Harnessing the behavioral and social sciences to promote oral health: Where do we go from here?

Randall, Cameron L.; McNeil, Daniel W.

doi:10.1111/cdoe.12834

Cited by 4 publications

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“…Third, future efforts should monitor trends and update content and methods to reflect the skills dentists will need in the future. In recent years, behavioral sciences have significantly advanced in the understanding of patients, clinicians, and care teams 18,19 . What was taught a decade ago may no longer be as relevant.…”

Section: Discussionmentioning

confidence: 99%

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Exploring and describing current behavioral and social sciences curricula in predoctoral dental programs

Wright,

Young

2023

Journal of Dental Education

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PurposeTo maintain accreditation status, predoctoral dental programs in the United States and Canada are required to train future dentists in the fundamentals of behavioral sciences. Each program independently determines how to fulfill this task, and little information exists on the consistency of training across programs. The purpose of this study was to identify the range of topics currently taught in predoctoral dental programs in the United States and Canada, who teaches them, and the modes of instruction and assessment.MethodsInvitations to complete an online survey were emailed to faculty responsible for, or familiar with, the behavioral sciences curricula at 75 predoctoral dental programs in the United States and Canada. Questions elicited information on behavioral sciences education at each program, including instructor background, topics taught, instructional and assessment methods, and sources of content.ResultsOf those invited, 27 (36%) completed surveys. Per the responses, prototypical behavioral sciences programs usually consist of didactic/lecture format teaching, mostly during the first 2 years of the predoctoral program, by a dentist who assesses students using multiple‐choice or true/false exams. The results indicated, however, substantial variation in what is taught, how it is taught, who teaches it, and how it is assessed.ConclusionsWhile being a requirement for accreditation, this study demonstrated how behavioral and social sciences topics, teaching strategies, and assessments, along with the individuals teaching those topics varied across predoctoral programs. Consistency, coordination, and clinical integration are possible ways of enhancing behavioral science instruction.

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Section: Discussionmentioning

confidence: 99%

“…In recent years, behavioral sciences have significantly advanced in the understanding of patients, clinicians, and care teams. 18,19 What was taught a decade ago may no longer be as relevant. Moreover, technological advances should be tracked and incorporated into student training.…”

Section: Smallmentioning

confidence: 99%

Exploring and describing current behavioral and social sciences curricula in predoctoral dental programs

Wright,

Young

2023

Journal of Dental Education

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Dental hygiene and dental students’ patient communication skills: Is public speaking education relevant?

Hasan,

Inglehart

2024

Journal of Dental Education

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PurposeCommission of Dental Accreditation (CODA) Standards require graduates to be competent in patient–provider communication. The objectives were (a) to assess dental hygiene and dental students’ general communication‐related attitudes and self‐reported skills related to establishing rapport, utilizing facilitative listening, and summarizing, as well as having oral health literacy‐related expertise; (b) to evaluate students’ prior public speaking experiences, their motivation to learn more about public speaking and evaluations of the public speaking‐related educational intervention; (c) and explore the relationships between communication‐related attitudes and skills and public speaking‐related education.MethodsAnonymous web‐based survey data were collected from 43 dental hygiene and 206 dental students after they participated in a zoom‐based educational intervention entitled “Utilizing Public Speaking Principles in Patient–Dental Care Provider Communication: An Exploration.”ResultsOn average, dental hygiene and dental students had positive communication‐related attitudes and agreed that communication is important (5‐point answer scale: 5 = agree strongly: dental hygiene students: Mean = 4.00; dental students: Mean = 4.08; p = 0.487). Both groups agreed that they were comfortable with establishing rapport (3.98 vs. 4.08; p = 0.151), summarizing information (3.92 vs. 3.86; p = 0.309) and considering patients’ oral health literacy skills in their communication (3.69 vs. 3.81; p = 0.108). However, dental hygiene students agreed less than dental students that they had facilitative listening skills (3.84 vs. 4.00; p = 0.034), had prior public speaking experiences (2.84 vs. 3.18; p = 0.004) and were less motivated to learn more about public speaking (3.06 vs. 3.68; p < 0.001). They also rated the educational intervention less positively than dental students (4.12 vs. 4.54; p < 0.001). Patient communication skills correlated significantly with public speaking considerations.ConclusionsStudents’ communication‐related attitudes are positive, but they are not likely to have education about public speaking. Dental educators should realize that students are interested in learning about public speaking and that learning about public speaking principles can enrich their patient–provider communication skills.

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A Framework for the Integration of Behavioral Health and Oral Health in Predoctoral Dental Education

Tiwari,

Randall

2024

Journal of the California Dental Association

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Harnessing the behavioral and social sciences to promote oral health: Where do we go from here?

Cited by 4 publications

References 18 publications

Exploring and describing current behavioral and social sciences curricula in predoctoral dental programs

Exploring and describing current behavioral and social sciences curricula in predoctoral dental programs

Dental hygiene and dental students’ patient communication skills: Is public speaking education relevant?

A Framework for the Integration of Behavioral Health and Oral Health in Predoctoral Dental Education

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