Developing Prosthodontic Residents’ Communication Strategies with Edentulous Patients: A Pilot Study

Abstract

The aim of this study was to investigate whether prosthodontic residents' attitudes toward provider-client communication would be shaped by a tailor-made communications skills course. In 2016, the pre-intervention attitudes of all six second- and third-year prosthodontic residents in a three-year residency at an academic dental institution in India were assessed using the Communication Skills Attitude Scale (CSAS). The residents' performance was then video-recorded while they treated complete denture patients and was analyzed using the Kalamazoo scale, a validated scale for communication skills assessment. The residents' weaknesses were identified, and a custom-made generic module was designed along with individual guidance counseling for addressing aspects relevant to complete denture patients. The residents' attitudes were again assessed immediately after they completed the training using CSAS, as well as after two and four months using Balint sessions. Analysis of the recordings showed that few of the deficiencies during intraoral procedures were contextual, and the Kalamazoo scale did not address them: these were noted as being "beyond Kalamazoo." After the training, the residents reported awareness of their weaknesses and feeling motivated to practice their newly acquired skills. The Balint sessions showed that they had started valuing patients' agendas and the rapport-building process, and they reported transfer of skills when treating other types of prosthodontic patients. In this study, a customized communication skills module brought about a positive change in residents' attitudes, which was sustained over four months. Similar training could be implemented in other dental specialties.

Application of Practice Oriented–Peer Review for Prosthodontics (PRO-PReP)—A Qualitative Study

“…The individualized feedback dealt with telling the postgraduates their specific strength and weakness in communication skills, as observed in the videorecordings. 1 The immediate open feedback regarding the training program revealed that the postgraduates wanted regular feedback on their performance posttraining. Due to the interest shown by them, it was decided to continue video recording their interactions with another set of 66 complete-denture patients for observing continuation or decay of the application of the skills taught.…”

“…It is hardly taught systematically in dental training and is learned from role models or seniors as a hidden curriculum. 1 The training programs on doctor-patient communication may vary, depending on the depth of the subject/skills covered. However, such programs may not serve the purpose unless there is the engagement of learners and follow up on the application of the skills taught.…”

Implementation of game‐based training in oral rehabilitation of edentulous patients in an undergraduate dental course

“…7 These simulation formats may be completed by video-recording analysis previously developed for postgraduate residents in order to develop their communication skills. 8 Before 2019, undergraduates enrolled at the University of Paris benefited from lectures dealing with knowledge, and practical works focusing on clinical and laboratory procedural skill training with or without phantom head simulators, at the preclinical level. Clinical practice under the supervision of a senior practitioner was also proposed to students during their internship.…”

“…Several simulation formats may be proposed to undergraduate students for technical procedures learning of complete denture provision, including phantom head simulators 6 and standardized patients 7 . These simulation formats may be completed by video‐recording analysis previously developed for postgraduate residents in order to develop their communication skills 8 . Before 2019, undergraduates enrolled at the University of Paris benefited from lectures dealing with knowledge, and practical works focusing on clinical and laboratory procedural skill training with or without phantom head simulators, at the preclinical level.…”