Article

The importance of teaching communication in dental education. A survey amongst dentists, students and patients

February 2012
European Journal Of Dental Education 16(1):e200-4

February 2012
16(1):e200-4

DOI:10.1111/j.1600-0579.2011.00698.x

Source
PubMed

Authors:

Johan Woelber

University of Freiburg

The aim of our study was to evaluate the subjective importance of teaching communication in the dental curriculum by conducting a survey amongst dentists, students and patients. Three questionnaires about communication-related issues were developed in which different questions could be rated on a five-point Likert scale. These questions included the subjective importance of the dental team's friendliness, an elaborated consultation, modern office equipment or the dentist's technical skills. Seven hundred and twenty-nine questionnaires were completed [233 by dentists (32%), 310 by students (43%) and 185 by patients (25%)]. Eighty-seven percentage of the dentists, 84% of the students and 84% of the patients supported an integration of communicational issues in dental education; 94.7% of the dentists and 77.2% of the patients attached vital importance to the dentist-patient relationship regarding the therapeutic outcomes. Dentists with prior communicational training experience would spend significantly (P<0.001) more money for further courses. The results show the publicly perceived importance of integrating aspects of communication in dental education.

Rating communication skills in dental practice: the impact of different sociodemographic factors

Article

Full-text available

Dec 2023
BMC Med Educ

Background Communication abilities are essential for the successful operation of a dental business and significantly influence outcomes, compliance, and patient satisfaction. Aims and methods The aim of our study was to evaluate the knowledge and practice of doctor-patient communication among Jordanian dentists. This evaluation was conducted through a survey based on the key components of the Calgary Cambridge Observation Guides. Additionally, the impact of several sociodemographic characteristics on communication abilities was investigated. This cross-sectional study was conducted from January to June 2022. The data collection tool was an online questionnaire developed by the researchers, consisting of three sections: self-reported demographic and professional data, the practice of doctor-patient communication, and knowledge of doctor-patient communication. Results The study included 305 dentists, comprising 106 males and 199 females, with a mean age of 32.9 ± 9.0 years. The mean score for communication skills knowledge was 41.5, indicating a moderate level of communication skills knowledge. Female dentists demonstrated significantly higher communication scores compared to their male counterparts, and those working in the private sector scored significantly higher than those in the governmental sector or in both sectors (P ≤ 0.05). In general, older and more experienced dentists exhibited better communication skills. Educational level had a positive impact on certain communication skills items. 58.4% believed that communication skills can always be developed and improved through training sessions, while 48.9% reported never having attended such courses. 95.1% believed that training courses on communication skills are always necessary as part of the educational curriculum. The main obstacles that may deter dentists from considering communication skills courses were limited time (62.3%), course availability (37.7%), cost (28.2%), and perceived lack of importance (8.2%). Conclusion Among a sample of Jordanian dentists, there appears to be a discrepancy between knowledge and self-reported practices regarding communication abilities. In certain crucial, evidence-based areas of doctor-patient communication, there are fundamental deficiencies. Considering the significant role dentists play in oral health and prevention, communication skills should be a top educational priority for them.

Dental Student to Patient Communication Analysis: A Pilot Study

Article

Oct 2018

It is very crucial that dental students who comprise our future dental workforce are adequately trained in communication skills. This training is especially important because of the increasing population of English as Second Language (ESL) patients in our community health centers, dental offices, and dental schools. The objective of this exploratory pilot study was to analyze dental student conversations about patient treatment plans to native English and ESL patients. The study recruited four dental students who spoke English as their first language and four patients, two with English as their native language and two with English as their second language from Oregon Health & Science University School of Dentistry. A Panasonic Palmcorder video camera was used to record the dental student to patient procedural conversations, which were then transcribed. Data analysis included rhetorical analysis to explore the argument structures and conversation analysis to explore the linguistic moves used in treatment plan conversations. The results showed three common errors that dental students made while dealing with ESL patients that did not exist with the native speaking patients: The consistent assumption of patient comprehension, the use of over technical jargon, and a lack of use of multi-mediated forms of communication to bridge communicative barriers. There are obvious skills to be learned by the dental students for communicating treatment plans and dealing with ESL patients. Further research and effective teaching resources are needed to better serve our patient population.

Dental students′ attitude toward learning communication skills in Bengaluru city, India

Article

Full-text available

Jan 2016

Introduction: Good communication skills can increase the health-care providers' diagnostic efficiency and decision-making ability, as well as lead to improved patient satisfaction. Aim: The aim of this study is to determine the attitude and factors associated with learning communication skills among dental students. Materials and Methods: A cross-sectional descriptive study was conducted among 400 students, studying in various dental colleges in Bengaluru, using a standardized pro forma which consisted of questions on general information, self-assessment of communication using validated Dental Communication Skills Attitude Scale. For statistical analysis, descriptive analysis, ANOVA, post hoc, and Spearman's correlation were applied. Results: Mean positive and negative attitude scores (PAS and NAS) were 50.44 ± 5.83 and 29.72 ± 4.32, respectively. There was a significant correlation of NAS with participant's poor performance in the past examination (r = 0.144, P = 0.004) and self-rating as poor communicators (r = 0.164, P = 0.001). Their consideration regarding teaching communication in dental education was significantly correlated with PAS (r = 0.257, P = 0.00) and NAS (r = −0.308, P = 0.00). Conclusion: Participant's poor performance in the past examination and self-rating as poor communicator had the negative attitude toward learning communication skills. There is a need for integrating communication skills course in the dental curriculum.

Dental Students’ Awareness of the Importance of Communication Skills

Article

Full-text available

Jan 2023

Teaching and Assessment of Dentist-Patient Communication Skills: A Systematic Review to Identify Best-Evidence Methods

Article

Jan 2019

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.

Identification of influence factors for the implementation of communication curricula in dental education

Article

Aug 2018

Introduction: The aim of the study was to reveal possible obstacles or advantages for the implementation of a dental communication curriculum. It was questioned whether (i) universities with a communication curriculum in medicine realise the same development in dentistry, (ii) the existence and usage of a learning objectives catalogue is a main factor to facilitate the implementation, and (iii) it is more easy to establish with a lower number of students. Material and methods: Data of two recently published surveys were taken as the basis for further analysis. The quality of the curricula was evaluated by a scoring system. Correlations were calculated between the scores and possible influence factors. A t test for paired samples was accomplished to reveal differences between medical and dental curricula, and a Mann-Whitney U test to identify differences in schools with and without the usage of a learning objectives catalogue. Results: No significant correlation was found between the quality scores of medical and dental schools; t tests revealed significant differences between them (P = .004). Correlation between cohort size and quality of the curriculum was marginal. Mann-Whitney U test revealed significantly higher quality scores for dental schools using a learning objectives catalogue (P = .001). Conclusions: The existence of a learning objectives catalogue might facilitate the implementation of communication curricula at dental schools. A missing notable curriculum in the corresponding medical school should not detain from a respective campaign in the dental curriculum. Large student numbers should also not discourage from developing a communication curriculum.

Awareness of Dental Personnel of Two Dental Colleges in A.P, on the Role of Soft Skills in Dentistry- A Survey

Article

Jan 2017

Introduction: Dental curriculum concentrated on hard skills which include theoretical and clinical knowledge only. Today the world realized the need for extra skills to have a competitive edge, which includes soft skills. They improve the performance and productivity. No dental teaching in India teaches soft skills to their under graduate students. To attain those skills one has to attend some extra training or course. Aims/Objectives: There are very few documented studies are available on the role of soft skills in dentistry. The present study was undertaken to assess the awareness of the knowledge, attitude and behaviour of dental personnel in 2 teaching dental institutes in Andhra Pradesh, towards role of Soft skills in Dentistry. Materials and Methods: A cross-sectional descriptive study was conducted. Over a period 4 months from Oct 2016 to Jan 2017. A pre-tested self-administered questionnaire was given to a total of 431 dental personnel includes faculty, post graduate students, interns and undergraduate clinical students (both 3rd & 4th B.D.S). Statistics was analysed by SPSS software 19 version. Frequencies and percentages were calculated. Results: The survey forms were distributed in two dental teaching institutes to a total of 407 dental personnel, including 43 faculty, 83 post graduate students, 132 interns and 149 under graduate clinical students( 3rd & 4th BDS). Statistical analysis is done by SPSS software. Majority of the dental personnel were aware of hard skills but only few are really knows about soft skills. Conclusion: Due to the scientific nature of the curriculum, the technical skills are more focused in Dentistry. Many of the dental personnel’s including faculty not aware of the soft skills. All the dental teaching institutes need to incorporate the soft skills in their under graduate teaching curriculum. Regularly all the dental personnel need to attend some soft skills training.

