AIDS and dentistry: Educational intervention strategies for dental professionals

Abstract

Since the AIDS epidemic began, it has been determined that dental professionals can play an important role in the diagnosis and treatment of the disease and that they must meet ethical and legal obligations to offer treatment. Studies report, however, that dentists prefer not to treat AIDS patients, that they are only moderately knowledgeable about the disease and its oral manifestations, that they lack the skills to treat AIDS patients, and that their use of infection control procedures falls below established standards of care. It also appears that traditional forms of education have failed to improve this situation. In this article the authors propose educational interventions designed to influence knowledge, attitudes, and behaviors of dentists and thereby improve the delivery of dental care to the HIV-positive population.

HIV/AIDS training and continuing education for psychologists.

“…The objectives for continuing education for psychologists addressing HIV/AIDS include the following: (a) to promote psychologists' commitment to providing services to HIV/AIDS populations (Gerbert, McCauley, et al, 1989); (b) to acquaint psychologists with up-to-date medical and psychological information and issues pertinent to HIV/AIDS; (c) to build on and refine generic clinical skills (e.g., assessment, crisis-intervention, psychotherapy, and consultation) for working with people with or secondarily affected by HIV/AIDS, and with their communities; (d) to prepare psychologists to use their expertise in behavior change and preventive efforts to contribute to community and public health measures designed to decrease the transmission of the virus; (e) to help psychologists to recognize and deal with the emotional impact of HIV/AIDS on caregivers (e.g., burnout prevention; McKusick, 1988;Ryan, 1990); (f) to increase psychologists' understanding of and sensitivity to diverse lifestyles, sexual practices, and cultural factors of risk groups as well as society's reaction to such issues (Ryan, 1990;Seligson & Peterson, 1992); (g) to promote familiarity with the HIV/AIDS literature and facilitate HIV/AIDS research; and (h) to decrease psychologists' anxiety about HIV/AIDS and, in some cases, their personal risk for contracting the HIV virus.…”

“…The need for adequate HIV/AIDS training for health care professionals is also important given the extent to which health care professionals' fears, prejudices, and attitudes about members of the behavior risk groups may affect their learning about HIV/AIDS and their care for persons with HIV/AIDS (Gerbert, Maguire, Badner, Altman, & Stone, 1989; Gerbert, McCauley, et al, 1989; Gessert & Williams, 1989; O'Donnell, O'Donnell, Pleck, Snarey, & Rose, 1987; Richardson, Lochner, McGuigan, & Levine, 1987; Treiber, Shaw, & Malcolm, 1987; Van Servellen, Lewis, & Leake, 1987; Walton et al, 1989).…”

“…Overall, continuing education appears to be a key mechanism for preparing health professionals to work with HIV/AIDS. Continuing education can be effective by disseminating current information, allowing personal contact with authoritative sources, promoting an exchange of ideas (Gerbert, McCauley, et al, 1989), and providing an opportunity to address emotional concerns related to HIV/AIDS. Although certain educational interventions have seemed promising (Gerbert, Maguire, & Badner, 1988), the overall efficacy of HIV/AIDS training programs in the health professions, including psychology, is not known.…”

“…Although certain educational interventions have seemed promising (Gerbert, Maguire, & Badner, 1988), the overall efficacy of HIV/AIDS training programs in the health professions, including psychology, is not known. Thus far, efforts to prepare clinicians and educators to respond to HIV/AIDS appear to be only partially successful (Gerbert, McCauley, et al, 1989).…”