dental Medicine; Dr. Donoff is Dean and Guralnick Distinguished Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine; Ms. Factor is Director of Dental Practice and Membership Engagement Services, Massachusetts Dental Society; Dr. Hutter is Dean and Spencer N. Frankl Professor in Dental Medicine, Boston University Henry M. Goldman School of Dental Medicine; Dr. Shaefer is Assistant Professor of Oral and Maxillofacial Surgery and Director of Anesthesia and Pain Management Education, Harvard School of Dental Medicine Clinic; Dr. Karimbux is Associate Dean of Academic Affairs and Professor of Periodontology, Tufts University School of Dental Medicine; Ms. Jack is a student, Harvard Medical School Class of 2018; and Dr. Thomas is Dean, Tufts University School of Dental Medicine
| | - John D Da Silva
- Dr. Keith is Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine and Visiting Oral and Maxillofacial Surgeon, Massachusetts General Hospital; Dr. Kulich is Professor, Tufts University School of Dental Medicine and the Pain Center, Massachusetts General Hospital; Dr. Bharel is Commissioner, Massachusetts Department of Public Health; Dr. Boose is Executive Director, Massachusetts Dental Society; Dr. Brownstein is with Harvard Vanguard Medical Associates; Dr. Da Silva is Vice Dean and Associate Professor of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine; Dr. D'Innocenzo is Clinical Professor and Director of Predoctoral Oral Surgery Education, Boston University Henry M. Goldman School of Dental Medicine; Dr. Donoff is Dean and Guralnick Distinguished Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine; Ms. Factor is Director of Dental Practice and Membership Engagement Services, Massachusetts Dental Society; Dr. Hutter is Dean and Spencer N. Frankl Professor in Dental Medicine, Boston University Henry M. Goldman School of Dental Medicine; Dr. Shaefer is Assistant Professor of Oral and Maxillofacial Surgery and Director of Anesthesia and Pain Management Education, Harvard School of Dental Medicine Clinic; Dr. Karimbux is Associate Dean of Academic Affairs and Professor of Periodontology, Tufts University School of Dental Medicine; Ms. Jack is a student, Harvard Medical School Class of 2018; and Dr. Thomas is Dean, Tufts University School of Dental Medicine
| | - Richard D'Innocenzo
- Dr. Keith is Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine and Visiting Oral and Maxillofacial Surgeon, Massachusetts General Hospital; Dr. Kulich is Professor, Tufts University School of Dental Medicine and the Pain Center, Massachusetts General Hospital; Dr. Bharel is Commissioner, Massachusetts Department of Public Health; Dr. Boose is Executive Director, Massachusetts Dental Society; Dr. Brownstein is with Harvard Vanguard Medical Associates; Dr. Da Silva is Vice Dean and Associate Professor of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine; Dr. D'Innocenzo is Clinical Professor and Director of Predoctoral Oral Surgery Education, Boston University Henry M. Goldman School of Dental Medicine; Dr. Donoff is Dean and Guralnick Distinguished Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine; Ms. Factor is Director of Dental Practice and Membership Engagement Services, Massachusetts Dental Society; Dr. Hutter is Dean and Spencer N. Frankl Professor in Dental Medicine, Boston University Henry M. Goldman School of Dental Medicine; Dr. Shaefer is Assistant Professor of Oral and Maxillofacial Surgery and Director of Anesthesia and Pain Management Education, Harvard School of Dental Medicine Clinic; Dr. Karimbux is Associate Dean of Academic Affairs and Professor of Periodontology, Tufts University School of Dental Medicine; Ms. Jack is a student, Harvard Medical School Class of 2018; and Dr. Thomas is Dean, Tufts University School of Dental Medicine
| | - R Bruce Donoff
- Dr. Keith is Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine and Visiting Oral and Maxillofacial Surgeon, Massachusetts General Hospital; Dr. Kulich is Professor, Tufts University School of Dental Medicine and the Pain Center, Massachusetts General Hospital; Dr. Bharel is Commissioner, Massachusetts Department of Public Health; Dr. Boose is Executive Director, Massachusetts Dental Society; Dr. Brownstein is with Harvard Vanguard Medical Associates; Dr. Da Silva is Vice Dean and Associate Professor of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine; Dr. D'Innocenzo is Clinical Professor and Director of Predoctoral Oral Surgery Education, Boston University Henry M. Goldman School of Dental Medicine; Dr. Donoff is Dean and Guralnick Distinguished Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine; Ms. Factor is Director of Dental Practice and Membership Engagement Services, Massachusetts Dental Society; Dr. Hutter is Dean and Spencer N. Frankl Professor in Dental Medicine, Boston University Henry M. Goldman School of Dental Medicine; Dr. Shaefer is Assistant Professor of Oral and Maxillofacial Surgery and Director of Anesthesia and Pain Management Education, Harvard School of Dental Medicine Clinic; Dr. Karimbux is Associate Dean of Academic Affairs and Professor of Periodontology, Tufts University School of Dental Medicine; Ms. Jack is a student, Harvard Medical School Class of 2018; and Dr. Thomas is Dean, Tufts University School of Dental Medicine
| | - Ellen Factor
- Dr. Keith is Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine and Visiting Oral and Maxillofacial Surgeon, Massachusetts General Hospital; Dr. Kulich is Professor, Tufts University School of Dental Medicine and the Pain Center, Massachusetts General Hospital; Dr. Bharel is Commissioner, Massachusetts Department of Public Health; Dr. Boose is Executive Director, Massachusetts Dental Society; Dr. Brownstein is with Harvard Vanguard Medical Associates; Dr. Da Silva is Vice Dean and Associate Professor of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine; Dr. D'Innocenzo is Clinical Professor and Director of Predoctoral Oral Surgery Education, Boston University Henry M. Goldman School of Dental Medicine; Dr. Donoff is Dean and Guralnick Distinguished Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine; Ms. Factor is Director of Dental Practice and Membership Engagement Services, Massachusetts Dental Society; Dr. Hutter is Dean and Spencer N. Frankl Professor in Dental Medicine, Boston University Henry M. Goldman School of Dental Medicine; Dr. Shaefer is Assistant Professor of Oral and Maxillofacial Surgery and Director of Anesthesia and Pain Management Education, Harvard School of Dental Medicine Clinic; Dr. Karimbux is Associate Dean of Academic Affairs and Professor of Periodontology, Tufts University School of Dental Medicine; Ms. Jack is a student, Harvard Medical School Class of 2018; and Dr. Thomas is Dean, Tufts University School of Dental Medicine
