Evaluating the patient sociodemographic factors affecting dental students' clinical communication skills using a three-perspective approach.

Objective: This study aimed to assess undergraduate dental students' communication skills in relation to patient sociodemographic factors using a three-perspective approach; the student, the patient, and the clinical instructor perspective.

Materials And 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). Moreover, 176 undergraduate clinical year students were recruited in this study whereby each student was assessed by a clinical instructor, a patient, and self-evaluation.

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

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.

Adult patient preference for an orthodontic care provider in Canada.

Introduction: This study evaluated the factors influencing potential orthodontic patients' choice between an orthodontist, general dentist (GD), and direct-to-consumer (DTC) aligners for their treatment and their choice of orthodontic appliance type and explored their motivating factors for seeking orthodontic treatment and preference for appliance type.

Methods: An electronic survey was administered to 330 Canadian adults to determine demographic background, choice of the orthodontic treatment provider, the preferred mode of treatment, orthodontic issues they wished to address, and motivation for treatment.

Results: When participants were asked their preference in provider type, 49.

Orthodontists' perceptions of and adaptations to nonspecialist and direct-to-consumer orthodontic service providers.

Objectives: To evaluate orthodontists' perceived impacts on their practices as a result of general practitioners (GPs) and direct-to-consumer (DTC) orthodontic care providers and the adaptational changes implemented in the past 10 years.

Materials And Methods: An electronic survey was administered to 270 orthodontists in Canada and the United States to determine demographic background, perception of perceived impact, and specific changes implemented to improve practice competitiveness.

Results: More experienced orthodontists (P = .

Comparing Practice Management Courses in Canadian Dental Schools.

Practice management has become an increasingly important aspect of dental education over the years in order to better prepare students for the reality of practice. The aim of this study was to quantify and describe practice management courses taught at the ten Canadian dental schools in order to identify common approaches, compare hours, determine types of instructors, and assess the relationship between courses' learning objectives and the Association of Canadian Faculties of Dentistry (ACFD) competencies and Bloom's cognitive levels. The academic deans at these ten schools were surveyed in 2016; all ten schools responded for a 100% response rate.

Assessing the Impact of Voice-Over Screen-Captured Presentations Delivered Online on Dental Students' Learning.

The traditional lecturing method is still one of the most common forms of delivering content to students in dental education, but innovative learning technologies have the potential to improve the effectiveness and quality of teaching dental students. What challenges instructors is the extent to which these learning tools have a direct impact on student learning outcomes. The aim of this study was to assess the impact of a voice-over screen-captured learning tool by identifying a positive, nil, or negative impact on student learning as well as student engagement (affective, behavioral, and cognitive) when compared to the traditional face-to-face lecture.

Graduating dental students' views of competency statements: importance, confidence, and time trends from 2008 to 2012.

Competency documents are used in dental education as both an educational framework and an accreditation instrument. The aim of this study was to analyze the perceptions of graduating dental students at the University of British Columbia (UBC) regarding the importance of each competency statement, as well as to assess their confidence in their abilities associated with each statement. The instrument was based on the survey developed by Schönwetter et al.

Exploring professional development needs of educators in the health sciences professions.

An increasing number of institutions of higher education are clustering their health sciences schools into a common unit. Therefore, it is imperative that the individual faculty development units assume new mandates to meet faculty development needs for stakeholders across these disciplines. Critical to providing current and relevant professional development activities is an awareness of the needs of academicians, including common as well as discipline-specific needs.

Framework for e-learning assessment in dental education: a global model for the future.

The framework presented in this article demonstrates strategies for a global approach to e-curricula in dental education by considering a collection of outcome assessment tools. By combining the outcomes for overall assessment, a global model for a pilot project that applies e-assessment tools to virtual learning environments (VLE), including haptics, is presented. Assessment strategies from two projects, HapTEL (Haptics in Technology Enhanced Learning) and UDENTE (Universal Dental E-learning), act as case-user studies that have helped develop the proposed global framework.

Exploring the predictive ability of two new complementary instruments for assessing effective therapeutic communication skills of dental and dental hygiene students.

Research on the development of effective therapeutic communication skills for oral health providers is slowly evolving. One of the initial steps in this research is to identify and address gaps in the work of previous researchers. Ultimately, the educational goal of competence in communications skills development is to provide improved patient care including improved patient satisfaction.

Determining the validity and reliability of clinical communication assessment tools for dental patients and students.

A shortcoming identified in the dental education literature is the scarcity of patient assessment of the quality of communication between student clinicians and patients. This study, the second in a series, attempts to address this scarcity by testing the communication components deemed critical to patients identified in the first article. Two instruments were tested: the Patient Communication Assessment Instrument (PCAI) and the Student Communication Assessment Instrument (SCAI).

Developing new dental communication skills assessment tools by including patients and other stakeholders.

Effectively using patients as teachers to provide authentic feedback is an underused strategy in dental education, but it has potential for integrating the teaching of therapeutic communication skills within the dental clinic setting. This study focuses on the absence of patient input into the design of instruments used to assess students' clinical communication skills and demonstrates how a holistic approach, with input from key stakeholders including patients, was used to produce two such instruments. The development of complementary communication assessment instruments, one for patient use and one for student use, took place in three phases.

Inclusion of oral-systemic health in predoctoral/undergraduate curricula of pharmacy, nursing, and medical schools around the world: a preliminary study.

There is increasing evidence that oral health is a critical component of overall health and that poor oral health may lead to initiation or exacerbation of chronic inflammatory diseases/conditions and adverse pregnancy outcomes. Added to this is an increasing awareness that among non-dental health care professions curricula (e.g.

Developing reflective health care practitioners: learning from experience in dental hygiene education.

Maintaining competence requires health care practitioners to remain current with research and implement practice changes. Having the capacity to reflect on practice experiences is a key skill, but reflective skills need to be taught and developed. This exploratory qualitative study examined the outcomes of a dental hygiene program requirement for developing reflective practitioners.

Advanced placement, qualifying, and degree completion programs for internationally trained dentists in Canada and the United States: an overview.

Canadian and U.S. universities are faced with the challenge that they are not graduating enough dentists to meet the future needs of the Canadian and U.

Dental service utilization by independently dwelling older adults in Manitoba, Canada.

Objectives: The objectives of this study were to determine the rate of use of dental services by independently living older dentate and edentulous adults and the factors affecting utilization.

Methods: Data were derived from the cross-sectional Manitoba Study of Health and Aging. A personal interview included over 240 questions addressing sociodemographics, well-being, oral and general health, and health service utilization.

Students' perceptions of effective classroom and clinical teaching in dental and dental hygiene education.

Effective teaching behaviors have been studied in various arenas in higher education. However, there is limited research documenting effective teaching behaviors in dentistry and dental hygiene. Our qualitative study attempts to define effective teaching in both the classroom and clinic for dentistry and dental hygiene students.