Dental Education in the Prevention and Treatment of Substance use Disorders

Christen, Arden G.; Christen, Joan A.

doi:10.1080/08897070209511515

Cited by 3 publications

(2 citation statements)

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“…Although a number of studies have examined the extent to which dentists perform in‐office smoking cessation behaviors, 28‐36 this is the first study, to our knowledge, that documents the extent of dentists' behaviors with respect to the assessment and management of the diabetic or unidentified diabetic patient. We assumed that dentists' involvement in the assessment and management of the diabetic patient would be less than their involvement in smoking cessation activities, because the former, although widely discussed in textbooks, has not been a topic of national and professional focus to the same extent, or for the same duration, as smoking cessation 18,19,37,38 . This assumption did not prove to be correct.…”

Section: Discussionmentioning

confidence: 99%

Management of the Patient Who Smokes and the Diabetic Patient in the Dental Office

Kunzel

Lalla

Lamster

2006

Journal of Periodontology

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Section: Discussionmentioning

confidence: 99%

Management of the Patient Who Smokes and the Diabetic Patient in the Dental Office

Kunzel

Lalla

Lamster

2006

Journal of Periodontology

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“…More specifically, these publications discuss extensively the role of dentists and dental hygienists in using motivational interviewing techniques, in providing advice guidelines, and in giving support for quitting smoking. Overall, the already sparse literature on substance abuse in dental education has focused on its oral health implications to dental care and disease prevention 27 . As a result, there is a shortage of studies examining the curricular content used to teach and discuss substance abuse and addiction in the education of predoctoral dental students.…”

Section: Breakout Sessions Addressing Issues Of Addiction In the Univmentioning

confidence: 99%

Integrating Issues of Substance Abuse and Addiction into the Predoctoral Dental Curriculum

Brondani

Pattanaporn²

2013

Journal of Dental Education

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Methodological discussions about the teaching of substance abuse and addiction in predoctoral dental curricula typically fall short. This article explores the pedagogy employed to present and discuss the relevance of addiction (mostly to illicit drugs) to the dental profession in the irst-year predoctoral dental curriculum at the University of British Columbia. These pedagogical approaches are multifaceted and include a role-play scenario with a standardized patient; an interactive guest lecturebased seminar and a community panel of personal testimonials; students' written relections; and the provision of clinical care to patients with a past or current history of addiction. Students' relections illustrate the impact of these approaches upon their views of addiction and the dental profession. This pedagogy exposes students to alternative views on substance abuse and addiction, challenges their values and beliefs, and fosters dialogue.Note: The session for Term 1 has eight scenarios, one of which is Dr. Gleason's case and takes about twenty minutes in total. The prereading in Term 2 is given one week before the session and refers to Brondani and Park's "Methadone and oral health: a brief review," J Dent Hyg 2011;85(2):91-7. A complete description of the grading system and rubric of the reflection assessments used in Terms 1 and 2 can be found in Brondani et al.'s "An evolving community-based dental course on professionalism and community service," J Dent Educ 2008;72(10):1160-8, Brondani's "Students' reflective learning within a community service-learning dental module," J Dent Educ 2010;74(6):628-36, and Brondani and Paterson's "Teaching lesbian, gay, bisexual, and transgender issues in a dental curriculum: a multipurpose method," J Dent Educ 2011;75(10):1354-61. The students are encouraged to reflect soon after the standardized patient encounter in class (Term 1) and within the first twenty-four hours (Term 2).

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