Dental Students’ Perceived Value of Peer‐Mentoring Clinical Leadership Experiences

Abstract

This pilot study compared second-and fourth-year dental students' perceived values of newly implemented clinical leadership experiences (CLEs) at one U.S. dental school during the 2012-13 academic year. In the CLEs, fourth-year (D4) students mentored second-year (D2) dental students during faculty-supervised patient treatment. The two cohorts' perceived value of the experiences was measured with questionnaires consisting of five-point Likert scale questions and open text responses. Out of a total of 114 D2 and 109 D4 students, 46 D2 students and 35 D4 students participated (response rates of 40.4% and 32.1%, respectively). While responses from both cohorts showed they highly valued the CLEs, the D2s perceived greater value: 4.07 (0.53) v. 3.51 (0.95), p<0.003. Both cohorts reported feeling that D4s were prepared to mentor D2s, that the CLEs had educational benefits, and that the CLEs increased their comfort with peer communication. Theme analysis of open text questions revealed that the respondents perceived the D4s were more accessible than faculty and provided guidance and individual attention; the CLEs increased student comfort; the CLEs reinforced D4 skills, knowledge, and confidence; and the CLEs provided management, leadership, and collaborative work experience. Theme analysis also highlighted student concerns about a lack of program structure. Overall, the majority of both groups valued CLEs in their dental education. Particular advantages they perceived were increased comfort, guidance, and attention. Further program development should address student concerns. These results suggest that similar programs should be considered and/or expanded in other dental schools' curricula.Dr. Sheridan is a

Dentists’ Perceptions of Their Peer Learning Experiences in Dental School and Effects on Practice

“…Working together and teamwork may not come easily but are fundamental to dentistry 9 . Our results supported previous studies’ findings about the usefulness of PAL as a method to teach teamwork in patient care 4 , 9 , 19 . Despite the fact that students at our institution are not allowed to select their partner, previous research has reported that most peers got along well and performed in a professional and supportive manner 9 , 19 .…”

“…PAL has been affirmed in studies conducted around the world as creating a teaching environment in which health professions students have learned leadership and teamwork skills 2 , 7 , 9 , 13 , 14 , 18 . Though the benefits of PAL have thus been documented in research, we found only a few published articles about PAL programs in U.S. dental schools 4 , 9 , 19 . Our study sought to extend previously published research by exploring the perspectives of practicing dentists on the applicability of experiencing PAL during dental school.…”

“…The peer “teacher” developed higher cognitive abilities, improved psychomotor skills, increased self‐confidence, and had greater academic achievements from having had a partner; in addition, the peer teacher provided a non‐threatening supportive learning environment for the partner 5 , 22 , 23 . The peer partner benefited by having decreased clinical stress, increased independence, and the development of evaluative judgment skills 4 , 5 , 10 , 13 , 23 . In a study conducted by Tai et al, medical students’ evaluative judgment was found to be a product of effective peer observational feedback, which was presumed to have positive long‐term benefits in physicians’ careers 13 .…”

Prevalence and policy of occupational violence against oral healthcare workers: systematic review and meta-analysis

“…There is clearly a lack of institutional justice and standards or guidelines with regard to dealing with the issue. No intervention studies in the dentistry field have investigated the role of awareness and education in improving the detection and reporting of abuse [29]. A new strategy should be designed to mitigate violence and abuse against dentists and their staff that involves a combination of individual, organisational, social, and political support.…”

Student and faculty perspectives of a faculty‐student mentoring programme in a dental school

“…Informally, this network serves as a resource for incoming and early stage students for questions regarding the daily routine of dental school and advice. Peer to peer mentoring has shown success in professional school settings . Some benefits include increased comfort and guidance, helping the student deal with stressful situations, particularly during the first year of dental school, and later from pre‐clinic to clinic by sharing their experiences with their peers …”