Challenges faced by dental undergraduates during clinical training: A qualitative study

Article

Full-text available

Dec 2016

Introduction: Dental health-care professionals are expected to provide a wide range of dental care contributing to the quality of their patient's day-to-day lives, for which they are trained clinically during undergraduate (UG) course. Owing to scarcity of literature pertaining to challenges faced by dental UGs during their clinical training, research was conducted. Aim: The aim of this study was to assess challenges faced by dental UGs during the first patient encounter with patients in clinical posting. Materials and Methods: Four focused group discussions (FGDs) were conducted among 34 dental UGs using an FGD guide to facilitate the discussion process. A phenomenological approach was used to explore the lived experience of UGs. The recorded data were transcribed, translated, anonymized, and coded using Qualitative Data Analysis Miner software. Results: UGs were facing challenges related to communication, professionalism, and ethics every other day while treating patients. FGD conducted was able to explore the challenges faced by UGs during clinical posting such as language barrier, optimum utilization of material, and uphold confidentiality. Conclusions: Improving current state of UGs by taking care of all the mentioned challenges will help them become professionals with good communication skills.

The way forward with dental student communication at the University of the Western Cape, Cape Town, South Africa

Article

Full-text available

Mar 2016

Background. Dental students are extensively trained to provide dental treatment to their patients during the undergraduate programme. However, no or little time is spent on the training of basic communication skills. Embedding a communication course in the curriculum would require support of the teaching staff and clinical teachers. Objective. To explore the perceptions of the clinical teachers with regard to the teaching and learning of dental student communication. Methods. The study had a two-phase, sequential, exploratory, mixed-methods research design. The first phase explored the lecturers’ perceptions of dental student-patient communication by means of a focus group interview (n=5). Findings were used to develop the questionnaire for the second phase. The survey was distributed to 57 clinical teachers using the online SurveyMonkey system (USA). Results. Sixty-three percent rated dental student-patient communication as good. All the respondents thought communication skills should be included in the dental curriculum. Of the total, 47% strongly agreed that students wish to continue with their work and not attend to communication. Of the clinical teachers, 47% strongly agreed that they need training on how to communicate and assess communication skills. Sixty-eight percent strongly agreed that developing and teaching a communication module should be shared among faculty staff. Conclusion. Clinical teachers agreed that communication skills training and clinical assessment in the dental curriculum are important. The study raised awareness among faculty members about the importance of communication skills and ensured initial buy-in for the development of such a course.

Teaching and assessment of communication skills in undergraduate dental education - a survey in German-speaking countries

Article

Mar 2016
EUR J DENT EDUC

Introduction: Teaching communication is perceived to be of importance in dental education. Several reports have been published worldwide in the educational literature describing modifications of the dental curriculum by implementing the teaching of communication skills. Surveys which evaluate the current state of training and assessment of communication skills in dental education in different countries exist already in some countries, but little information is available about German-speaking countries. Material and methods: In a cross-sectional study with the aim of a census, all 36 dental schools in Germany (30), Austria (3), and Switzerland (3) were surveyed. Results: The present survey revealed that at 26 of the 34 dental schools (76%), communication skills training has been implemented. Training of communication skills mainly takes place between the 6th and the 9th semester. Ten schools were able to implement a partly longitudinal curriculum, while the other sites only offer stand-alone courses. Of the 34 dental schools, six assess communication skills in a summative way. Three of those schools also use formative assessments for their students. Another seven sites only use formative assessment. From the various formats of assessment, OSCE is mentioned most frequently. Conclusion: The necessity to train and assess communication skills has reached German-speaking dental schools. The present survey allows an overview of the training and assessment of communication skills in undergraduate dental education in German-speaking Europe.

Assessment of dental students' communication skills with patients

Article

Full-text available

Jan 2016

Introduction: Establishment of effective communication between the clinician and patient is essential in order to increase the effectiveness of treatment. These skills have been less investigated among dental students. This study aimed to evaluate communication skills of dental students in Shiraz with patients through direct observation, patients' perspectives and students' self-assessments. Methods: This cross-sectional study enrolled the fifth and sixth year dental students and one of each student's patients who was chosen using simple random sampling method. We used a checklist for data collection. Students' communication skills were assessed at three steps of the student-patient interview - at the beginning of the interview, during the interview, and at the end of the interview. The checklist was completed by three groups: 1) an observer, 2) the patient and 3) the student, as self-assessment. The validity of the checklist was confirmed by clinical professors and the reliability was determined by Cronbach's alpha test. Data were analyzed using descriptive statistics and Student's t test. A repeated measure MANOVA was used to compare the mean communication skills in the researcher, patients, and students at each step of the patient interviews. Results: There were 110 students (mean age: 22.3±8.4 years) and 110 patients (mean age: 32±8.8 years) who completed the checklists. Overall, the communication skills of dental students were rated as good according to the patients. However, the observer and student participants rated the skills at the moderate level. We observed significant differences between communication skills in all three groups and in the three steps of the patient interviews (p<0.001). According to patients' beliefs and students' self assessments, there were no differences between male and female students in communication skills in the three steps of the patient interviews (all p>0.05). However from the observer's viewpoint, female students showed better communication skills during the interviews (p=0.001). Conclusion: There was a degree of failure in communication skills of dental students with patients in the interview process. It will be necessary that communication skills be taught, particularly for students involved in clinical practice.

Improving Patient Experience through Meaningful Engagement: The Oral Health Patient's Journey

Article

Full-text available

Nov 2023

Healthcare organisations around the world have embraced the valuable role that patient experience plays in the improvement of health care delivery. Engaging with patients is a vital component of understanding how to deliver safe, high-quality, respectful health care that is person-centred and efficient. In oral health services, patient experience is historically predominantly reported as challenging, which is most commonly associated with past traumatic experience with poor oral health treatment. Additionally, the high out-of-pocket costs associated with oral health treatment can mean that people disengage with these services, thereby worsening their oral health conditions. Consequently, oral health has an enormous task to reduce the negative perceptions and experiences. This demands innovative and subtle ways to navigate and address patient and service challenges. Exploring and acknowledging the myriad of historical challenges that exist for oral health patients and utilising these experiences to support change will ensure person-centred improvements are designed and implemented. Therefore, this perspective paper defines patient experience and proposes how oral health patient experience can be improved using the concept of meaningful engagement with a focus on the Australian context. We identified two important concepts that impact oral health patient experience and explored how these concepts may play a role in improving oral health services through improved patient experience. The first concept is person, patient, and user which focusses on general patient experience journey in a general health care setting. The second concept is preservice, current service, and post service which relates to an oral health patient's experience journey in an oral health service setting. Our findings suggest that the practitioner-patient relationship and use of technology are central to patient engagement to improve patient experience.