| | - Jeffrey W Hutter
- Dr. Keith is Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine and Visiting Oral and Maxillofacial Surgeon, Massachusetts General Hospital; Dr. Kulich is Professor, Tufts University School of Dental Medicine and the Pain Center, Massachusetts General Hospital; Dr. Bharel is Commissioner, Massachusetts Department of Public Health; Dr. Boose is Executive Director, Massachusetts Dental Society; Dr. Brownstein is with Harvard Vanguard Medical Associates; Dr. Da Silva is Vice Dean and Associate Professor of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine; Dr. D'Innocenzo is Clinical Professor and Director of Predoctoral Oral Surgery Education, Boston University Henry M. Goldman School of Dental Medicine; Dr. Donoff is Dean and Guralnick Distinguished Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine; Ms. Factor is Director of Dental Practice and Membership Engagement Services, Massachusetts Dental Society; Dr. Hutter is Dean and Spencer N. Frankl Professor in Dental Medicine, Boston University Henry M. Goldman School of Dental Medicine; Dr. Shaefer is Assistant Professor of Oral and Maxillofacial Surgery and Director of Anesthesia and Pain Management Education, Harvard School of Dental Medicine Clinic; Dr. Karimbux is Associate Dean of Academic Affairs and Professor of Periodontology, Tufts University School of Dental Medicine; Ms. Jack is a student, Harvard Medical School Class of 2018; and Dr. Thomas is Dean, Tufts University School of Dental Medicine
| | - Jeffry R Shaefer
- Dr. Keith is Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine and Visiting Oral and Maxillofacial Surgeon, Massachusetts General Hospital; Dr. Kulich is Professor, Tufts University School of Dental Medicine and the Pain Center, Massachusetts General Hospital; Dr. Bharel is Commissioner, Massachusetts Department of Public Health; Dr. Boose is Executive Director, Massachusetts Dental Society; Dr. Brownstein is with Harvard Vanguard Medical Associates; Dr. Da Silva is Vice Dean and Associate Professor of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine; Dr. D'Innocenzo is Clinical Professor and Director of Predoctoral Oral Surgery Education, Boston University Henry M. Goldman School of Dental Medicine; Dr. Donoff is Dean and Guralnick Distinguished Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine; Ms. Factor is Director of Dental Practice and Membership Engagement Services, Massachusetts Dental Society; Dr. Hutter is Dean and Spencer N. Frankl Professor in Dental Medicine, Boston University Henry M. Goldman School of Dental Medicine; Dr. Shaefer is Assistant Professor of Oral and Maxillofacial Surgery and Director of Anesthesia and Pain Management Education, Harvard School of Dental Medicine Clinic; Dr. Karimbux is Associate Dean of Academic Affairs and Professor of Periodontology, Tufts University School of Dental Medicine; Ms. Jack is a student, Harvard Medical School Class of 2018; and Dr. Thomas is Dean, Tufts University School of Dental Medicine
| | - Nadeem Y Karimbux
- Dr. Keith is Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine and Visiting Oral and Maxillofacial Surgeon, Massachusetts General Hospital; Dr. Kulich is Professor, Tufts University School of Dental Medicine and the Pain Center, Massachusetts General Hospital; Dr. Bharel is Commissioner, Massachusetts Department of Public Health; Dr. Boose is Executive Director, Massachusetts Dental Society; Dr. Brownstein is with Harvard Vanguard Medical Associates; Dr. Da Silva is Vice Dean and Associate Professor of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine; Dr. D'Innocenzo is Clinical Professor and Director of Predoctoral Oral Surgery Education, Boston University Henry M. Goldman School of Dental Medicine; Dr. Donoff is Dean and Guralnick Distinguished Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine; Ms. Factor is Director of Dental Practice and Membership Engagement Services, Massachusetts Dental Society; Dr. Hutter is Dean and Spencer N. Frankl Professor in Dental Medicine, Boston University Henry M. Goldman School of Dental Medicine; Dr. Shaefer is Assistant Professor of Oral and Maxillofacial Surgery and Director of Anesthesia and Pain Management Education, Harvard School of Dental Medicine Clinic; Dr. Karimbux is Associate Dean of Academic Affairs and Professor of Periodontology, Tufts University School of Dental Medicine; Ms. Jack is a student, Harvard Medical School Class of 2018; and Dr. Thomas is Dean, Tufts University School of Dental Medicine
| | - Helen Jack
- Dr. Keith is Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine and Visiting Oral and Maxillofacial Surgeon, Massachusetts General Hospital; Dr. Kulich is Professor, Tufts University School of Dental Medicine and the Pain Center, Massachusetts General Hospital; Dr. Bharel is Commissioner, Massachusetts Department of Public Health; Dr. Boose is Executive Director, Massachusetts Dental Society; Dr. Brownstein is with Harvard Vanguard Medical Associates; Dr. Da Silva is Vice Dean and Associate Professor of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine; Dr. D'Innocenzo is Clinical Professor and Director of Predoctoral Oral Surgery Education, Boston University Henry M. Goldman School of Dental Medicine; Dr. Donoff is Dean and Guralnick Distinguished Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine; Ms. Factor is Director of Dental Practice and Membership Engagement Services, Massachusetts Dental Society; Dr. Hutter is Dean and Spencer N. Frankl Professor in Dental Medicine, Boston University Henry M. Goldman School of Dental Medicine; Dr. Shaefer is Assistant Professor of Oral and Maxillofacial Surgery and Director of Anesthesia and Pain Management Education, Harvard School of Dental Medicine Clinic; Dr. Karimbux is Associate Dean of Academic Affairs and Professor of Periodontology, Tufts University School of Dental Medicine; Ms. Jack is a student, Harvard Medical School Class of 2018; and Dr. Thomas is Dean, Tufts University School of Dental Medicine
