Meeting the needs of patients with disabilities: how can we better prepare the new dental graduate?

Wilson, Katherine; Dunn, Katherine L.; Holmes, Richard D.; Delgaty, Laura

doi:10.1038/s41415-019-0462-9

Cited by 4 publications

(10 citation statements)

References 15 publications

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“…Almost all the students agreed that SCD should be part of the undergraduate teaching to be able to manage the needs of all patients without discrimination, with similar results to the study by Wilson's et al 17 . These results are also similar to the study on dental schools where staff and Deans from USA dental schools agreed with the fact that schools have a responsibility to teach students to treat patients with special needs 18 .…”

Section: Discussionsupporting

confidence: 79%

“…The emerging themes from that study were the key to develop our questionnaire and include the appropriate items. The analysis of the competencies set up by the iADH, complemented by the results from Wilson's et al 17 . study added evidence to our statements by emphasizing the areas that need further development to improve the undergraduate curriculum in SCD.…”

Section: Discussionsupporting

confidence: 57%

“…In this study, we developed a questionnaire based on the findings from a recent qualitative study that ran two focus groups from final year dental students 17 . The emerging themes from that study were the key to develop our questionnaire and include the appropriate items.…”

Section: Discussionmentioning

confidence: 99%

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Dental student readiness to treat special care patients upon graduation

Moreno-Lopez

Bovaird

González

et al. 2023

Special Care in Dentistry

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IntroductionThere has been a global increase in patients with special needs. Undergraduate dental curricula need to adjust to meet the needs of these patients. This study aimed to identify how confident final year dental students felt about treating patients with special needs upon graduation and evaluate the influence that the curriculum had on their preparedness based on competencies outlined by the International Association for Disability and Oral Health (iADH).MethodsA questionnaire was administered to final year dental students at two different Universities in Scotland and in Spain to: (1) evaluate how prepared students felt when treating patients with special needs and (2) assess the competencies outlined by iADH.ResultsThe response rate was 18.4% (30/163 students). Overall, 83.3% of the students (n = 25) perceived they would benefit from more practical sessions with patients with learning and physical disabilities to improve their clinical management of these patients. 53.3% (n = 16) didn't feel that had the knowledge to properly treat all special care dentistry (SCD) patients upon graduation (scored 5 or 6 on the IADH competency framework). 83.3% of the students (n = 25) felt that the mode of teaching should be problem‐based complemented with small group seminars.ConclusionStudents from both Universities agreed that more clinical practice might be required for them to further their skills to treat special needs patients upon graduation, which correlates with the need to have more practical sessions to consolidate competency 4 (communication skills with SCD) and competency 6 (clinical management of patients requiring SCD).

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Section: Discussionsupporting

confidence: 79%

Section: Discussionsupporting

confidence: 57%

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Dental student readiness to treat special care patients upon graduation

Moreno-Lopez

Bovaird

González

et al. 2023

Special Care in Dentistry

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“…Alumran (2018) numa revisão sistemática avaliou a educação odontológica e a preparação dos cirurgiões-dentistas para tratar pacientes com necessidades especiais e notou que a formação é escassa. De acordo com Wilson (2019), os alunos identificaram a necessidade de mais estrutura para o ensino e maior exposição à comunidade com deficiência, destacando a importância de um currículo com abordagem mais ampla na graduação.…”

Section: Discussionunclassified

“…Além disso, verifica-se que nem todo cirurgião-dentista está preparado para o atendimento a estes pacientes, por não terem recebido uma formação correta durante seu processo acadêmico (MONTESERÍN-MATESANZ et al, 2015); falta preparo educacional no manejo e atendimento aos PNEs (OCANTO et al,2020) e surgem discussões de estratégias de como lidar com os desafios comportamentais dos pacientes (LECLAIRE et al, 2020) Os alunos de graduação também demonstram a necessidade de mais estrutura para o ensino e maior exposição à comunidade com deficiências (WILSON et al, 2019), sendo necessário uma melhor formação dos estudantes de odontologia sobre manejo e protocolos de atendimento (QUEEN et al,2016).…”

Section: Introductionunclassified

Percepção Dos Cirurgiões-Dentistas E Acadêmicos Sobre O Atendimento a Pacientes Com Necessidades Especiais Em Porto Velho – Ro