Exploring the Opinion of Bulgarian Dentists and Students of Dental Medicine About the Role of Communication in the Treatment of “Difficult Patients” in the Dental Practice

Article

Oct 2018

Vesela Aleksandrova

Survey of the Opinions of the Graduated and Practicing Dentists in Bulgaria and Germany on the Topics of Patient Safety and Medical Error

Article

Full-text available

Jul 2022

BACKGROUND: Patient safety and medical errors are issues that require research and strategies to deal with. The reasons for the occurrence of an adverse event should be sought among the quality of the received training, fatigue, ineffective communication, the culture of accusation, and the lack of an anonymous report register for training purposes. AIM: The aim of the study is to survey and compare the opinion of the dentists in Bulgaria and Germany on topics related to patient safety and medical error. MATERIALS AND METHODS: A survey with an anonymized questionnaire among dentists from randomly selected for the study purposes Regional Associations of settlements in the Republic of Bulgaria and Germany was used. Respondents answered 25 closed-ended questions divided into five panels: Demographic characteristics of the contingent, the role of study and postgraduate qualifications in acquiring knowledge of errors, willingness to share information about mistakes, factors of error, and culture of accusation. The obtained data were entered and processed with the statistical package IBM SPSS Statistics 20.0. The significance level of the null hypothesis is rejected at p < 0.05. RESULTS: The largest relative share of respondents −72.37% ± 2.64%, is women, in the age range 25–35 years −48.60% ± 2.95%, and with work experience of 6–15 years −34.27% ± 2.81%. Statistically significant differences between the contingents were observed in terms of knowledge acquired during the study of the issue of patient safety (p = 0.005), and whether the study provided sufficient preparation to avoid medical error (p = 0.021). Differences were also found in the data from the issues related to the communication with the patient and the recognition of one’s own mistake (p = 0.034) or the mistake of their colleague (p = 0.004), as well as in terms of fatigue such as risk factor for an adverse event (p = 0.000). The exit data showed differences in the opinion of the two samples and on issues related to medical malpractice reporting and the role of professional organizations. CONCLUSIONS: The majority of respondents believe that they were prepared during their training to identify the causes that could lead to medical errors and that the lack of regular breaks during work increases the risk of making a medical error. They would rather share with the patient an incident caused by themselves, but not one, caused by their colleagues. Respondents are of the opinion that the mistakes are not a sign of incompetence and the responsibility for the mistake lies with the dentist. Most respondents believe that an anonymous register of errors would be useful for their practice.

Atenção Odontológica à Pessoa Surda: uma Revisão da Literatura

Article

Mar 2022

De acordo com o Instituto Brasileiro de Geografia e Estatística (IBGE), 9 milhões de brasileiros apresentam deficiência auditiva, de dificuldade até a ausência total de audição. O objetivo é discutir sobre a atenção odontológica prestada à pessoa surda, desde oatendimento clínico, até a educação em saúde bucal. As buscas foram realizadas nas bases de dados Lilacs, Medline e SciELO, e as palavras-chaves foram Comunicação, Línguas de Sinais, Odontologia, Relações Dentista-Paciente e Surdez. Foram selecionados artigos que correlacionavam a prática odontológica, o ensino da odontologia e a assistência em saúde bucal do paciente surdo. Foram incluídos 15 artigos dos quais foram divididos nas seguintes categorias: atendimento clínico, avaliação das condições bucais, cultura surda na educação de graduandos e profissionais da odontologia, educação em saúde bucal, percepção sobre saúde bucal e atendimento odontológico. Após a revisão percebeu-se que há uma escassez de estudos relacionando odontologia e surdez, além de despreparo das instituições de ensino superior no manejo do paciente surdo. Palavras-chave: Comunicação. Línguas de Sinais. Odontologia. Relações Dentista-Paciente, Surdez. Abstract According to the Brazilian Institute of Geography and Statistics (IBGE), 9 million Brazilians have some hearing impairment, since some hearing loss to complete deafness. This study aims to discuss the dental assistance offered to the deaf person, since the dental appointment until oral health education. The research happened on the databases Lilacs, Medline and SciELO, the keywords were Communication, Sign Language, Dentistry, Dentist-Patient Relations, and Deafness. Studies that related the dental practice or dentistry teaching e oral health assistance of deaf patients were included. Fifteen articles were included and divided into categories: clinical care, assessment of oral conditions, deaf culture on the education of students and dentistry professionals, oral health education, and perception about oral health and clinical care. There are just a few studies matching the dentistry and deafness, also the education institutions of dentistry are not ready to assist the deaf patient and need to expose their students to the deaf culture. Keywords: Communication. Sing Language. Dentistry, Dentist-Patient Relations. Deafness.

Atenção Odontológica à Pessoa Surda: uma Revisão da Literatura

Article

Mar 2022

Maximizing Student Clinical Communication Skills in Dental Education—A Narrative Review

Article

Full-text available

Apr 2022

Rod Moore

Dental student training in clinical communication skills and behavioral aspects of treatment are lauded as clinically meaningful in the dental education literature. However, many dental school curricula still only provide didactic, one-time coursework with multiple choice examination assessment and little or no student skill-activating activities. This article aims to review literature relevant to optimizing clinical communication and behavioral skills in dental education. The review summarizes findings of several relevant reviews and usable models to focus on four themes: (1) special characteristics of dentistry relevant to communication skill needs, (2) essential components of dental student learning of communications skills, (3) clinical consultation guides or styles and (4) optimal curricular structure for communication learning effectiveness. Contexts of communications in the dental chair differ from medical and other allied health professions, given the current mostly dentist-dominant and patient-passive relationships. Patient-centered communication should be trained. Dental students need more practical learning in active listening and patient-centered skills including using role-play, videotaping and ultimately, real patient training. Medical consultation guides are often unwieldy and impractical in many dental contexts, so a shortened guide is proposed. Communication skills need to be learned and taught with the same rigor as other core dental skills over the entire course of the dental curriculum.

Simulation-based education for selected communication skills: Exploring the perception of post-graduate dental students

Article

Full-text available

Mar 2021

Purpose: The role of simulation-based education (SBE) in enhancing communication has been established in the literature. To ensure achieving desired outcomes from SBE initiative, the individual learners, their experiences, and environments need to be considered. This study aimed at exploring the perception of post-graduate dental students regarding their participation in SBE sessions, around selected communication skills, designed in alignment with the assumptions of adult learning theory and steps of Kolb's experiential learning cycle. Methods: This study utilized a qualitative design. Six focus-group sessions were conducted following the SBE sessions. The generated data was inductively investigated using a multi-staged participant-focused approach to thematic analysis, based upon constructivist epistemology. NVivo was utilized to facilitate text Fragments' coding and categorization. Results: Forty-three post-graduate dental students participated. The analysis resulted in 16 categories spread across five sequential phases of the SBE experience. The "input" theme referred to the resources needed for the SBE process, and included three categories: facilities, personnel, and teaching materials. The second theme included steps of SBE "process": pre-brief, simulation, and debrief. The third, fourth, and fifth themes constituted the short- and longer-term results of the SBE intervention. The participants reported instant benefits on confidence in their expertise in communicating with patients and their guardians. Additionally, perceived effects on the empathy and professionalism were reported. Conclusion: SBE, that is based upon adult and experiential learning theories, and developed after thorough consideration of the individual learners, and their experiences and learning environments, holds potential in enhancing communication skills among post-graduate dental students.

Attitudes Of Dentist Towards Communication Skills Learning

Article

Full-text available

Dec 2020

Dr. Ashwin C Shetty

Oral health literacy among third-level university students in cork city; Ireland

Article

Full-text available

Feb 2021
IRISH J MED SCI

Introduction: Health literacy is considered a social determinant of population health, but also relates to making informed health decisions. Little information is available on the oral health literacy (OHL) among young adults, and this is crucial to inform targeted interventions on oral health and care. Aims: This study (i) estimates the prevalence of OHL among the third-level university students in Cork City and (ii) identifies determinants of OHL by exploring potential correlates. Methods: All students in University College Cork (~ 21000) were sent out a previously validated questionnaire through the online Lime Survey in April 2018 (n = 1487). Both descriptive and inferential statistics (chi-squared/correlation) were undertaken. OHL score was calculated as adequate (2.1-3.0), marginal (1.1-2.0) or inadequate (0.0-1.0) in regard to the scores attained by the individuals. Results: Adequate OHL prevalence was 23%. OHL was significantly correlated with age (r = 0.10), major discipline (r = - 0.13) and frequency of dental visits (r = - 0.08). Male gender, younger age group and those in non-medical schools had significantly higher inadequate OHL. Conclusion: Approximately, one-in-four third-level university students in Cork City have adequate OHL which is lower compared to the general Irish population but still significantly high in specific groups.

