A Qualitative Look at Faculty Perspectives on Ergonomics in Dental Education

Abstract

Due to the high-risk nature of musculoskeletal disorder development in dentistry, ergonomic education and evaluation are needed in predoctoral programs. The purpose of this pilot study is to investigate perceptions of ergonomics within the School of Dentistry (SOD), current ergonomic clinical practices among third- and fourth-year dental students, and dental students' level of knowledge of ergonomics. The study was conducted utilizing an explanatory sequential mixed methods design to collect both quantitative and qualitative data. While the data collection occurred in three phases, this article will primarily focus on Phase III. The three phases of data collection were: Phase I consisted of a questionnaire distributed to all dental students; Phase II consisted of clinical observations of third- and fourth-year dental students' ergonomic postures during patient care, and Phase III consisted of SOD faculty focus groups to determine perceptions of ergonomic education with the predoctoral curriculum. Data revealed three overarching themes: (1) Didactic to clinical disconnect, (2) Elective impacts, and (3) A ready commitment. Phase I yielded a response rate of 84% (n=135). Phase I responses noted that 81.5% (n=110) of the dental students reported experiencing musculoskeletal pain. Ninety-three dental students reported receiving one or two lectures on ergonomics; however, 60% (n=27) failed to implement proper ergonomic postures while caring for patients in the clinical environment during Phase II. Phase III, revealed faculty support of ergonomic evaluation and correction among dental students. The results indicated a need to establish and implement an ergonomic evaluation and corrective program within the SOD

Reforms in current dental curriculum, through perceptions of medical educationists in Pakistan: A Qualitative Analysis.

“…The Oral Health Care System has literally been spoiled due to very little approach to Dental Education. 6 The imbalance between skills and competencies is universal in the dental profession, whereas our dental curriculum should address the local needs. 7 The curriculum must offer necessary opportunities and encourage students to engage in structured learning experiences that combine community service with preparation and reflection of the aim which is to realize students' professional responsibility to address the needs of the community.…”