IADR Abstract Archives
What can be done to effectively develop and enhance care planning skills in dental students?
Objectives: Dental students must be able to demonstrate the ability to effectively plan a comprehensive sequence of care for their patients, a defined new graduate competency required by the Australian Dental Council for registration a dental practitioner. After the acquisition of the desired knowledge base and understanding of dental science and practice, students require time and experience in order to satisfactorily develop the necessary higher order skills of knowledge application, critical analysis, and rational decision making to effectively plan patient care.
Methods: This study investigated whether a series of interactive small group workshops scheduled away from the clinic environment could successfully enhance treatment planning skills in Year Four Dentistry students.
Working in pairs, students electronically accessed their own patient records to jointly discuss and formulate comprehensive treatment plans for these patients. Experienced clinicians mentored student pairs and contributed later to the general group presentation and discussion of all plans.
Results: Comparison between pre- and post-innovation assessment results of the care planning undertaken by the students involved indicated a trend towards improvement of students’ skills across each parameter, and pre- and post-innovation survey responses indicated an improvement in students’ confidence in their abilities.
Conclusions: The shared learning activity, the increased exposure to a variety of cases, and the safe, supportive learning environment facilitated engagement and deeper learning for the students. A positive response from the limited numbers of students and clinicians taking part in this study encourages further evaluation of the teaching model on a larger scale to drive future curriculum implementation.
Methods: This study investigated whether a series of interactive small group workshops scheduled away from the clinic environment could successfully enhance treatment planning skills in Year Four Dentistry students.
Working in pairs, students electronically accessed their own patient records to jointly discuss and formulate comprehensive treatment plans for these patients. Experienced clinicians mentored student pairs and contributed later to the general group presentation and discussion of all plans.
Results: Comparison between pre- and post-innovation assessment results of the care planning undertaken by the students involved indicated a trend towards improvement of students’ skills across each parameter, and pre- and post-innovation survey responses indicated an improvement in students’ confidence in their abilities.
Conclusions: The shared learning activity, the increased exposure to a variety of cases, and the safe, supportive learning environment facilitated engagement and deeper learning for the students. A positive response from the limited numbers of students and clinicians taking part in this study encourages further evaluation of the teaching model on a larger scale to drive future curriculum implementation.