Attitudes of Dentist Towards Communication Skills Learning

Preprint

Oct 2020

The aim of the study was to determine the attitude of dentist toward learning communication skills and to recognize the factors influencing attitude toward learning communication skills. A cross-sectional study using a self-administered, 26-item, adapted Communication Skills Attitude Scale (CSAS) was carried out among dentist working in a public sector hospital in Qatar. Overall, two scores could be ascertained from the adapted CSAS: the mean positive attitude score (PAS) and negative attitude score (NAS). Non-parametric tests for statistical significance were utilized to assess relation between PAS and NAS scores and demographics. Fifty-nine dentists completed the survey giving an overall response rate of 53.6%. The mean (SD) PAS and NAS scores were 3.98 (SD=0.54) and 3.26 (SD=0.49) respectively. Female dentist was more positive towards learning communication skills than male. No statistically significant correlation was found between both PAS and NAS scores and respondents’ age. Dentists’ had both positive and negative attitudes towards learning communication skills. Considering the high NAS scores, it is recommended to introduce communication skills formal training sessions

Empathische Kommunikation will gelernt sein

Article

Full-text available

Mar 2020

Rainer Haak

Learning programs and teaching techniques to enhance oral health literacy or patient‐centred communication for healthcare providers: A systematic review

Article

Full-text available

Nov 2019

Objective: To investigate the learning programs and teaching techniques used in interventions to enhance oral health literacy (OHL) or patient-centred communication (PCC) for healthcare providers. Materials and methods: A systematic review of OHL and PCC were obtained from four electronic databases (PubMed, ScienceDirect, ProQuest, and Scopus) was undertaken. These searches covered the period from January 2008 to December 2017. The quality assessment tool was the Joanna Briggs Institute Critical Appraisal tool for systematic reviews of effectiveness. Results: The final review included nine studies among a total of 1,475 studies. They showed 3 learning programs (workshops, training, and community-based rotation) and 17 related teaching techniques to promote OHL and PCC. The most commonly-used learning programs to enhance OHL and PCC for healthcare providers were workshops and the teaching techniques included feedback and reflection. The intervention periods of the programs took 20 minutes to half a day. The three studies did not have a follow-up, while the rest showed a follow-up range of 2 months to 3 years. Interestingly, there was one study, which applied double follow-ups to show the effectiveness of the program. Conclusion: Either workshops or training programs with a combination of teaching techniques were effective in terms of enhancing their OHL or PCC. The more frequent follow-up might increase the long-term effectiveness of the learning program.

Evaluation of Professional Behavior among Dental Students: A Case Study on Shahid Sadoughi University of Medical Sciences in Yazd and Qom University of Medical Sciences in Qom, Iran

Article

Full-text available

Dec 2018

Communication identity in veterinary medicine: A grounded theory approach

Article

Full-text available

Dec 2018

It is well established that communication skills are a core competence in veterinary medicine. Most studies in the field of veterinary medicine have focused on communication as an interpersonal skill. Much less is known about communication in the context of professional identity formation. Semistructured interviews with practitioners from companion and farm animal practice, veterinary industry, veterinary research and government service were conducted in Germany in 2016. A grounded theory approach as described by Strauss and Corbin was used to identify characteristics associated with professional communication identity formation in veterinarians. According to the current study, the identity formation process occurs in three steps: existing personal communication identity, socialisation and professional communication identity. Essentials of interpersonal communication, communication interaction experiences at work, acquisition of communication skills and subjective clarification of veterinary communication ability and skills are the key factors associated with this formation process. Since communication skills are of uttermost importance for all fields of veterinary medicine, communication education, and supporting undergraduate students in the process of communication identity formation, should be an important part of the veterinary curriculum. Furthermore, integrating communication skills training in continuing education courses could foster professionalism in veterinary medicine.

Evaluation of Professional Behavior among Dental Students: A Case Study on Shahid Sadoughi University of Medical Sciences in Yazd and Qom University of Medical Sciences in Qom, Iran

Article

Full-text available

Jan 2018

Background and Objectives: Evaluation of the status and improvement of professional behavior among dental students is a vital objective of the dentistry faculty. The principles and methods of professional behavior, which affect the doctor-patient relationship, are of paramount importance in all medical services. Regarding this, the present study aimed to assess the professional behavior of dental students studying at two universities, namely Shahid Sadoughi University of Medical Sciences, Yazd, Iran, and Qom University of Medical Sciences, Qom, Iran. Methods: This study was conducted on 72 and 82 dental students of Qom University of Medical Sciences and Shahid Sadoughi University of Medical Sciences, respectively, who entered the clinical course, in 2017. The study population was selected from students with various college admission years using stratified random sampling technique. Data collection tool was a 35-item professional behavior assessment questionnaire, the validity and reliability of which were confirmed. Data analysis was performed using the statistical tests of ANOVA, Pearson’s correlation coefficient, and t-test. P-value less than 0.05 was considered statistically significant. Results: According to the results, the mean scores of the professional behavior of dental students in Yazd and Qom universities were 102.70±15.76 and 106.41±13.66 out of 135, respectively. The results of Pearson test revealed a direct correlation between professional behavior and interest in dentistry (r=0.246, P<0.003). However, no significant difference was observed between the two student groups in this regard (P=0.66). Conclusion: As the findings indicated, the professional behavior of the two groups of dental students was at an acceptable level. However, Qom students had a higher level of professional behavior, compared to the Yazd students. Therefore, it is suggested that more attention be paid to this issue during the academic years.

A communication-focused curriculum for dental students - An experiential training approach

Article

Full-text available

Mar 2018
BMC Med Educ

Background: Successful interaction and communication with patients is as vital for dentists as it is for physicians. Therefore, the aim of this study was the development and evaluation of an interactive, experiential training curriculum with an emphasis on communication for dual degree seekers of medicine and dentistry. Methods: A pre-clinical course with an emphasis in physician/dentist-patient communication and interaction was adapted by a team of subject experts based largely on the propositions of Experiential Learning Theory. After attending the course, dental students (N = 81) rated the course on a Likert- style scale and answered two open questions. Results: Students found the interactive course curriculum to be very helpful and vital. Many students reported that their initial interest in the course was mainly because it is a dual degree requirement, but later on rated the course as highly important in terms of later physician/dentist-patient interaction. One aspect of the curriculum course participants regarded as very important, yet neglected during dental studies, was (self-) perception. Conclusion: In the view of dental students, the rigorous structure of the pre-clinical dental curriculum does not allow for time spent on topics such as (self-) perception and awareness, but training one's ability to self-reflect and think critically about one's own actions, conduct or position can aid with advanced medical and dental studies and practices later on. Experiential courses with an emphasis on patient-physician/dentist communication should be offered early on during pre-clinical medical and dental studies as a regular part of the curriculum.

Developing Prosthodontic Residents’ Communication Strategies with Edentulous Patients: A Pilot Study

Article

Full-text available

Nov 2017

The aim of this study was to investigate whether prosthodontic residents' attitudes toward provider-client communication would be shaped by a tailor-made communications skills course. In 2016, the pre-intervention attitudes of all six second- and third-year prosthodontic residents in a three-year residency at an academic dental institution in India were assessed using the Communication Skills Attitude Scale (CSAS). The residents' performance was then video-recorded while they treated complete denture patients and was analyzed using the Kalamazoo scale, a validated scale for communication skills assessment. The residents' weaknesses were identified, and a custom-made generic module was designed along with individual guidance counseling for addressing aspects relevant to complete denture patients. The residents' attitudes were again assessed immediately after they completed the training using CSAS, as well as after two and four months using Balint sessions. Analysis of the recordings showed that few of the deficiencies during intraoral procedures were contextual, and the Kalamazoo scale did not address them: these were noted as being "beyond Kalamazoo." After the training, the residents reported awareness of their weaknesses and feeling motivated to practice their newly acquired skills. The Balint sessions showed that they had started valuing patients' agendas and the rapport-building process, and they reported transfer of skills when treating other types of prosthodontic patients. In this study, a customized communication skills module brought about a positive change in residents' attitudes, which was sustained over four months. Similar training could be implemented in other dental specialties.

