Saudi dental students’ perceptions of pediatric behavior guidance techniques

Abstract

BackgroundDental students receive theoretical and clinical training in pediatric behavioral guidance techniques at university. Therefore, the content of the educational course and the degree of training in behavioral techniques may have an impact on the students’ perceptions and practice of such techniques. The purpose of this study was to evaluate Saudi dental students’ perceptions of behavior guidance techniques used in pediatric dentistry, and to assess the changes in their perceptions after 1 academic year of a didactic and clinical educational course.MethodsThis longitudinal study was carried out once at the beginning and once at the end of the 2013/2014 academic year at the College of Dentistry, King Saud University in Riyadh, Saudi Arabia. A questionnaire measuring the perceived acceptability of behavior guidance techniques was completed by 78 fourth-year dental students before and after a pediatric dental course. Acceptability ratings were scored on a 5-point Likert scale and compared and evaluated in relation to demographic data. Paired t-test and one-way analysis of variance were used for the statistical analyses.ResultsBefore the course, the highest scores were for reinforcement and desensitizing techniques and the lowest were for aversive and communicative techniques. After the course, statistically significant increases were found in the acceptability of aversive techniques (voice control and hand-over-mouth), all pharmacological techniques, and modeling. Most communicative techniques and clinical situations were also rated as significantly more acceptable. Statistically significant decreases in acceptability ratings were found in promising a toy, and immobilization by staff or a parent. Immobilization using a papoose board, modeling, the presence of parents during the child’s treatment, and most communicative techniques were rated as significantly more acceptable by male students than female students.ConclusionsIn general, Saudi dental students rated most basic behavior guidance techniques as acceptable. An educational course, including didactic and clinical components, improved their acceptability ratings, and had a considerable influence on their perceptions of behavior guidance in pediatric dentistry.

Attitudes of dental students towards paediatric dental behaviour guidance

“…The analysis of the current results demonstrated a significantly higher acceptability mean score amongst clinical year students for the investigated aversive BMTs, except for VC, in comparison with their pre-clinical counterparts. Similar results were noticed by Sotto et al 12 , Al-Jaboir et al 4 , Ali et al 13 . In many countries, the use of physical restraint on dental patients is guided by protocols and guidelines, which highlights the need for careful consideration of patients' physical, physiological, psychological and medical conditions 14 .…”

“…In line with other similar studies, most students demonstrated an acceptance of methods categorized as Reinforcement and Desensitisation techniques such as PR, TSD, Distraction, Communication regardless of their course in the university 3,4,[11][12][13] . A significant increase in the acceptability of Nonverbal communication was observed in the views of the V th -course students.…”

“…Another desensitizing BMT also demonstrated a significant positive change in the present study -Modelling. The effectiveness of using it in the management of a child`s dental behaviour during the clinical training classes by students could be a possible reason for our results 4 .…”

“…In addition to this, dental practitioners should be tolerant and flexible in incorporating behaviour management strategies 1 . The American Academy of Pediatric Dentistry (AAPD) has issued a set of guidelines on behaviour guidance for paediatric dental patients with recommendations for focusing and implementing them during the entire period of dental education 4 . There have been some empirical studies evaluating the acceptability of the BMTs during dental treatment.…”

Perceptions of behavioural guidance techniques for paediatric patients amongst students in a Malaysian dental school

“…Acknowledging the importance of acquiring skills and knowledge in BG, training in this area of dental practice has been highlighted as a vital component of the undergraduate curriculum 8 . Across the globe, dental students demonstrated differing levels of acceptance of and preference for BG techniques, which was associated with various factors such as socio‐cultural influence and academic experience 9,10 . Individuals’ acceptance of BG techniques may influence its application, thus impacting the provision of care for the patients, who may present with unique characteristics and variable needs for behavioural control.…”