| 1. |
- Costa, Yuri M, et al.
(författare)
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Orofacial pain education in dentistry : A path to improving patient care and reducing the population burden of chronic pain
- 2021
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Ingår i: Journal of Dental Education. - : John Wiley & Sons. - 0022-0337 .- 1930-7837. ; 85:3, s. 349-358
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Tidskriftsartikel (refereegranskat)abstract
- Dentists stand in an optimal position to prevent and manage patients suffering from chronic orofacial pain (OFP) disorders, such as temporomandibular disorders, burning mouth syndrome, trigeminal neuralgia, persistent idiopathic dentoalveolar pain, among others. However, there are consistent reports highlighting a lack of knowledge and confidence in diagnosing and treating OFP among dental students, recent graduates, and trained dentists, which leads to misdiagnosis, unnecessary costs, delay in appropriate care and possible harm to patients. Education in OFP is necessary to improve the quality of general dental care and reduce individual and societal burden of chronic pain through prevention and improved quality of life for OFP patients. Our aims are to emphasize the goals of OFP education, to identify barriers for its implementation, and to suggest possible avenues to improve OFP education in general, postgraduate, and continuing dental education levels, including proposed minimum OFP competencies for all dentists. Moreover, patient perspectives are also incorporated, including a testimony from a person with OFP. General dentists, OFP experts, educators, researchers, patients, and policy makers need to combine efforts in order to successfully address the urgent need for quality OFP education.
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| 2. |
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| 3. |
- Häggman-Henrikson, Birgitta, et al.
(författare)
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Mind the Gap : A Systematic Review of Implementation of Screening for Psychological Comorbidity in Dental and Dental Hygiene Education.
- 2018
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Ingår i: Journal of Dental Education. - : American Dental Education Association. - 0022-0337 .- 1930-7837. ; 82:10, s. 1065-1076
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Tidskriftsartikel (refereegranskat)abstract
- The biopsychosocial model is advocated as part of a more comprehensive approach in both medicine and dentistry. However, dentists have not traditionally been taught psychosocial screening as part of their predoctoral education. The aim of this systematic review was to provide an overview of published studies on the implementation of screening for psychological comorbidity in dental and dental hygiene education. The term "psychological comorbidity" refers to the degree of coexisting anxiety, depression, or other mental health problems in a patient presenting with a physical condition. The review followed a protocol registered in PROSPERO (CRD42016054083) and was carried out in accordance with the PRISMA guidelines. The methodological quality of the included studies was assessed using a ten-item tool developed for medical education. The electronic search in PubMed, Scopus, and PsycINFO from the inception of each database until December 31, 2016, together with a hand search, identified 1,777 articles. After abstracts were screened, 52 articles were reviewed in full text applying inclusion and exclusion criteria; four articles remained for the qualitative synthesis. Generally, the reported data on specific methods or instruments used for psychological screening were limited. Only one of the included articles utilized a validated screening tool. The results of this systematic review show that published data on the implementation of psychological patient assessment in dental and dental hygiene education are limited. To address this gap, the authors recommend short screening tools such as the Graded Chronic Pain Scale and the Patient Health Questionnaire for Depression and Anxiety. Educating dental and dental hygiene students about easy-to-use, reliable, and validated screening tools for assessing psychological comorbidity warrants more research attention and greater implementation in educational curricula.
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| 4. |
- Koole, Sebastiaan, et al.
(författare)
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Exploring the relation between online case-based discussions and learning outcomes in dental education
- 2014
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Ingår i: Journal of Dental Education. - : John Wiley & Sons. - 0022-0337 .- 1930-7837. ; 78:11, s. 1552-7
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Tidskriftsartikel (refereegranskat)abstract
- Online case-based discussions, parallel to theoretical dental education, have been highly valued by students and supervisors. This study investigated the relation between variables of online group discussions and learning outcomes. At Ghent University in Belgium, undergraduate dental students (years two and three) are required to participate in online case-based discussion groups (five students/group) in conjunction with two theoretical courses on basic periodontics and related therapy. Each week, a patient case is discussed under supervision of a periodontist, who authored the case and performed the treatment. Each case includes treatment history and demand, intra- and extraoral images, and full diagnostic information with periodontal and radiographic status. For this retrospective study, data were obtained for all 252 students in forty-three discussion groups between 2009 and 2012. Spearman's rank correlations were calculated to investigate the relation among group dynamics (number of group posts and views), individual student contributions (number of individual posts, newly introduced elements, questions, and reactions to other posts), supervisors' interventions (number of posts and posed questions), and learning outcomes (examination result). The results showed that learning outcomes were significantly related to the number of student posts (Spearman's rho (ρ)=0.19), newly introduced elements (ρ=0.21), reactions to other posts (ρ=0.14), number of supervisors' interventions (ρ=0.12), and supervisors' questions (ρ=0.20). These results suggest that individual student contributions during online case-based discussions and the provided supervision were related to learning outcomes.
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| 5. |
- Koole, Sebastiaan, et al.