Continuing Professional Development (CPD) for the dental profession in Australia: an approach and its implications

Thesis

Full-text available

Jan 2015

John Fricker

In this thesis, I argue that in order to keep up to date with knowledge, technology and clinical procedures, professional practitioners need to continue to learn throughout life and build on their previous knowledge and experience. To this end, I have taken a range of responses from a sample of practising dentists in regional Australia. This study’s original contribution to the field of professional education is a newly gained understanding of attitudes of practising dentists to Continuing Professional Development (CPD), including more specifically these dentists’ attitudes towards CPD as a learning experience, and the incentives for and barriers to their engagement in this learning. In addition, I have explored two related areas within the sample group against the background variables of sex, age of practitioner and type of practice. The first explored area was the range of associations between learning and incentives and barriers, and attitudes to the usefulness of, and extent of engagement in CPD. The second area related to the attitudes to mentoring, updating components of dental practice and accreditation of CPD. I question if these attitudes are possible predictors of effective CPD with this hypothesis: Those who prefer to learn through social interaction and/or collaboration with others are more likely to have a positive attitude to engagement in Continuing Professional Development (CPD). I begin with an extensive review of the literature on the concepts of professions and professionalism. I follow with a review of existing research of CPD as professional learning throughout a lifetime of practice, alongside a review of existing research of professional learning through interaction and/or collaboration with others. The study’s data on attitudes and behaviours to CPD were gathered through a self-managed questionnaire sent to a population of registered dentists in the ACT and surrounding regions. 325 practising dentists were invited to participate with a response rate of 44 percent. The results of the survey showed the most useful activities for CPD were hands-on workshops, which were effective for updating clinical and procedure skills; and lectures, which were effective for updating knowledge. Mentoring was strongly supported by the whole profession with older dentists prepared to act as mentors and younger dentists willing to be mentored. The most significant incentives to engage in CPD were course content, quality of presenter and relevance to practice. There were significant differences in attitudes to CPD between males and females and older and younger age groups. For example, females generally preferred more social learning environments than males. Costs related to CPD were more of a discouraging factor for younger dentists and motivational factors related to intellectual curiosity were strongest in younger males but modify with age such that older females were more self-motivated than other groups. Overall, differences in attitudes between specialists and general practitioners were small, except for intellectual curiosity and willingness to act as mentors where specialists dominated. The results and implications of this study will be valuable to any future offering of CPD to professionals in Australia. It has built upon previous research by offering a new framework for effective CPD for all professions. This new CPD framework aligns course content with CPD activities that have been demonstrated as useful and which have been reported as actually engaged in, with the learning characteristics of the target demographics. The CPD framework has been developed within the Australian context and the rapidly changing demographics of Australian dental practice.

An Instrument to Measure Dental Students’ Communication Skills With Patients in Six Specific Circumstances: An Exploratory Factor Analysis

Article

Jan 2016

Joanna Aalboe

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.

Pairing as an instructional strategy to promote soft skills amongst clinical dental students

Article

Full-text available

Feb 2014
EUR J DENT EDUC

Training dentists today is challenging as they are expected to provide a wide range of dental care. In the provision of good dental care, soft skills are equally important as clinical skills. Therefore in dental education the development of soft skills are of prime concern. This study sought to identify the development of soft skills when dental students are paired in their clinical training. In this perception study, four open-ended items were used to elicit students' feedback on the appropriateness of using clinical pairing as an instructional strategy to promote soft skills. The most frequently cited soft skills were teamwork (70%) and communication (25%) skills. However, both negative and positive behaviours were reported. As for critical thinking and problem solving skills, more positive behaviours were reported for abilities such as to explain, analyze, find ideas and alternative solutions, and make decisions. Leadership among peers was not evident as leading without legitimate authority could be a hindrance to its development. If clinical pairing is to be used as an effective instructional strategy to promote soft skills amongst students, clear guidelines need to be developed to prepare students to work in a dental team and the use of appropriate assessment tools can facilitate the development of these soft skills.

Perceptions regarding the use of a three-dimensionally-printed manufactured educational simulator for periodontal treatment of intraosseous and interradicular lesions

Article

Apr 2024
J DENT EDUC

Purpose/objectives Treating intraosseous lesions (IOLs) and interradicular bone lesions (IRLs) is an extremely technical dental procedure in periodontics. Instrumentation of these lesions is often perceived as difficult by students and inexperienced dentists before they perform a certain number of procedures on patients in the clinic. The aim of this article is to evaluate a cost‐effective three‐dimensional (3D)‐printed educational simulator for the periodontal treatment of IOLs/IRLs (including scaling, incisions and sutures). Methods The simulators were first developed digitally, and then manufactured using printable resins and specific materials; finally, they were assembled using different bonding systems. To evaluate the simulators, assessments were gathered from two target populations: undergraduate students and periodontics experts. These individuals tested the simulator and completed a cross‐sectional questionnaire based on a Likert scale with comparative and pedagogical items scored from one to five. The purpose of the questionnaire was to compare our simulator to clinical reality (i.e., operation on human jaws) and to an animal simulator (i.e., simulation of porcine jaws). The results are expressed as the mean and standard deviation and were statistically analyzed with the Wilcoxon signed‐rank test. Results Overall, the results were satisfactory for both groups of testers (4.70 and 4.61 out of five for students and experts, respectively, for global satisfaction). Conclusions The overall educational relevance of the simulator designed herein highlights the fact that 3D‐printed educational simulators could enable efficient cognitive‐functional learning for clinical IOL/IRL treatment.

Evaluation of dental students' clinical communication skills from three perspective approaches: A cross-sectional study

Article

May 2023
EUR J DENT EDUC

Introduction: The communication skills of clinicians are very crucial in providing better health outcomes for patients. Therefore, this study aimed to assess undergraduate dental students' communication skills in relation to their demographics and clinical setting using a three-perspective approach; the student, the patient and the clinical instructor perspective. Methods: A cross-sectional study was conducted using validated modified-communication tools; Patient Communication Assessment Instruments (PCAI), Student Communication Assessment Instruments (SCAI) and Clinical Communication Assessment Instruments (CCAI) which included four communication domains. One hundred and seventy-six undergraduate clinical year students were recruited in this study whereby each of them was assessed by a clinical instructor and a randomly selected patient in two settings: Dental Health Education (DHE) and Comprehensive Care (CC) clinic. Results: Comparing the three perspectives, PCAI yielded the highest scores across all domains, followed by SCAI and CCAI (p < .001). SCAI exhibited a better score in Year 5 compared to Year 3 and Year 4 (p = .027). The male students perceived they performed better than females in all domains (p < .05). Patients rated the students higher in the DHE clinic as compared to the CC clinic for the team interaction domain. Conclusion: There was an upward pattern of the communication skills score rated from the clinical instructor perspective to the student and patient perspectives. The use of PCAI, SCAI and CCAI collectively gave a complementary view of students' communication performance in all the domains assessed.

Effect of a One-Time Communication Training Session on Dental Students’ Self-Efficacy Expectancy

Article

Full-text available

Feb 2023
Int J Environ Res Publ Health

An implementation of training units that provide evidence for improving students’ communication skills in the dental curriculum is now more than ever of utmost importance. This study aimed to investigate how students assess their skills after communication training and whether this training also increased students’ self-efficacy expectancy. A total of 32 male and 71 female students with a mean age of 25.6 ± 3.9 years participated in the study. Self-assessment of communication skills and self-efficacy expectancies were collected at two time points using Likert scales. Our study shows that the communication training, consisting of a practical exercise with actors and an online theory module, significantly improved the students’ self-assessment of their communication skills and also improved some aspects of self-efficacy expectancy. These results indicate that, in addition to the practical and technical-theoretical training of students, communication training is essential in the dental curriculum. In summary, this study showed that a one-time practical exercise with actors together with an online theory module could improve both the self-assessment of communication competence and some aspects of self-efficacy expectancy, which demonstrates the importance of training communication skills alongside practical and technical-theoretical training.

Literature review on communication skillls teaching

Article

Jan 2014

C Bentall

Importance and Training of Communication Skills in Dentistry

Article

Jan 2022

ENGLISH FOR DENTAL PURPOSES -A META ANALYSIS

Article

Full-text available

Oct 2022

Counseling before treatment is an essential part in dentistry which involves explaining the oral findings, discussing of treatment options etc. India is becoming the center for medical and dental tourism; Dentists are expected to have good command over both regional and English language to give proper guidance to the patients. Dental Counselling involves a variety of skills including the soft skills, communicative skills, establishing rapport with the patient etc. The General English course provided till the secondary school level is not enough for dentists for their professional career. Hence English for Specific Purposes course must be provided to Dentists.

