Comments as Part of a Clinical Competency Rating System

Milani, James E.; M.S.P.H., Howard Waitzkin; Chambers, David W.

doi:10.1002/j.0022-0337.2007.71.2.tb04271.x

Cited by 3 publications

(2 citation statements)

References 18 publications

(12 reference statements)

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“…The health care literature highlights the importance of psycho‐social variables in health treatment; however, it can still be shown that professional schools do not lend importance to these variables (3, 4). According to Casamassino, some paediatric dentists have performed dozens of sedation procedures, whereas others have observed or performed only a few, demonstrating differences in the training of different technical abilities to cope with non‐cooperative behaviour (5).…”

Section: Introductionmentioning

confidence: 99%

Student self-confidence in coping with uncooperative behaviours in paediatric dentistry

Batista

Nascimento

Rolim

et al. 2011

European Journal of Dental Education

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During paediatric dental treatment, non-collaboration and fearful reactions are frequently observed in the child client. The dentistry student must be prepared to cope with these reactions, particularly considering the importance of the relationship between dentists and patients in the promotion of oral health. The present study aimed to assess undergraduate dentistry students' perceptions of their ability to cope with non-collaboration situations in paediatric dentistry. A Likert-style questionnaire was used to analyse students' self-confidence levels, and proposed solutions to 10 problem situations the students would be likely to encounter were recorded. The questionnaire was administered to two undergraduate dentistry student groups from two different Brazilian Public Faculties, comprising 122 respondents. The self-confidence analysis indicated that it varied according to the extent of the child's reaction and the invasiveness of the procedure. Responses to the open-ended questions were categorised by solution proposed, and the analysis indicated that the most frequent responses were categorised as follows: tranquilising, explanation and restriction. Significant differences were found in tranquilising (with higher values for Faculty 2 than 1, and higher values for female students than male students at Faculty 2) and restriction (with higher values for female students compared with male student at both Faculties). The results and discussion focused on the aspects of training dentistry students' social and behavioural management skills.

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Section: Introductionmentioning

confidence: 99%

Student self-confidence in coping with uncooperative behaviours in paediatric dentistry

Batista

Nascimento

Rolim

et al. 2011

European Journal of Dental Education

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“…Numerous dental schools place little emphasis on these psychosocial variables (stress, depression, fear, etc. ), resulting in difficulty in treating these patients [13,14 ]. Therefore, comprehending these factors may contribute to the success of dental treatment.…”

Section: Introductionmentioning

confidence: 99%

Self-confidence and Coping Strategies among Saudi Arabian Undergraduate Dental Students in Managing the Children with Various Behaviors

Kotha,

Chaudhry,

Tarek

et al. 2023

JUPD

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The purpose of this study was to assess the perception and confidence in handling uncooperative pediatric patients in dental settings and to assess their coping strategies in managing these patients. Methods:The pre-tested questionnaire consisting of demographic data followed by ten clinical scenarios were distributed among 859 students. Student t-test was used to compare confidence among the gender and nationality followed by ANOVA and TUKEY post hoc for student level. The coping scores and the percentages are segregated and presented according to how many students opted for a particular technique in each scenario based on gender, nationality, and education level using the Chi-square test.Results: Females and Non-Saudis were found to be more confident with statistically significant results only in the former. Seniors were confident in dealing with uncooperative children, and this is significant statistically-wide variations in selecting a specific technique. To a more significant extent, modeling and Tell-Show-Do were preferred. Conclusions: There is a lot of discrepancy between learning theoretically and applying it practically to patients. Henceforth, the students need to get exposed to many pediatric patients to understand which technique would be useful in dealing with uncooperative children.

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Assessing Dental Students’ Competence: Best Practice Recommendations in the Performance Assessment Literature and Investigation of Current Practices in Predoctoral Dental Education

Albino

Young

Neumann

et al. 2008

Journal of Dental Education

156

169

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In this article, the Task Force on Student Outcomes Assessment of the American Dental Education Association's Commission on Change and Innovation in Dental Education describes the current status of student outcomes assessment in U.S. dental education. This review is divided into six sections. The first summarizes the literature on assessment of dental students' performance. Section two discusses catalysts, with a focus on problem-based learning, for development of new assessment methods, while the third section presents several resources and guides that can be used to inform selection of assessment techniques for various domains of competence. The fourth section describes the methodology and results of a 2008 survey of current assessment practices in U.S. dental schools. In the fifth section, findings from this survey are discussed within the context of competencybased education, the educational model for the predoctoral curriculum endorsed by the American Dental Education Association and prescribed by the Commission on Dental Accreditation. The article concludes with a summary of assessments recommended as optimal strategies to measure three components of professional competence based on the triangulation model. The survey of assessment practices in predoctoral education was completed by 931 course directors, representing 45 percent of course directors nationwide, from fifty-three of the fifty-six U.S. dental schools. Survey findings indicate that five traditional mainstays of student performance evaluation-multiple-choice testing, lab practicals, daily grades, clinical competency exams, and procedural requirements-still comprise the primary assessment tools in dental education. The survey revealed that a group of newer assessment techniques, although frequently identified as best practices in the literature and commonly used in other areas of health professions education, are rarely employed in predoctoral dental education.

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Comments as Part of a Clinical Competency Rating System

Cited by 3 publications

References 18 publications

Student self-confidence in coping with uncooperative behaviours in paediatric dentistry

Student self-confidence in coping with uncooperative behaviours in paediatric dentistry

Self-confidence and Coping Strategies among Saudi Arabian Undergraduate Dental Students in Managing the Children with Various Behaviors

Assessing Dental Students’ Competence: Best Practice Recommendations in the Performance Assessment Literature and Investigation of Current Practices in Predoctoral Dental Education

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