A qualitative study to explore the issues faced by patients when giving feedback on the communication of dental students

Objectives: Whilst the DoH and NIHR are committed to involving patients in improving clinical education, research and service delivery, there is a limited body of evidence on the perceptions of patients when asked to be involved in this way, and specifically when asked to feedback on the communication skills of dental students. This study seeks to address this gap and heighten the understanding of the issues faced by patients when asked to be involved in clinical education.
Methods: Qualitative research methodology was used in the form of focus groups to gather data from patients being treated at the Peninsula Dental School on the thoughts, feelings and beliefs of the target population when asked to feedback hypothetically on the communication skills of dental students. Data analysis involved inductive thematic analysis of the transcribed audio recordings. The rigor of the research was tested by participant validation of emergent themes, prior to final analysis.
Results: The data revealed that patients want to be involved in this way and perceive themselves as co-educators who can enhance the students teaching and learning experiences. Issues of anonymity, confidentiality and ownership of the feedback process were worrisome. Careful support of the students was highlighted if feedback was negative, and the positioning patient feedback in the programme was seen as critical, with higher year students being perceived as more able to cope than younger students. Potential patient vulnerability was observed with the power balance between patient and student being important.
Conclusions: Patients have a valuable contribution to make to the development of the communication skills of dental students and are willing be involved in the feedback loop. As co-educators, they can mutually work together in the supportive environment of dental schools to enhance these skills.