Evaluation of an educational concept for risk-oriented prevention in undergraduate dental education

Abstract

Background Aim of this observational study with a three-month follow-up was to evaluate an educational concept for risk-oriented prevention applied by fifth-year undergraduate dental students. Methods Dental students from two clinical treatment courses of the last undergraduate year were included. The subjects were divided into two groups according to their assignment to the two clinical classes. Group A received a sequence of seminars, including the basics of a risk classification system (RCS) with the theoretical background and case studies in the context of preventive dentistry. Thereby, 1) a theoretical seminar (background, RCS, cases) and 2) the transfer of the RCS on a clinical patient case chosen by the student, and its presentation within a discussion round was applied. Group B served as a comparison group with students who did not receive any of teaching events in terms of RCS. The self-perceived knowledge and importance of RCS, as well as objective knowledge (qualitative questions), were assessed with a standardized questionnaire at baseline and after 3 months. Results Out of 90 students at baseline, 79 (group A: 39, group B: 40) were re-evaluated after 3 months. At this follow-up, Group A estimated their confidence in handling the medication (p = 0.02), the RCS (p < 0.01), and in identifying the risk of oral diseases (p = 0.02) higher than group B. Furthermore, group A felt it was more important to identify patients at risk (p = 0.02), the risk of complications (p = 0.02) and to apply an RCS (p = 0.03). At follow-up, group A exhibited more correct answers of qualitative questions than group B regarding risk of complications (p < 0.01) and bacteremia (p < 0.01). Group A felt more confident with at-risk patients and more competent concerning RCS than group B (p < 0.01). Conclusion The concept for educating risk-oriented prevention increased the self-perceived skills and the knowledge of undergraduate dental students after 3 months within a clinical treatment course.

Evaluation of an individual anamnesis tool for teaching risk-oriented prevention – a pilot study in undergraduate dental students

“…This is the first teaching study of an individually developed analog anamnesis tool for risk classification in dental education. If compared to the previous study, which examined the risk classification system without a specific tool, a higher positive effect was observed in the current study; thereby, all of the tasks were answered with a remarkably higher amount of correct answers, including risk of complications (previous study: 7% vs. current study: 18.9%), risk of oral diseases (8% vs. 14.7%) and indication for antibiotic prophylaxis (2% vs. 12.3%) [ 11 ]. This comparison is limited by the fact that the previous study used other tasks and less questions.…”

“…The risk classification system was described and introduced previously [ 1 , 11 ]. In brief, each risk factor of a patient, including systemic diseases, medication and lifestyle is categorized into a low, moderate or high risk of complications and/or oral diseases.…”

“…To evaluate the self-perceived confidence with risk classification, five questions were asked on a 10-point Likert scale (1 = very low, 10 = very high). The questionnaires were composed in line with the previous teaching study on risk-oriented prevention [ 11 ]. The previously designed questionnaires were modified for the current study and answered independently by five students, which were not included in the current study, to validate the understandability of the questionnaires and to make corrections, if necessary.…”

“…A previous study by this working group demonstrated that the risk classification system provided in the concept of individualized prevention was able to increase both, subjectively perceived and objectively measurable skills and knowledge in risk classification of undergraduate dental students [ 11 ]. This topic appears of increasing importance, as it is known that dental students are faced with a couple of different potential at-risk patients during their dental study [ 12 ].…”

“…While the need for teaching risk management in undergraduate dental education appears reasonable, the appropriate way of teaching remains unclear. One strategy could be the usage of problem-oriented learning [ 14 ], which has been combined with the risk classification system in the previous study [ 11 ]. Furthermore, experiential learning [ 15 ] or using standardized patients [ 16 ] were potential strategies.…”