| | - Huw F Thomas
- Dr. Keith is Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine and Visiting Oral and Maxillofacial Surgeon, Massachusetts General Hospital; Dr. Kulich is Professor, Tufts University School of Dental Medicine and the Pain Center, Massachusetts General Hospital; Dr. Bharel is Commissioner, Massachusetts Department of Public Health; Dr. Boose is Executive Director, Massachusetts Dental Society; Dr. Brownstein is with Harvard Vanguard Medical Associates; Dr. Da Silva is Vice Dean and Associate Professor of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine; Dr. D'Innocenzo is Clinical Professor and Director of Predoctoral Oral Surgery Education, Boston University Henry M. Goldman School of Dental Medicine; Dr. Donoff is Dean and Guralnick Distinguished Professor of Oral and Maxillofacial Surgery, Harvard School of Dental Medicine; Ms. Factor is Director of Dental Practice and Membership Engagement Services, Massachusetts Dental Society; Dr. Hutter is Dean and Spencer N. Frankl Professor in Dental Medicine, Boston University Henry M. Goldman School of Dental Medicine; Dr. Shaefer is Assistant Professor of Oral and Maxillofacial Surgery and Director of Anesthesia and Pain Management Education, Harvard School of Dental Medicine Clinic; Dr. Karimbux is Associate Dean of Academic Affairs and Professor of Periodontology, Tufts University School of Dental Medicine; Ms. Jack is a student, Harvard Medical School Class of 2018; and Dr. Thomas is Dean, Tufts University School of Dental Medicine
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Lucander H. An Instrument to Assess Dental Students' Competence in Shared Decision Making: A Pilot Study. J Dent Educ 2017; 81:1463-1471. [PMID: 29196335 DOI: 10.21815/jde.017.108] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2017] [Accepted: 05/14/2017] [Indexed: 11/20/2022]
Abstract
Evidence suggests that involving patients in health care decisions has a positive impact on health care outcomes and patients' perception of quality. However, the extent to which dental students are trained in communication and shared decision making (SDM) differs, and studies have identified a need for intensified learning and assessment of this competence. A need to more clearly define and operationalize what it means to be proficient in this area has been identified. The aim of this study was to operationalize communicative and relational skills in a comprehensive assessment instrument for SDM. Relevant skills in information exchange, negotiation, communication, and relationship-building were identified through an extensive review of previous research and instruments for assessing communication competence. Indicators for assessing these skills were formulated. The instrument was submitted to a pilot test in 2016 and evaluated on test content, internal structure, and response processes. The Assessment of Shared Decision Making (ASDM) instrument consists of 18 items addressing various aspects of the construct and three types of skills. Findings suggest that the ASDM represents a valid measure of SDM with three major components. The importance of developing the ASDM lies both in the summative assessment of students' communication with patients and for formative assessment purposes. Once identified, the components essential for SDM can be woven into the curriculum and shared with students. Thus, the ASDM provides a structure that can meet the need for intensified learning and assessment of dental students' competence in communication and SDM.
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Affiliation(s)
- Henriette Lucander
- Ms. Lucander is Lecturer in Media Technology and a Ph.D. student in pedagogy, Faculty of Technology and Society, Malmo University, Malmo, Sweden.
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Northridge ME, Schenkel AB, Birenz S, Estrada I, Metcalf SS, Wolff MS. "You Get Beautiful Teeth Down There": Racial/Ethnic Minority Older Adults' Perspectives on Care at Dental School Clinics. J Dent Educ 2017; 81:1273-1282. [PMID: 29093140 DOI: 10.21815/jde.017.085] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2017] [Accepted: 06/02/2017] [Indexed: 11/20/2022]
Abstract
To help eliminate reported racial/ethnic and socioeconomic inequities in oral health care, listening to the perspectives of racial/ethnic minority older adults on their experiences with dental school clinics is needed. The aim of this study was to examine the experiences of African American, Puerto Rican, and Dominican older adults who attend senior centers in upper Manhattan, New York City, regarding the care received at dental school clinics. Focus groups were conducted from 2013 to 2015 with 194 racial/ethnic minority men and women aged 50 years and older living in upper Manhattan. All of the 24 focus group sessions were digitally audiorecorded and transcribed for analysis. Groups conducted in Spanish were transcribed first in Spanish and then translated into English. Analysis of the transcripts was conducted using thematic content analysis. Seven subthemes were manifest in the data related to these adults' positive experiences with dental school clinics: excellent outcomes and dentists, painless and safe treatment, affordable care, honest and reputable, benefits of student training, accepting and helpful, and recommended by family and friends. Negative experiences centered around four subthemes: multiple visits required for treatment, loss of interpersonal communication due to use of technology, inconvenient location, and perceived stigma with Medicaid. This study provided novel evidence of the largely positive experiences with dental schools of racial/ethnic minority senior center attendees. Interventions targeted at the organization and provider level, including organizational motivation, resources, staff attributes, climate, and teamwork plus payment programs and services, insurance and affordability, and provider- and system-level supports, may improve health care processes and patient experiences of care.