Mundgesundheitskompetenz und deren Vermittlung in der „sprechenden Zahnmedizin“

Article

Jul 2021

The concept of health literacy has received much attention in recent years. Essential approaches are the provision of health information, teaching through educational programs, and transfer via communication techniques. From a dental point of view, the individual discussion between patient and dentist is of particular importance (“talking dentistry”).The aim of our article is to present the current state of knowledge on the relationship between oral health literacy and talking dentistry, to present existing concepts for teaching communicative competencies, and to identify the further need for action from the point of view of the German Dental Association. Several health psychology models emphasize a positive relationship between oral health literacy, oral health behavior, and oral health. Further determinants seem to be the patient’s self-efficacy beliefs and the individual interaction with the dentist. Therefore, it seems purposeful to intervene in an occasion-related manner in the sense of talking dentistry. The personal conversation between dentist and patient can cover counselling, education, motivation, and practical guidance and can lead to participatory decision-making.Offers for learning and deepening communication techniques represent important aids for the practice. Some are presented in this article as examples. However, in order to establish talking dentistry on a broad level, more far-reaching offers and incentives are needed. Through our suggestions, we would like to show ways in which talking dentistry can be further promoted and consolidated as an integral part of dental care.

Quality over quantity - development of communicative and social competence in dentistry at the Medical Faculty of Heidelberg

Article

Full-text available

Mar 2021

Given the context of implementing new licensing regulations for dentistry, this project report describes not only the current educational situation regarding communicative and social competency in dental education at the Medical Faculty of Heidelberg, but also introduces supportive and expanded measures that include medical educators and clinical staff. Based on less-than-satisfactory skills acquisition in students and experienced practitioners, it is necesssary to develop communicative and social competence not just in university courses with few hours of instruction, but also to practice and continually improve these skills in an educational clinical setting which serves as a system for teaching and learning knowledge and skills.

Dental students’ perception about using videos in teaching professionalism: A Saudi Arabian experience

Article

Sep 2020
J DENT EDUC

Objective To describe the development and evaluation of using videos (watched and student‐generated) for teaching stronger interpersonal communication skills to dental students. Methodology We used the Experiential Learning Theory to develop a professionalism course for third‐year dental students. Videos were used as the core method of teaching communication skills. Students were guided to produce videos that addressed an array of communication scenarios. Quantitative data was collected using a Likert‐scale questionnaire to assess students’ perceptions about watching and generating videos. The questionnaire was divided into 3 parts: the first part assessed students’ perceptions and skills gained when producing videos. The second part assessed students’ perceptions about watching videos to gain knowledge. The last part assessed their perceptions about their overall learning experience. Results A total of 110 students, 50 males and 60 females, were enrolled in the course. Developing team skills and a better understanding of professional communication with patients were acknowledged by 85% and 80% of students respectively during video production. Improved problem‐solving skills were reported by 77% students while involved in video production. While watching motivational interviewing strategies and interpersonal skills videos, 86% stated that watching the videos improved their understanding of professional behavior with colleagues. Only 33% felt that they had enough time to prepare videos and only 38% were willing to prepare videos in the future. Conclusion Using videos in teaching communication skills was found effective. Producing videos had more benefits than simply watching videos. Caution should be given when allocating time for such activities.

Development and Evaluation of a Communication and Social Competence Training for Dental Students

Article

Full-text available

Apr 2019

This article was migrated. The article was not marked as recommended. Objective: Develop a curriculum for leading discussions with difficult patient groups and evaluate it using the self-assessment of the students at Ulm University before and after use of the project. Method: Based on using an anonymous multiple-choice questionnaire-based longitudinal study on dental students in the sixth and seventh semesters at Ulm University. Results: At the beginning of the study, 35% of the study participants assessed anxious patients as "very difficult" After the end of the training, the study participants assessed only 7% of the affected anxious patients as "very difficult". According to their self-assessment, the dental students noticed an improvement in their handling of anxious patients after completing the training. Conclusion: The self-assessment of the dental students in dealing with anxious patients improved after completing the communication training. The students also more wished that the subject "Dentist-Patient Relationship" was included in their studies.

'You have to treat the person, not the mouth only': UK dentists' perceptions of communication in patient consultations

Article

Apr 2018
Psychol Health Med

Effective communication between patients and health professionals is a key component of patient-centred care. Although there is a large body of literature focusing on doctor-patient communication, there has been limited research related to dentist-patient communication, especially presented from the dentists' perspective. The aim of our study was to explore UK dentists' perceptions of communication in their consultations, and the factors they perceive may influence this. We conducted semi-structured interviews with eight dentists in UK dental NHS practices. Thematic analysis revealed three themes ('Treating the whole person', 'Barriers to patient-centred communication' and 'Mutuality of communication'), which reflected the dentists' perceptions of their own communication during consultations, the patients' interaction skills, attitudes (and characteristics that may affect them), and external factors, such as time constraints, that can influence dentist-patients' encounters. These in-depth accounts are valuable, in that we see what dentists perceive is important, obstructive and facilitative. They report using a patient-centred approach in their everyday dental practice; however this is often difficult due to factors such as time constraints. Although they emphasized that the patient has an active role to play in the communication process, it may be the case that they also need to play their part in facilitating this.

The Dental School Interview As a Predictor of Dental Students’ OSCE Performance

Article

Mar 2018

The aim of this study was to evaluate the use of the dental school admissions interview score as a noncognitive indicator of performance in predoctoral dental education, with specific attention to whether a correlation existed between the admissions interview scores and performance on the objective structured clinical examination (OSCE). The study population consisted of all 175 students in the Harvard School of Dental Medicine (HSDM) DMD Classes of 2012 through 2016. Data on students' gender and age on entering dental school were self-reported using their applications for admission to the HSDM DMD program. Data on students' OSCE scores for three examination sessions were collected from the Office of Dental Education. The results showed that the students' interview scores did not significantly correlate with OSCE performance on any of the three exams. Performance on the first and second OSCEs did, however, correlate with performance on the third OSCE (p<0.05). Age on entering dental school was not significantly associated with performance on any of the three OSCEs; however, among male students, there was a significant negative correlation (p<0.05) between entering age and performance on the second and third OSCEs. There was no significant association between gender and OSCE or interview score. These results suggest that although the admissions interview scores can serve as an important resource in student selection, with the lack of association between interview and OSCE scores, it is possible that the communication skills required for the interview do not directly overlap with those required for OSCE success.

What do dentists need to communicate well? A systematic research review

Research

May 2015

Ayman MOHAMMED Khalifah

Categorizing communication skills for dental curriculum including methods of teaching and assessment, and recommendation about how they could be applied in dental school.

Perceptions and Practices of US Dental Schools Regarding Curriculum Integrated Format and Traditional Format Licensure Exams

Article

Aug 2013
J DENT EDUC

The dental licensure exam in the United States has evolved over the past ten years, and two formats-the traditional format and curriculum integrated format-are now available for students to satisfy licensure requirements. The objective of this study was to examine the differences and relative merits of the two formats. A twenty-five-question survey was distributed to the fifty-seven U.S. dental schools at the time. The survey included both quantitative and discrete variables and followed a strategic sequential order. The first set of questions sought to determine what type of board preparatory/mock exam each dental school offered, and the next set of questions asked which licensure exam each school formally offered. The final questions were qualitative in nature and aimed to determine the school representatives' opinions about the curriculum integrated format versus traditional format. Of the fifty-seven schools contacted, thirty-seven agreed to participate (response rate=64.9 percent). Fourteen schools reported that they administer the traditional format only and twelve administer the curriculum integrated format only, while eleven offer both. Thirty-two schools offered mock board exams to their graduating students, and twenty-four of those said their mock exams were identical in format to the actual qualifying clinical exams offered at their institution. The respondents reported no significant advantage to preparing for the curriculum integrated format examination as compared to the traditional format examination with regards to number of clock hours taken from regular curriculum time. In reporting on this study, this article provides an overview of the relative advantages and disadvantages of the two examination formats used for the dental licensure process in the United States.