(författare)
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Facilitating Dental Student Reflections : Using Mentor Groups to Discuss Clinical Experiences and Personal Development
- 2016
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Ingår i: Journal of Dental Education. - : American Dental Education Association. - 0022-0337 .- 1930-7837. ; 80:10, s. 1212-1218
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Tidskriftsartikel (refereegranskat)abstract
- Despite the consensus on the importance of reflection for dental professionals, a lack of understanding remains about how students and clinicians should develop their ability to reflect. The aim of this study was to investigate dental students' and mentors' perceptions of mentor groups as an instructional method to facilitate students' reflection in terms of the strategy's learning potential, role of the mentor, group dynamics, and feasibility. At Ghent University in Belgium, third-and fourth-year dental students were encouraged to reflect on their clinical experiences and personal development in three reflective mentor sessions. No preparation or reports afterwards were required; students needed only to participate in the sessions. Sessions were guided by trained mentors to establish a safe environment, frame clinical discussions, and stimulate reflection. Students' and mentors' perceptions of the experience were assessed with a 17-statement questionnaire with response options on a five-point Likert scale (1=totally disagree to 5=totally agree). A total of 50 students and eight mentors completed the questionnaire (response rates 81% and 89%, respectively). Both students and mentors had neutral to positive perceptions concerning the learning potential, role of the mentor, group dynamics, and feasibility. The mean ideal total time for sessions in a year was 99 minutes (third-year students), 111 minutes (fourth-year students), and 147 minutes (mentors). Reported reflective topics related to patient management, frustrations, and practice of dentistry. Overall mean appreciation for the experience ranged from 14.50 to 15.14 on the 20-point scale. These findings about students' and mentors' positive perceptions of the experience suggest that mentor groups may be a potentially valuable strategy to promote dental students' reflection.
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| 6. |
- Lucander, Henriette
(författare)
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An Instrument to Assess Dental Students’ Competence in Shared Decision Making : A Pilot Study
- 2017
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Ingår i: Journal of Dental Education. - : American Dental Education Association. - 0022-0337 .- 1930-7837. ; 81:12, s. 1463-1471
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Tidskriftsartikel (refereegranskat)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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| 7. |
- Lucander, Henriette, et al.
(författare)
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“I’ll Never Forget This” : evaluating a pilot workshop in effective communication for dental students
- 2012
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Ingår i: Journal of Dental Education. - : American Dental Education Association. - 0022-0337 .- 1930-7837. ; 76:10, s. 1311-1316
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Tidskriftsartikel (refereegranskat)abstract
- This study evaluated a pilot workshop for teaching communication skills to dental students. The methodology is based on an experiential learning approach, the use of realistic clinical scenarios, simulated patients, and an integrated teaching team of both educational researchers and dentists. Furthermore, the methodology was adapted for short workshops, which is thought to offer better possibilities for frequent and effective training of communication skills throughout the curriculum. The workshop was piloted with groups of six to ten students from the sixth and tenth semesters (n=94). Results show that the majority of students found the tasks meaningful and well aligned with how they perceived their future profession as dentists. Most students also thought that they learned from the task. An interesting finding is that students not only found it instructive to practice how to communicate in authentic situations, but that they generally found the workshop to be thought-provoking while at the same time providing structure and intellectual tools for the future. A possible explanation for this finding is the sharing of explicit criteria for high-quality communication.
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| 8. |
- Lucander, Henriette, et al.
(författare)
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"I'll never forget this": evaluating a pilot workshop in effective communication for dental students.
- 2012
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Ingår i: Journal of dental education. - : American Dental Education Association. - 1930-7837 .- 0022-0337. ; 76:10, s. 1311-6
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Tidskriftsartikel (refereegranskat)abstract
- This study evaluated a pilot workshop for teaching communication skills to dental students. The methodology is based on an experiential learning approach, the use of realistic clinical scenarios, simulated patients, and an integrated teaching team of both educational researchers and dentists. Furthermore, the methodology was adapted for short workshops, which is thought to offer better possibilities for frequent and effective training of communication skills throughout the curriculum. The work-shop was piloted with groups of six to ten students from the sixth and tenth semesters (n=94). Results show that the majority of students found the tasks meaningful and well aligned with how they perceived their future profession as dentists. Most students also thought that they learned from the task. An interesting finding is that students not only found it instructive to practice how to communicate in authentic situations, but that they generally found the workshop to be thought-provoking while at the same time providing structure and intellectual tools for the future. A possible explanation for this finding is the sharing of explicit criteria for high-quality communication.
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| 9. |
- Nilsson, Tore A., et al.
(författare)
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Dental student skill retention eight months after simulator-supported training in oral radiology
- 2011
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Ingår i: Journal of dental education. - : American Dental Education Association. - 1930-7837. ; 75:5, s. 679-684
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this project was to investigate the long-term effects on skill to interpret spatial information in radiographs after conventional and simulator-supported training. The study was a follow-up of a previously reported randomized experimental study. The original study population was comprised of fifty-seven dental students. Forty-five individuals agreed to participate in a follow-up study eight months after completion of the original study. During the time interval between completion of the previous study and the follow-up study, the participants underwent an examination in oral radiology and had theoretical and clinical training in other topics than oral radiology. Skill at interpreting spatial information in radiographs was assessed with a previously used test instrument. The test instrument was identical with the instrument used for baseline assessment in the original study. The results showed that the skill to interpret spatial relations in radiographs eight months after completion of simulator-supported training was significantly better (p=0.01) than before training. The conventional training showed almost the same pattern, but the difference was smaller and not statistically significant (p=0.11). It is concluded that simulator-supported training is a valuable adjunct to conventional educational methods in oral radiology.
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| 10. |
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