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Affiliation(s)
- Mary E Northridge
- Dr. Northridge is Associate Professor, Department of Epidemiology and Health Promotion, New York University College of Dentistry; Dr. Schenkel is Clinical Associate Professor, Department of Cariology and Comprehensive Care, New York University College of Dentistry; Prof. Birenz is Clinical Assistant Professor, Dental Hygiene Programs, New York University College of Dentistry; Ms. Estrada is Project Coordinator, Section of Population Oral Health, Columbia University College of Dental Medicine; Dr. Metcalf is Associate Professor, Department of Geography, State University of New York at Buffalo; and Dr. Wolff is Associate Dean for Predoctoral Clinical Education, Associate Dean for Development, and Professor and Chair, Department of Cariology and Comprehensive Care, New York University College of Dentistry.
| | - Andrew B Schenkel
- Dr. Northridge is Associate Professor, Department of Epidemiology and Health Promotion, New York University College of Dentistry; Dr. Schenkel is Clinical Associate Professor, Department of Cariology and Comprehensive Care, New York University College of Dentistry; Prof. Birenz is Clinical Assistant Professor, Dental Hygiene Programs, New York University College of Dentistry; Ms. Estrada is Project Coordinator, Section of Population Oral Health, Columbia University College of Dental Medicine; Dr. Metcalf is Associate Professor, Department of Geography, State University of New York at Buffalo; and Dr. Wolff is Associate Dean for Predoctoral Clinical Education, Associate Dean for Development, and Professor and Chair, Department of Cariology and Comprehensive Care, New York University College of Dentistry
| | - Shirley Birenz
- Dr. Northridge is Associate Professor, Department of Epidemiology and Health Promotion, New York University College of Dentistry; Dr. Schenkel is Clinical Associate Professor, Department of Cariology and Comprehensive Care, New York University College of Dentistry; Prof. Birenz is Clinical Assistant Professor, Dental Hygiene Programs, New York University College of Dentistry; Ms. Estrada is Project Coordinator, Section of Population Oral Health, Columbia University College of Dental Medicine; Dr. Metcalf is Associate Professor, Department of Geography, State University of New York at Buffalo; and Dr. Wolff is Associate Dean for Predoctoral Clinical Education, Associate Dean for Development, and Professor and Chair, Department of Cariology and Comprehensive Care, New York University College of Dentistry
| | - Ivette Estrada
- Dr. Northridge is Associate Professor, Department of Epidemiology and Health Promotion, New York University College of Dentistry; Dr. Schenkel is Clinical Associate Professor, Department of Cariology and Comprehensive Care, New York University College of Dentistry; Prof. Birenz is Clinical Assistant Professor, Dental Hygiene Programs, New York University College of Dentistry; Ms. Estrada is Project Coordinator, Section of Population Oral Health, Columbia University College of Dental Medicine; Dr. Metcalf is Associate Professor, Department of Geography, State University of New York at Buffalo; and Dr. Wolff is Associate Dean for Predoctoral Clinical Education, Associate Dean for Development, and Professor and Chair, Department of Cariology and Comprehensive Care, New York University College of Dentistry
| | - Sara S Metcalf
- Dr. Northridge is Associate Professor, Department of Epidemiology and Health Promotion, New York University College of Dentistry; Dr. Schenkel is Clinical Associate Professor, Department of Cariology and Comprehensive Care, New York University College of Dentistry; Prof. Birenz is Clinical Assistant Professor, Dental Hygiene Programs, New York University College of Dentistry; Ms. Estrada is Project Coordinator, Section of Population Oral Health, Columbia University College of Dental Medicine; Dr. Metcalf is Associate Professor, Department of Geography, State University of New York at Buffalo; and Dr. Wolff is Associate Dean for Predoctoral Clinical Education, Associate Dean for Development, and Professor and Chair, Department of Cariology and Comprehensive Care, New York University College of Dentistry
| | - Mark S Wolff
- Dr. Northridge is Associate Professor, Department of Epidemiology and Health Promotion, New York University College of Dentistry; Dr. Schenkel is Clinical Associate Professor, Department of Cariology and Comprehensive Care, New York University College of Dentistry; Prof. Birenz is Clinical Assistant Professor, Dental Hygiene Programs, New York University College of Dentistry; Ms. Estrada is Project Coordinator, Section of Population Oral Health, Columbia University College of Dental Medicine; Dr. Metcalf is Associate Professor, Department of Geography, State University of New York at Buffalo; and Dr. Wolff is Associate Dean for Predoctoral Clinical Education, Associate Dean for Development, and Professor and Chair, Department of Cariology and Comprehensive Care, New York University College of Dentistry
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Bohn CE, McQuistan MR, McKernan SC, Askelson NM. Preferences Related to the Use of Mobile Apps as Dental Patient Educational Aids: A Pilot Study. J Prosthodont 2017; 27:329-334. [PMID: 28872732 DOI: 10.1111/jopr.12667] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/18/2017] [Indexed: 11/26/2022] Open
Abstract
PURPOSE Numerous patient education apps have been developed to explain dental treatment. The purpose of this study was to assess perceptions and preferences regarding the use of apps in dental settings. MATERIALS AND METHODS Four patient education apps describing fixed partial dentures were demonstrated to participants (N = 25). Questions about each app were asked using a semi-structured interview format to assess participants' opinions about each app's content, images, features, and use. Sessions were analyzed via note-based methods for thematic coding. RESULTS Participants believed that apps should be used in conjunction with a dentist's explanation about a procedure. They desired an app that could be tailored for scope of content. Participants favored esthetic images of teeth that did not show structural anatomy, such as tooth roots, and preferred interactive features. CONCLUSIONS Patient education apps may be a valuable tool to enhance patient-provider communication in dental settings. Participants exhibited varying preferences for different features among the apps and expressed the desire for an app that could be personalized to each patient. Additional research is needed to assess whether the use of apps improves oral health literacy and informed consent among patients.