Content and Goals of Preclinical Prosthodontic Programs at German-Language Dental Schools

Article

Jul 2013

The Association for Dental Education in Europe (ADEE) makes recommendations regarding the skills graduates of European dental schools need to achieve and advises dental schools regarding necessary changes to be made to the curriculum. In 2010 to 2011, a survey was conducted in German-language dental schools to validate the curricula and goals of preclinical prosthodontic programs with regard to laboratory work. The survey was mailed to the course instructors of the preclinical programs at 37 dental schools. Of these, 35 schools returned the completed survey, resulting in a response rate of 95%. Bent wire, wax-up exercises, metal-ceramic single crowns, fixed dental prostheses, cast metal single crowns, temporary removable dental prostheses, and full dentures were part of the dental laboratory work at most schools; however, most instructors considered laboratory work as less important, and there were few similarities among the programs in this area. According to the instructors responsible for preclinical education, honing of fine motor skills, realistic self-assessment, and the ability to work independently were the main goals of the programs. The results of this survey show that with regard to laboratory work, there were more differences than similarities among preclinical prosthodontic programs at German-language dental schools, contrary to the recommendations of the ADEE. These findings should be taken into account when program reforms are planned.

The effect of undergraduate education in communication skills: A randomised controlled clinical trial

Article

Full-text available

Dec 2008
EUR J DENT EDUC

To determine whether students improve their communication skills as a result of supervised patient care and whether a newly implemented communication course could further improve these skills. We conducted a randomised, controlled trial including all participants of the first clinical treatment course (n = 26) between October 2006 and February 2007. Randomisation was balanced by gender and basic communication skills. The test group practised dentist-patient communication skills in small groups with role-plays and videotaped real patient interviews, whereas the control group learned in problem-based workshops both on a weekly basis. Before and after the interventions (two group pre- and post-design) all students conducted two interviews with simulated patients. The encounters were rated using a 10-item checklist derived from the Calgary-Cambridge Observation Guide I. Repeated measures ANOVA (alpha = 0.05) showed a significant difference of the sum scores of the ratings between test and control group (P = 0.004). The participants educated in communication skills improved significantly (Delta = +14.9; P = 0.004), whereas in the control group no accretion of practical communication competence was observed (Delta = -3.9; P = 0.23). It could be demonstrated that solely interacting with patients during a clinical treatment course did not inevitably improve professional communication skills. In contrast, implementation of a course in communication skills improved the practical competence in dentist-patient interaction.

Improving Communication Skills-A Randomized Controlled Behaviorally Oriented Intervention Study for Residents in Internal Medicine

Article

Full-text available

May 1998

We investigated whether patient-centered communication skills can be taught to residents in Internal Medicine by using a time-limited behaviorally oriented intervention. Residents working at the Department of Internal Medicine were randomly assigned to an intervention group (IG; N = 19) or a control group (CG; N = 23). In addition to 6 hours of standard medical education per week, the IG received specific communication training of 22.5 hours duration within a 6-month period. Initially and 10 months later, participants performed interviews with simulated patients. Interviews were rated by blinded raters who used the Maastricht History and Advice Checklist-Revised. Compared with the CG, the IG improved substantially in many specific communication skills. Both groups improved in the "amount of medical information identified" and in the ability to "communicate about feasibility of treatment." Patient-centered communication skills such as those presented in this intervention study can be taught. The ability to gain medical information and the readiness to communicate about aspects of medical treatment seem to improve with more professional experience; however, they also profit from the intervention.

Improvement in interpersonal communication skills of dental students

Article

Full-text available

Mar 2005

This study compared the interpersonal communication skills of seventy-eight third-year dental students when interacting with their patients before and after they participated in a thirty-five-hour course that addressed recognition of anxiety, interviewing techniques, patient records, behavior management, and patient relations. Students were evaluated before and after attending the course by psychology graduate students who used a behavioral observation form that measured expressive and receptive communication skills, nonverbal communication skills, professional presentation, and sensitivity to cultural, ethnic, and gender diversity. At the conclusion of this course, students' interpersonal skills were rated significantly higher than prior to the course at the p<.0001 level. The outcomes of this study indicate that effective communication between dental students and their patients may be acquired and refined through a course that addresses basic interviewing skills.

Use of the OSCE to Evaluate Brief Communication Skills Training for Dental Students

Article

Full-text available

Oct 2007

Although communications competency is recommended by the American Dental Education Association, only a few (n=5) dental schools report evaluating students' skills using a competency examination for communication. This study used an objective structured clinical examination (OSCE) to evaluate dental students' competency in interpersonal and tobacco cessation communication skills. All students were evaluated on their interpersonal communication skills at baseline and at six months post-OSCE by standardized patients and on their tobacco cessation communication skills by two independent raters. First- and second-year dental students (n=104) were randomized to a control or intervention group. One month after the baseline OSCE, students in the intervention group participated in a two-hour training session in which faculty members communicated with a standardized patient during a head and neck examination and counseled the patient about tobacco cessation. There were no statistically significant differences from baseline to post-test between the intervention and control group students as measured by the OSCE. However, among first-year students, both the intervention (n=23) and control (n=21) groups significantly increased in tobacco cessation communication scores. Second-year students in both intervention (n=24) and control (n=28) groups declined in interpersonal communication skills from baseline to post-test. Overall, this one-shot intervention was not successful, and results suggest that a comprehensive communication skills training course may be more beneficial than a single, brief training session for improving dental students' communication skills.

Pragmatics of human communication: A Study of interactional patterns, pathologies, and paradoxes

Book

Jan 1967

Miteinander reden 2

Book

Jan 1989

Friedemann Schulz von Thun

Clinical assessment of dental students: values and practices of teachers in restorative dentistry

Article

Dec 2001
MED EDUC

Objectives To investigate the values and practices of assessment of the clinical practice of dental students by a sample of teachers in restorative dentistry.DesignA questionnaire, based on the above objectives, was designed, piloted and redesigned. Its content was based on evidence-based good practice in assessment. Structured items in the questionnaire required responses on (i) frequency of use and (ii) estimates of value of various approaches and characteristics of the assessment systems that respondents were using.SettingThe 14 undergraduate dental schools of the United Kingdom.SubjectsFull-time clinical teachers of restorative dentistry in adults (comprising conservation (including endodontics), periodontology and prosthodontics).ResultsA total of 153 usable questionnaires were returned (response rate 70·8%), and 38 statistically significant differences were reported (of which 35 were very highly significant), based on the correlated t statistic. Values were in line with evidence-based good practice, but practices were not in line with values. Particularly noteworthy were the high values attached to objective structured clinical examinations, self- and peer-assessment, portfolio-based learning, feedback to students, the use of objective criteria, communication skills and oral health education. The corresponding frequency of usage of these aspects was relatively low. The reported aims of courses in restorative dentistry were not matched by the profile of assessment practices.Conclusions The findings have implications for the development of student learning, assessment procedures and the management of quality and enhancement of dental programmes. Although this is a report of only one study, it relates to the major clinical component of undergraduate programmes in dentistry. The findings imply that the time is ripe for a reappraisal of approaches to the assessment of clinical competence in dentistry.

The Mathematical Theory of Communication. Urbana

Article

Jan 1949

The Mathematical Theory of Communication

Chapter

Dec 1949

Scope, competences, learning outcomes and methods of periodontal education within the undergraduate dental curriculum: a consensus report of the 1st European Workshop on Periodontal Education--position paper 2 and consensus view 2

Article

May 2010
EUR J DENT EDUC

The explosion in new knowledge in the last three decades has imposed important challenges in the training of all health workers, including dentists. These breakthroughs do not rapidly permeate educational cirricula. This is particularly relevant in Periodontology, because of recent breakthroughs in diagnostics and therapeutic approaches and by the advent of new knowledge on the implications of periodontal and peri-implant infections on systemic health and on ageing populations. Periodontology as one of the major oral health sciences requires a broad understanding of a spectrum of healthcare and basic sciences, together with specific education. In preparation for graduation, students must demonstrate a variety of acquired learning out-comes, which, in turn demand variety in learning and teaching methods. Based on the ADEE principles for dental education and in full respect of the Bolonga process, this paper describes the competencies and learning outcomes which are requested in periodontology for the dentist at graduation.

Communications skills in dental education: A systematic research review

Article

May 2010
EUR J DENT EDUC

Communication is an essential element of the relationship between patient and dentist. Dental schools are required to ensure that undergraduates are adequately trained in communication skills yet little evidence exists to suggest what constitutes appropriate training and how competency can be assessed. This review aimed to explore the scope and quality of evidence relating to communication skills training for dental students. Eleven papers fitted the inclusion criteria. The review found extensive use amongst studies of didactic learning and clinical role-play using simulated patients. Reported assessment methods focus mainly on observer evaluation of student interactions at consultation. Patient involvement in training appears to be minimal. This review recommends that several areas of methodology be addressed in future studies, the scope of research extended to include intra-operative communication, and that the role of real patients in the development of communication skills be active rather than passive.

