Asynchronous pediatric caregiver simulation in a virtual setting during the COVID pandemic

Meyer, Beau D; Bs, Bethany Fearnow; Quiñonez, Rocio B.

doi:10.1002/jdd.12319

Cited by 4 publications

(13 citation statements)

References 4 publications

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“…Rather than postpone the experience entirely, we adapted the final SP experience to a virtual format. 45 Originally, we had designed the final SP encounter to assess a student's ability to quickly synthesize clinical information and apply preventive, disease management, and behavior management principles to pediatric dental treatment planning for a child with autism whose caregiver was skeptical of using fluoride ( Appendix E ). 46 As an alternative, we recorded an SP interview between the board-certified pediatric dentist course director and the SP specialist of the simulation center via videoconferencing during the first week of the pandemic shutdowns.…”

Section: Methodsmentioning

confidence: 99%

“…We have previously reported results from the video encounter; thus, the results presented here focus on the first two encounters. 45 For those planning to incorporate this educational resource at their institution, the video of the course director interviewing the simulation specialist is included as Appendix G .…”

Section: Methodsmentioning

confidence: 99%

“…Pediatric dentistry faculty assessed the quality of the oral health counseling and treatment planning of the adapted video encounter. 45 The course director assessed the quality of counseling in each encounter, as well as providing general debriefing and follow-up after each encounter.…”

Section: Methodsmentioning

confidence: 99%

“…The third encounter was considered summative because students were evaluated using the content rubric, which has been described in a prior publication. 45 …”

Section: Methodsmentioning

confidence: 99%

“…The third encounter was considered summative because students were evaluated using the content rubric, which has been described in a prior publication. 45 Analysis First, we calculated descriptive statistics for the communication rubrics used by the SPs and summarized them by the five domains outlined in Appendix G: (1) set the stage, (2) obtain the chief complaint and set the agenda, (3) explore the history of present illness, (4) use facilitation skills throughout, and (5) conclude the interview. Second, we performed a qualitative analysis of student performance using written responses to open-ended questions in the reflections as the data-collection instrument.…”

Section: Learner Assessmentmentioning

confidence: 99%

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Implementing Standardized Patient Caregivers to Practice Difficult Conversations in a Pediatric Dentistry Course

et al. 2022

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Introduction:Standardized patient (SP) methodology has been used in health professional education to help students develop communication, deeper diagnostic reasoning, and critical thinking skills. Few examples demonstrate the use of SPs to practice difficult conversations with pediatric caregivers in the pediatric dentistry literature. The objective of this educational activity was to describe the implementation of three SPs in a pediatric dentistry course for second-year dental students. Methods: We developed three SP encounters covering interactions with caregivers of an infant with severe early childhood caries, an adolescent on the path to gender affirmation, and a child with autism and dental caries whose caregiver was resistant to fluoride-and silver-containing dental materials. We describe the case design process, rubric construction and calibration, student debriefing, and pandemic modifications. We evaluated the effectiveness of the implementation by thematic analysis of student reflections following each encounter using a qualitative descriptive framework. Results: Eighty-three students completed each encounter. Qualitative analysis showed that students preferred a more realistic encounter by having a child or other distraction present. Students relied on different elements of motivational interviewing depending on the objective of each encounter and the age of the patient. Overall, the SP encounters were well received by students and faculty as an alternative or supplement to traditional student evaluation methods. Discussion: We noted a number of lessons learned about implementing SP methodology in pediatric dental education. With these experiences now in place, future evaluations should measure student performance in the SP encounters against student performance during clinical care.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

“…The third encounter was considered summative because students were evaluated using the content rubric, which has been described in a prior publication. 45 …”

Section: Methodsmentioning

confidence: 99%

Section: Learner Assessmentmentioning

confidence: 99%

See 3 more Smart Citations

Implementing Standardized Patient Caregivers to Practice Difficult Conversations in a Pediatric Dentistry Course

et al. 2022

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Asynchronous pediatric caregiver simulation in a virtual setting during the COVID pandemic

Meyer

Quiñonez

2020

Journal of Dental Education

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Dental education practices during COVID‐19: A scoping review

Kerkstra

Rustagi

Grimshaw

et al. 2022

Journal of Dental Education

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Introduction Dental education was brought to a halt with the emergence of coronavirus disease (COVID‐19). Traditional dental education comprised students working closely with instructors in a clinical laboratory setting; however, public health precautions necessitated a shift to a virtual learning platform. A scoping review of dental education practices since the start of the pandemic will help to understand approaches instructors have taken to provide dental education during this unprecedented time and suggest future applications of virtual learning in dental education. Methods We performed an exhaustive scoping literature search of primary peer‐reviewed intervention articles published between December 2019 and April 2021 using the following databases: Academic Search Premier, Cochrane Library, Embase, ERIC, LitCovid, MedEdPortal, MedRxiv, Medline, Scopus, and Web of Science. The selection process included two independent reviewers through each phase of review. Articles were categorized and analyzed by domain. Results A total of 629 articles were identified; after titles and abstracts were reviewed, 66 articles were selected for full‐text review. Following full‐text review, 41 articles met eligibility criteria and comprised our study sample. Articles were arranged within domains of assessment, instruction, instructional technology, and software. The advantages to online dental education included improved accessibility, willingness to accept new assessment techniques, and lower anxiety levels. Barriers included problems with technology, classroom time management, lack of student interaction, and absence of hands‐on training. Conclusion Evidence suggests emerging best practices in dental education during COVID‐19, and recommendations for the future of virtual and distance learning in dental education.

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Asynchronous pediatric caregiver simulation in a virtual setting during the COVID pandemic

Cited by 4 publications

References 4 publications

Implementing Standardized Patient Caregivers to Practice Difficult Conversations in a Pediatric Dentistry Course

Implementing Standardized Patient Caregivers to Practice Difficult Conversations in a Pediatric Dentistry Course

Asynchronous pediatric caregiver simulation in a virtual setting during the COVID pandemic

Dental education practices during COVID‐19: A scoping review

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