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Affiliation(s)
- Courtney E Bohn
- Department of Pediatric Dentistry, Texas A&M University System Baylor College of Dentistry, Dallas, TX
| | - Michelle R McQuistan
- Department of Preventive and Community Dentistry, University of Iowa College of Dentistry and Dental Clinics, Iowa City, IA
| | - Susan C McKernan
- Department of Preventive and Community Dentistry, University of Iowa College of Dentistry and Dental Clinics, Iowa City, IA
| | - Natoshia M Askelson
- Department of Community and Behavioral Health, University of Iowa College of Public Health, Iowa City, IA
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Ayn C, Robinson L, Nason A, Lovas J. Determining Recommendations for Improvement of Communication Skills Training in Dental Education: A Scoping Review. J Dent Educ 2017; 81:479-488. [PMID: 28365612 DOI: 10.21815/jde.016.003] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2016] [Accepted: 09/16/2016] [Indexed: 12/18/2022]
Abstract
Professional communication skills have a significant impact on dental patient satisfaction and health outcomes. Communication skills training has been shown to improve the communication skills of dental students. Therefore, strengthening communication skills training in dental education shows promise for improving dental patient satisfaction and outcomes. The aim of this study was to facilitate the development of dental communication skills training through a scoping review with compilation of a list of considerations, design of an example curriculum, and consideration of barriers and facilitators to adoption of such training. A search to identify studies of communication skills training interventions and programs was conducted. Search queries were run in three databases using both text strings and controlled terms (MeSH), yielding 1,833 unique articles. Of these, 35 were full-text reviewed, and 17 were included in the final synthesis. Considerations presented in the articles were compiled into 15 considerations. These considerations were grouped into four themes: the value of communication skills training, the role of instructors, the importance of accounting for diversity, and the structure of communication skills training. An example curriculum reflective of these considerations is presented, and consideration of potential barriers and facilitators to implementation are discussed. Application and evaluation of these considerations are recommended in order to support and inform future communication skills training development.
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Affiliation(s)
- Caitlyn Ayn
- Ms. Ayn is a Master of Arts student, School of Health and Human Performance, Dalhousie University; Dr. Robinson is Associate Professor, Health Promotion Division, School of Health and Human Performance, Dalhousie University; Dr. Nason is a former clinical instructor, Faculty of Dentistry, Dalhousie University, a Master of Education student, Mount Saint Vincent University, and a practicing dental professional; and Dr. Lovas is retired Associate Dean for Student Affairs, Faculty of Dentistry, Dalhousie University
| | - Lynne Robinson
- Ms. Ayn is a Master of Arts student, School of Health and Human Performance, Dalhousie University; Dr. Robinson is Associate Professor, Health Promotion Division, School of Health and Human Performance, Dalhousie University; Dr. Nason is a former clinical instructor, Faculty of Dentistry, Dalhousie University, a Master of Education student, Mount Saint Vincent University, and a practicing dental professional; and Dr. Lovas is retired Associate Dean for Student Affairs, Faculty of Dentistry, Dalhousie University.
| | - April Nason
- Ms. Ayn is a Master of Arts student, School of Health and Human Performance, Dalhousie University; Dr. Robinson is Associate Professor, Health Promotion Division, School of Health and Human Performance, Dalhousie University; Dr. Nason is a former clinical instructor, Faculty of Dentistry, Dalhousie University, a Master of Education student, Mount Saint Vincent University, and a practicing dental professional; and Dr. Lovas is retired Associate Dean for Student Affairs, Faculty of Dentistry, Dalhousie University
| | - John Lovas
- Ms. Ayn is a Master of Arts student, School of Health and Human Performance, Dalhousie University; Dr. Robinson is Associate Professor, Health Promotion Division, School of Health and Human Performance, Dalhousie University; Dr. Nason is a former clinical instructor, Faculty of Dentistry, Dalhousie University, a Master of Education student, Mount Saint Vincent University, and a practicing dental professional; and Dr. Lovas is retired Associate Dean for Student Affairs, Faculty of Dentistry, Dalhousie University
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20
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Rosen EB, Donoff RB, Riedy CA. U.S. Dental School Deans' Views on the Value of Patient-Reported Outcome Measures in Dentistry. J Dent Educ 2016; 80:721-725. [PMID: 27251354] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2015] [Accepted: 01/16/2016] [Indexed: 06/05/2023]
Abstract
There has historically been limited development and utilization of patient-reported outcome measures (PROMs) in clinical dentistry. However, in recent years PROMs have been recognized by other health care fields as valuable in the comprehensive assessment of patient outcomes. The aim of this study was to survey deans of U.S. dental schools to better understand their vision for the role of PROMs in the field of dentistry. A 13-question online survey was emailed to the deans of the 64 accredited U.S. dental schools at the time to gather their opinions about the value of patient-reported outcomes in dentistry. The survey consisted of questions in 12 domains such as treatment planning, perceived success/complications of surgery, identification/management of dental pain, psychological and oral function, and insurance payment/reimbursement. Of the 64 deans, 33 responses were received (51.5% response rate), but three surveys were excluded due to incomplete answers, resulting in a final response rate of 46.8%. All respondents reported there was value in utilization of PROMs for understanding a patient's satisfaction of a procedure, a patient's perceived success of dental surgery, identifying dental pain, and managing dental pain. However, there was disagreement among the respondents about utilization of PROMs for the purpose of determining insurance payment and/or reimbursement. Additional steps should be taken to develop clinically appropriate PROMs for dentistry and to determine the appropriate situations in which to use dental PROMs. This study suggests that PROMs should be incorporated into dental school curricula as they will likely play a role in future comprehensive treatment assessment.
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Affiliation(s)
- Evan B Rosen
- Dr. Rosen is a maxillofacial prosthodontist and part-time Lecturer in Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine; Dr. Donoff is Distinguished Walter C. Guralnick Professor and Dean, Harvard School of Dental Medicine; and Dr. Riedy is Delta Dental of Massachusetts Associate Professor in Oral Public Health and Epidemiology, Harvard School of Dental Medicine.