Ramirez AJ, Graham J, Richards MA, Cull A, Gregory WMMental health of hospital consultants: the effects of stress and satisfaction at work. Lancet 347: 724-728

Article

Apr 1996

Burnout and psychiatric morbidity among gastroenterologists, surgeons, radiologists, and oncologists in the UK have been estimated by means of a questionnaire-based survey. The relationship between consultants' mental health and their job stress and satisfaction, as well as their job and demographic characteristics, were also examined. Psychiatric morbidity was estimated using the 12-item General Health Questionnaire. The three components of burnout-emotional exhaustion, depersonalization, and low personal accomplishment-were assessed using the Maslach Burnout Inventory. Job stress and satisfaction were measured using study-specific questions. Of 1133 consultants, 882 (78%) returned questionnaires. The estimated prevalence of psychiatric morbidity was 27%, with no significant differences between the four specialist groups. Radiologists reported the highest level of burnout in terms of low personal accomplishment. Job satisfaction significantly protected consultants' mental health against job stress. Three sources of stress were associated with both burnout and psychiatric morbidity; feeling overloaded, and its effect on home life; feeling poorly managed and resourced; and dealing with patients' suffering. Burnout was also associated with low satisfaction in three domains: relationships with patients, relatives and staff; professional status/esteem; intellectual stimulation. In addition, being aged 55 years or less and being single were independent risk factors for burnout. Burnout was also more prevalent among consultants who felt insufficiently trained in communication and management skills. Consultants' mental health is likely to be protected against the high demands of medical practice by maintaining or enhancing job satisfaction, and by providing training in communication and management skills.

The Mathematical Theory of Communication

Article

Jan 1997
M Comput

C.E. Shannon

How Do U.S. and Canadian Dental Schools Teach Interpersonal Communication Skills?

Article

Dec 2002

The status of instruction in interpersonal communication was surveyed in forty U.S and Canadian dental schools. Key faculty members were identified, and syllabi and course descriptions were collected and content-analyzed. The following findings were obtained for responding schools: 1) only one-third of schools had courses specifically focusing on interpersonal communication; 2) more than half of the schools offered these types of courses only during the first two years; 3) the most common topics were communication skills, patient interviewing, and patient education/consultation; 4) the most frequently used method of teaching was lectures; active practice was used less often; 5) written examination was the primary instructional evaluation tool, whereas more sophisticated performance-oriented assessments were used less often; and 6) about half of the teachers did not have a D.D.S. degree; those not dentists were primarily psychologists. At least eight of the forty dental schools surveyed do not appear to meet the accreditation guidelines for predoctoral programs in this area of instruction. Some could not identify a faculty member responsible for such instruction. Schools offering more extensive instruction were more likely to offer active rather than passive teaching and use more sophisticated student evaluation strategies. This research suggests a need for reevaluation of teaching in this subject area.

A Communication Skills Course for Undergraduate Dental Students

Article

Oct 2004

Sixty-seven third-year dental students in Dunedin, New Zealand, participated in a communication skills course, using simulated patients, case-based scenarios, videotaped interviews, and class roleplays. The course introduced active listening techniques, taking a medical history, and emotion-handling skills. This course was adapted from an existing course for medical students run by the Department of Psychological Medicine, Dunedin School of Medicine. The results of the student evaluation questionnaire (n = 59) indicated that students rated the course very highly. Retrospective ratings indicated that the students considered communication skills to be significantly more important as a component of their undergraduate training after completion of the course than prior to it. As might be expected, students whose ratings were higher after the course also reported that the course helped them to develop new communication skills and techniques; increased their interest in the subject and their self-confidence; rated the tutor as more effective and the course materials as more helpful; and considered the course to be significantly more stimulating than those students whose ratings of the importance of communication skills remained the same or decreased.

Evaluation by dental students of a communication skills course using professional role-players in a UK School of Dentistry

Article

Mar 2005

This paper reports student (n = 180) feedback on the role-play teaching methodology used in behavioural sciences teaching at The School of Dentistry in Birmingham (UK). The feedback received on this well-established (since 1995) educational programme was collected via questionnaire (100% response rate), requiring Likert scale and free text responses. Generally students reported that they had enjoyed and valued the session. Over two-thirds (69.7%) of students rated the role-players as 'very real' and over three-quarters (78.9%) rated their feedback as 'very fair'. The data collected from this study will inform future curriculum development. Student feedback was very positive and demonstrated that the cohort (86% of all students studying in years 1, 2 and 3) found the use of professional role-players involved in behavioural sciences teaching to be both acceptable and valuable.

Measurement of Changes in Empathy During Dental School

Article

Apr 2005

Empathy in the health care setting is the ability to understand a patient's experiences and feelings and the capability to communicate this understanding. Although empathy has been shown to play an important role in the dentist-patient relationship and is a core competence for dentists, no measure of empathy has been validated in the dental setting. Further, little is known about changes in empathy during dental school. We examined the psychometric properties of a measure of empathy applied to the dental school setting and compared levels of empathy in dental students across their four years of training. One hundred and thirty students completed a survey including the Jefferson Scale of Physician Empathy (JSPE). The JSPE was found to be both a reliable and valid empathy measure for dental students with similar psychometric properties to those found in medical students, residents, and physicians. Further, first-year dental students had significantly higher empathy scores than students in any subsequent year. Consistent with the literature in medical settings, the timing of the decline in empathy levels corresponded to increases in patient exposure. We suggest that training students in the interpersonal skills designed to enhance the dentist-patient relationship should continue throughout dental school training.

Prior experiences associated with residents’ scores on a communication and interpersonal skill OSCE

Article

Oct 2006
PATIENT EDUC COUNS

This exploratory study investigated whether prior task experience and comfort correlate with scores on an assessment of patient-centered communication. A six-station standardized patient exam assessed patient-centered communication of 79 PGY2-3 residents in Internal Medicine and Family Medicine. A survey provided information on prior experiences. t-tests, correlations, and multi-factorial ANOVA explored relationship between scores and experiences. Experience with a task predicted comfort but did not predict communication scores. Comfort was moderately correlated with communication scores for some tasks; residents who were less comfortable were indeed less skilled, but greater comfort did not predict higher scores. Female gender and medical school experiences with standardized patients along with training in patient-centered interviewing were associated with higher scores. Residents without standardized patient experiences in medical school were almost five times more likely to be rejected by patients. Task experience alone does not guarantee better communication, and may instill a false sense of confidence. Experiences with standardized patients during medical school, especially in combination with interviewing courses, may provide an element of "deliberate practice" and have a long-term impact on communication skills. The combination of didactic courses and practice with standardized patients may promote a patient-centered approach.

Development and implementation of communication skills in dentistry: An example from South Africa

Article

Feb 2008

Dental students should realise early in their careers -- in dental school -- the importance of developing and mastering sound communication skills with patients. As a result, the aim of this study was to develop and implement a course in communication skills for third year dental students. The methodology employed in the study comprised the following three phases: Phase I: identification of specific outcomes essential for the dentist to be competitive in the emerging South African dental environment. Phase II: development of an outcome-based course according to the South African Qualifications Authority format (Purpose, Embedded knowledge, Assessment criteria). Phase III: implementation of the course. Implementation of the course involved a pre- and post-training cycle. The subjects were 67 third year dental students. The following instruments were employed: a study guide; a case study; an assessment rubric; two questionnaires, namely "Patient's" feedback and "Dentist's" feedback; a standardised patient. The results were as follows: the class as a whole scored significantly higher during training cycle 2 compared with training cycle 1 (P < 0.0001). The important roles of trust, empathy and active listening in establishing a meaningful relationship with a patient, which was conveyed by means of the course, were emphasised by the majority of students.

randomised controlled clinical trial

Jan 2008
213-218

randomised controlled clinical trial. Eur J Dent Educ 2008: 12(4): 213–218.

Mental health of hospital consultants: the effects of stress and satisfaction at work

Jan 1996
724

Ramirez

The importance of teaching communication in dental education. A survey amongst dentists, students and patients

Abstract

No full-text available

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