Gabaldo

Guimarães

Gazola

et al. 2021

RESC

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Pacientes com Necessidades Especiais (PNEs) têm maior risco de desenvolver problemas de saúde bucal. O estudo avaliou a percepção dos cirurgiões-dentistas e acadêmicos de odontologia de Porto Velho (RO) sobre a conduta, atitudes, conhecimento e segurança na execução dos procedimentos odontológicos em PNEs. Um total de 337 participantes (262 - cirurgiões-dentistas e 75 acadêmicos) responderam um questionário estruturado sobre experiências educacionais e clínicas com PNEs, conhecimento adquirido durante formação acadêmica, segurança, confiança diante dos atendimentos e manuseio dos pacientes. Os dados foram tabulados em Planilha Excel®. Sobre os resultados: a porcentagem de PNEs atendidos pelos cirurgiões-dentistas entre 1 a 5 pacientes foi de 50,77% e entre os acadêmicos 53,34% não atenderam nenhum paciente; sobre a segurança e confiança na realização do tratamento odontológico, 69,09% dos cirurgiões-dentistas e 62,67% dos acadêmicos não se sentem seguros; sobre a percepção da formação educacional, 64,12% dos cirurgiões-dentistas e 68% dos acadêmicos classificaram não ser satisfatória e 68% acadêmicos e 51,52% dos cirurgiões-dentistas desejam realizar atendimento odontológico PNEs; 87,79% dos cirurgiões-dentistas e 93,33% dos acadêmicos desejam mais informações sobre protocolos de tratamento e 68,32% dos cirurgiões-dentistas e 73,34% dos acadêmicos preferem informações didáticas e clínicas. Cirurgiões-dentistas e acadêmicos não se sentem completamente aptos ao atendimento dos PNEs e desejam melhorar a sua formação educacional; novas propostas curriculares visam desenvolvimento de profissionais mais capacitados e seguros ao atendimento dos PNEs.

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Intersection of the iADH undergraduate curriculum in special care dentistry and the association of Canadian faculties of dentistry competencies framework

Pani

Dong

Faulks

2023

Special Care in Dentistry

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AimsTo map the International Association of Disability and Oral Health (iADH) curriculum to the Association of Canadian Faculties of Dentistry (ACFD) competencies framework to develop a strategy for teaching special care dentistry (SCD) using the International Classification of Functioning, Disability, and Health (ICF). To review the literature to identify educational methodologies that support teaching SCD competencies.MethodsThe 20 subdomains of the ACFD competencies framework were mapped to the 18 subdomains of the iADH competency matrix. A literature review of methods, techniques, or innovations used to teach SCD was conducted using the Preferred Reporting Items for Systematic Reviews and Meta‐analyses (PRISMA) guidelines and the Sample, Phenomenon of Interest, Design, Evaluation, and Research Type (SPIDER) tool.ResultsThe iADH curriculum was mapped to the ACFD competencies in the areas of patient care, professionalism, communication and collaboration, practice information management, and health promotion. A total of 176 articles from PubMed and 10 resources from MedEdPortal were identified in the literature search. Eleven articles met the inclusion and exclusion criteria. The overall quantity and quality of studies was low. Experiential learning in either a dental school or hospital‐based program seemed to improve knowledge of SCD and to incite greater willingness to treat patients requiring SCD.ConclusionsCase‐based learning, computer‐based modules, standardized patients, and clinical practice are educational strategies for teaching SCD competencies. The integration of SCD into the undergraduate dental curriculum seems feasible, as most required competencies are transferable to all dental disciplines. Furthermore, the ICF provides a functional model that is a patient‐centered approach and is applicable to dentistry beyond SCD.

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Meeting the needs of patients with disabilities: how can we better prepare the new dental graduate?

Cited by 4 publications

References 15 publications

Dental student readiness to treat special care patients upon graduation

Dental student readiness to treat special care patients upon graduation

Percepção Dos Cirurgiões-Dentistas E Acadêmicos Sobre O Atendimento a Pacientes Com Necessidades Especiais Em Porto Velho – Ro

Intersection of the iADH undergraduate curriculum in special care dentistry and the association of Canadian faculties of dentistry competencies framework

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