| | - R Bruce Donoff
- Dr. Rosen is a maxillofacial prosthodontist and part-time Lecturer in Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine; Dr. Donoff is Distinguished Walter C. Guralnick Professor and Dean, Harvard School of Dental Medicine; and Dr. Riedy is Delta Dental of Massachusetts Associate Professor in Oral Public Health and Epidemiology, Harvard School of Dental Medicine
| | - Christine A Riedy
- Dr. Rosen is a maxillofacial prosthodontist and part-time Lecturer in Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine; Dr. Donoff is Distinguished Walter C. Guralnick Professor and Dean, Harvard School of Dental Medicine; and Dr. Riedy is Delta Dental of Massachusetts Associate Professor in Oral Public Health and Epidemiology, Harvard School of Dental Medicine
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21
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Moreira NCF, Pachêco-Pereira C, Keenan L, Cummings G, Flores-Mir C. Informed consent comprehension and recollection in adult dental patients: A systematic review. J Am Dent Assoc 2016; 147:605-619.e7. [PMID: 27174578 DOI: 10.1016/j.adaj.2016.03.004] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2015] [Revised: 02/29/2016] [Accepted: 03/01/2016] [Indexed: 12/18/2022]
Abstract
BACKGROUND Patients' ability to recollect and comprehend treatment information plays a fundamental role in their decision making. TYPES OF STUDIES REVIEWED The authors considered original studies assessing recollection or comprehension of dental informed consent in adults. The authors searched 6 electronic databases and partial gray literature and hand searched and cross-checked reference lists published through April 2015. The authors assessed the risk of bias in the included studies via different validated tools according to the study design. RESULTS Nineteen studies were included: 5 randomized clinical trials, 8 cross-sectional studies, 3 qualitative studies, 2 mixed-methods studies, and 1 case series. Conventional informed consent processes yielded comprehension results of 27% to 85% and recollection of 20% to 86%, whereas informed consent processes enhanced by additional media ranged from 44% to 93% for comprehension and from 30% to 94% for recollection. Patient self-reported understanding ranged positively, with most patients feeling that they understood all or almost all the information presented. Results of qualitative data analyses indicated that patients did not always understand explanations, although dentists thought they did. Some patients firmly stated that they did not receive any related information. Only a few patients were able to remember complications related to their treatment options. CONCLUSIONS AND PRACTICAL IMPLICATIONS Results of this systematic review should alert dentists that although patients in general report that they understand information given to them, they may have limited comprehension. Additional media may improve conventional informed consent processes in dentistry in a meaningful way.
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Riley JL 3rd, Gordan VV, Hudak-Boss SE, Fellows JL, Rindal DB, Gilbert GH; National Dental Practice-Based Research Network Collaborative Group. Concordance between patient satisfaction and the dentist's view: findings from The National Dental Practice-Based Research Network. J Am Dent Assoc 2014; 145:355-62. [PMID: 24686969 DOI: 10.14219/jada.2013.32] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
OBJECTIVES In this study, the authors examined the dentist's view of the patient's experience and concordance with the patient's rating of satisfaction. METHODS Practitioners from 197 practices in The National Dental Practice-Based Research Network recruited consecutively seen patients who had defective restorations that were replaced or repaired. At the end of the dental visit, the treating dentist and 5,315 patients completed and returned a survey that asked about the patient's satisfaction. RESULTS Most dentists viewed their patients as having been satisfied with the treatment experience (n = 4,719 [89 percent]) and as having perceived them as friendly (n = 5,136 [97 percent]). Dentists had less strong feelings about whether patients had a preference for the restorative material (n = 2,271 [43 percent]) or an interest in obtaining information about the procedure (n = 1,757 [33 percent]). Overall, patients were satisfied, and most of the time dentists correctly predicted this outcome. Among patients who were less than satisfied, there was a substantial subset of cases in which dentists were not aware of this dissatisfaction. CONCLUSION For improved patient-centered care, dentists should assess patients' desires, expectations and perceptions of the dental care experience and then manage or correct the expectations and perceptions as needed. PRACTICAL IMPLICATIONS By taking a patient-centered approach, dentists should seek to understand how patients evaluate and rate the services provided, thereby enabling them to focus on what each patient values most.
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Aalboe JA, Schumacher MM. An Instrument to Measure Dental Students' Communication Skills With Patients in Six Specific Circumstances: An Exploratory Factor Analysis. J Dent Educ 2016; 80:58-64. [PMID: 26729685] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
The aim of this study was to explore the internal structure of an instrument assessing dental students' confidence in their ability to communicate with patients in six specific circumstances (anxious, in pain, etc.) using exploratory factor analysis. In a Communication in the Dental Health Care Setting course at a U.S. dental school, second-year dental students in two years (2013 and 2014) responded to the six items on a survey instrument. Of the total 123 students, 122 fully completed the instrument, for a response rate of 99%. Analysis of the results identified a unidimensional scale with regards to patient-specific communication self-efficacy and explained 74% of the total variance. The scale had good internal consistency reflected by high Cronbach's alpha (α=0.929, 95% CI [0.907, 0.947]). These findings suggest the instrument may be a useful tool in assessing the development of patient communication skills in second-year dental students following a course in communication. Further exploration utilizing confirmatory analysis, determining predictive validity, and assessing convergent and discriminant evidence is warranted.
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Affiliation(s)
- Joanna A Aalboe
- Prof. Aalboe is Chief and Assistant Professor, Division of Dental Public Health, Center for Oral Health Research, College of Dentistry, University of Kentucky; Dr. Schumacher is Professor, Department of Behavioral Science, College of Medicine, University of Kentucky.
| | - Mitzi M Schumacher
- Prof. Aalboe is Chief and Assistant Professor, Division of Dental Public Health, Center for Oral Health Research, College of Dentistry, University of Kentucky; Dr. Schumacher is Professor, Department of Behavioral Science, College of Medicine, University of Kentucky
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Raja S, Shah R, Hamad J, Van Kanegan M, Kupershmidt A, Kruthoff M. Patients' Perceptions of Dehumanization of Patients in Dental School Settings: Implications for Clinic Management and Curriculum Planning. J Dent Educ 2015; 79:1201-1207. [PMID: 26427779] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
Although the importance of empathy, rapport, and anxiety/pain awareness in dentist-patient relations has been well documented, these factors continue to be an issue with patients in many dental school clinics. The aim of this study was to develop an in-depth understanding of how patients at an urban, university-affiliated medical center and its dental school's clinic experienced oral health care and to generate ideas for improving the dental school's clinical curriculum and management of the clinic. Although patient satisfaction surveys are common, in-depth patient narratives are an underutilized resource for improving dental education. In-depth qualitative interviews were conducted with 20 uninsured or underinsured dental patients at these sites, and the results were analyzed using content analysis. Major phenomena that participants discussed were the importance of empathy and good rapport with their oral health providers and provider awareness of dental pain and anxiety. Many patients also discussed feeling dehumanized during dental visits. Based on their positive and negative experiences, the participants made suggestions for how oral health professionals can successfully engage patients in treatment.
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Affiliation(s)
- Sheela Raja
- Dr. Raja is Assistant Professor, Department of Pediatric Dentistry, College of Dentistry, University of Illinois at Chicago; Ms. Shah is an undergraduate student, University of Illinois at Chicago; Ms. Hamad is an undergraduate student, University of Illinois at Chicago; Dr. Van Kanegan is Codirector, Chicago Community Oral Health Forum; Ms. Kupershmidt is an undergraduate student, University of Illinois at Chicago; and Ms. Kruthoff is a dental student, College of Dentistry, Marquette University.
| | - Raveena Shah
- Dr. Raja is Assistant Professor, Department of Pediatric Dentistry, College of Dentistry, University of Illinois at Chicago; Ms. Shah is an undergraduate student, University of Illinois at Chicago; Ms. Hamad is an undergraduate student, University of Illinois at Chicago; Dr. Van Kanegan is Codirector, Chicago Community Oral Health Forum; Ms. Kupershmidt is an undergraduate student, University of Illinois at Chicago; and Ms. Kruthoff is a dental student, College of Dentistry, Marquette University
| | - Judy Hamad
- Dr. Raja is Assistant Professor, Department of Pediatric Dentistry, College of Dentistry, University of Illinois at Chicago; Ms. Shah is an undergraduate student, University of Illinois at Chicago; Ms. Hamad is an undergraduate student, University of Illinois at Chicago; Dr. Van Kanegan is Codirector, Chicago Community Oral Health Forum; Ms. Kupershmidt is an undergraduate student, University of Illinois at Chicago; and Ms. Kruthoff is a dental student, College of Dentistry, Marquette University
| | - Mona Van Kanegan
- Dr. Raja is Assistant Professor, Department of Pediatric Dentistry, College of Dentistry, University of Illinois at Chicago; Ms. Shah is an undergraduate student, University of Illinois at Chicago; Ms. Hamad is an undergraduate student, University of Illinois at Chicago; Dr. Van Kanegan is Codirector, Chicago Community Oral Health Forum; Ms. Kupershmidt is an undergraduate student, University of Illinois at Chicago; and Ms. Kruthoff is a dental student, College of Dentistry, Marquette University
| | - Alexandra Kupershmidt
- Dr. Raja is Assistant Professor, Department of Pediatric Dentistry, College of Dentistry, University of Illinois at Chicago; Ms. Shah is an undergraduate student, University of Illinois at Chicago; Ms. Hamad is an undergraduate student, University of Illinois at Chicago; Dr. Van Kanegan is Codirector, Chicago Community Oral Health Forum; Ms. Kupershmidt is an undergraduate student, University of Illinois at Chicago; and Ms. Kruthoff is a dental student, College of Dentistry, Marquette University
| | - Mariela Kruthoff
- Dr. Raja is Assistant Professor, Department of Pediatric Dentistry, College of Dentistry, University of Illinois at Chicago; Ms. Shah is an undergraduate student, University of Illinois at Chicago; Ms. Hamad is an undergraduate student, University of Illinois at Chicago; Dr. Van Kanegan is Codirector, Chicago Community Oral Health Forum; Ms. Kupershmidt is an undergraduate student, University of Illinois at Chicago; and Ms. Kruthoff is a dental student, College of Dentistry, Marquette University
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Alrqiq HM, Scott TE, Mascarenhas AK. Evaluating a Cultural Competency Curriculum: Changes in Dental Students' Perceived Awareness, Knowledge, and Skills. J Dent Educ 2015; 79:1009-1015. [PMID: 26329024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
In response to current and projected demographic changes in the United States, many dental schools have taken steps to increase the cultural competence of their students through various educational methods. The aim of this study was to evaluate the effectiveness of the cultural competency curriculum at Boston University Henry M. Goldman School of Dental Medicine (GSDM). The curriculum was evaluated using a pre and post design, utilizing an instrument developed for pharmacy students and modified for dental students. The questionnaire was comprised of 11 items designed to assess changes in students' awareness, knowledge, and skills in providing culturally competent care. Data were collected for two classes of second-year DMD students and first-year Advanced Standing students. The total number of returned surveys was 485, for a response rate of 79.5%. The students' post-curriculum mean scores were all higher than their pre-curriculum scores for overall cultural competence (pre 26.5±6.3 to post 29.8±7.2) and for individual subscores on awareness (pre 5.3±1.4 to post 5.5±1.5), knowledge (pre 7.2±1.9 to post 8.1±2.1), and skills (pre 14.1±4.4 to post 16.2±4.4). The improvements on all scores were statistically significant (p<0.0001), with the exception of the awareness component. This evaluation suggests that the cultural competency curriculum at GSDM has been effective in producing improvements in these students' cultural competence in the domains of knowledge and skills.
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Affiliation(s)
- Hosam M Alrqiq
- Dr. Alrqiq, currently Instructor in Dental Medicine (in Community Health), College of Dental Medicine, Columbia University, conducted this research while he was a Master's student, Dental Public Health Program, Boston University Henry M. Goldman School of Dental Medicine; Ms. Scott is Instructor, Department of Health Policy and Health Services Research, Boston University Henry M. Goldman School of Dental Medicine; and Dr. Mascarenhas, currently Associate Dean for Research and Chief of Developmental Sciences, College of Dental Medicine, Nova Southeastern University, conducted this research while she was Professor, Department of Health Policy Services and Research, and Director of the Division of Dental Public Health, Boston University Henry M. Goldman School of Dental Medicine
| | - Thayer E Scott
- Dr. Alrqiq, currently Instructor in Dental Medicine (in Community Health), College of Dental Medicine, Columbia University, conducted this research while he was a Master's student, Dental Public Health Program, Boston University Henry M. Goldman School of Dental Medicine; Ms. Scott is Instructor, Department of Health Policy and Health Services Research, Boston University Henry M. Goldman School of Dental Medicine; and Dr. Mascarenhas, currently Associate Dean for Research and Chief of Developmental Sciences, College of Dental Medicine, Nova Southeastern University, conducted this research while she was Professor, Department of Health Policy Services and Research, and Director of the Division of Dental Public Health, Boston University Henry M. Goldman School of Dental Medicine
| | - Ana K Mascarenhas
- Dr. Alrqiq, currently Instructor in Dental Medicine (in Community Health), College of Dental Medicine, Columbia University, conducted this research while he was a Master's student, Dental Public Health Program, Boston University Henry M. Goldman School of Dental Medicine; Ms. Scott is Instructor, Department of Health Policy and Health Services Research, Boston University Henry M. Goldman School of Dental Medicine; and Dr. Mascarenhas, currently Associate Dean for Research and Chief of Developmental Sciences, College of Dental Medicine, Nova Southeastern University, conducted this research while she was Professor, Department of Health Policy Services and Research, and Director of the Division of Dental Public Health, Boston University Henry M. Goldman School of Dental Medicine.
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Broder HL, Janal M, Mitnick DM, Rodriguez JY, Sischo L. Communication Skills in Dental Students: New Data Regarding Retention and Generalization of Training Effects. J Dent Educ 2015; 79:940-948. [PMID: 26246533] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
Previous studies have shown that a communications program using patient instructors (PIs) facilitates data-gathering and interpersonal skills of third-year dental students. The aim of this study was to address the question of whether those skills are retained into the students' fourth year and generalized from the classroom to the clinic. In the formative training phase, three cohorts of D3 students (N=1,038) at one dental school received instruction regarding effective patient-doctor communication; interviewed three PIs and received PI feedback; and participated in a reflective seminar with a behavioral science instructor. In the follow-up competency phase, fourth-year students performed two new patient interviews in the clinic that were observed and evaluated by clinical dental faculty members trained in communications. Mean scores on a standardized communications rating scale and data-gathering assessment were compared over training and follow-up sessions and between cohorts with a linear mixed model. The analysis showed that the third-year students' mean communication and data-gathering scores increased with each additional encounter with a PI (p<0.05) and that communication scores were not only maintained but increased during the fourth-year follow-up competency evaluations (p<0.05). Based on changes in the communications curriculum, prior instruction facilitated the students' clinical communication performance at baseline (p<0.05). This study suggests that the current Clinical Communications program improved students' data-gathering and interpersonal skills. Those skills were maintained and generalized through completion of the D4 students' summative competency performance in a clinical setting.
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Affiliation(s)
- Hillary L Broder
- Dr. Broder is Professor, Department of Cariology and Comprehensive Care, New York University College of Dentistry; Dr. Janal is Senior Research Scientist, Department of Epidemiology and Health Promotion, New York University College of Dentistry; Dr. Mitnick is Assistant Research Scientist and Adjunct Instructor, Department of Cariology and Comprehensive Care, New York University College of Dentistry; Ms. Rodriguez is Research Administrator and Adjunct Instructor, Department of Cariology and Comprehensive Care, New York University College of Dentistry; and Dr. Sischo is Assistant Research Scientist and Adjunct Instructor, Department of Cariology and Comprehensive Care, New York University College of Dentistry
| | - Malvin Janal
- Dr. Broder is Professor, Department of Cariology and Comprehensive Care, New York University College of Dentistry; Dr. Janal is Senior Research Scientist, Department of Epidemiology and Health Promotion, New York University College of Dentistry; Dr. Mitnick is Assistant Research Scientist and Adjunct Instructor, Department of Cariology and Comprehensive Care, New York University College of Dentistry; Ms. Rodriguez is Research Administrator and Adjunct Instructor, Department of Cariology and Comprehensive Care, New York University College of Dentistry; and Dr. Sischo is Assistant Research Scientist and Adjunct Instructor, Department of Cariology and Comprehensive Care, New York University College of Dentistry
| | - Danielle M Mitnick
- Dr. Broder is Professor, Department of Cariology and Comprehensive Care, New York University College of Dentistry; Dr. Janal is Senior Research Scientist, Department of Epidemiology and Health Promotion, New York University College of Dentistry; Dr. Mitnick is Assistant Research Scientist and Adjunct Instructor, Department of Cariology and Comprehensive Care, New York University College of Dentistry; Ms. Rodriguez is Research Administrator and Adjunct Instructor, Department of Cariology and Comprehensive Care, New York University College of Dentistry; and Dr. Sischo is Assistant Research Scientist and Adjunct Instructor, Department of Cariology and Comprehensive Care, New York University College of Dentistry
| | - Jasmine Y Rodriguez
- Dr. Broder is Professor, Department of Cariology and Comprehensive Care, New York University College of Dentistry; Dr. Janal is Senior Research Scientist, Department of Epidemiology and Health Promotion, New York University College of Dentistry; Dr. Mitnick is Assistant Research Scientist and Adjunct Instructor, Department of Cariology and Comprehensive Care, New York University College of Dentistry; Ms. Rodriguez is Research Administrator and Adjunct Instructor, Department of Cariology and Comprehensive Care, New York University College of Dentistry; and Dr. Sischo is Assistant Research Scientist and Adjunct Instructor, Department of Cariology and Comprehensive Care, New York University College of Dentistry
| | - Lacey Sischo
- Dr. Broder is Professor, Department of Cariology and Comprehensive Care, New York University College of Dentistry; Dr. Janal is Senior Research Scientist, Department of Epidemiology and Health Promotion, New York University College of Dentistry; Dr. Mitnick is Assistant Research Scientist and Adjunct Instructor, Department of Cariology and Comprehensive Care, New York University College of Dentistry; Ms. Rodriguez is Research Administrator and Adjunct Instructor, Department of Cariology and Comprehensive Care, New York University College of Dentistry; and Dr. Sischo is Assistant Research Scientist and Adjunct Instructor, Department of Cariology and Comprehensive Care, New York University College of Dentistry
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