Exploring the Predictive Ability of Two New Complementary Instruments for Assessing Effective Therapeutic Communication Skills of Dental and Dental Hygiene Students

Abstract

Research on the development of effective therapeutic communication skills for oral health providers is slowly evolving. One of the initial steps in this research is to identify and address gaps in the work of previous researchers. Ultimately, the educational goal of competence in communications skills development is to provide improved patient care including improved patient satisfaction. This article is the third in a series describing the development of and indings from the new complementary Patient Communication Assessment Instrument (PCAI) and Student Communication Assessment Instrument (SCAI). The aim of the study reported here was to look at the relationship between communication skills and patient and student clinician gender interactions, sociodemographic factors (e.g., age, income), and changes in these interactions with length of treatment. A total of 410 patient assessments (PCAI) and 410 matching student self-assessments (SCAI) were used for further data analysis. Patients of female student clinicians, female patients, patients of a higher and the lowest income range, and older patients reported statistically signiicant higher student communication scores. The PCAI identiied that certain groups of patients consistently report higher scores than other groups, whereas the SCAI identiied differences between male and female student clinicians. The results have implications for educational protocols, communication strategies, and the need for continued research regarding sociodemographic factors and their relationship to patient satisfaction.

Teaching and Assessment of Dentist‐Patient Communication Skills: A Systematic Review to Identify Best‐Evidence Methods

“…Others applied new assessment instruments that had been validated in other areas of health professions education, like the Calgary‐Cambridge concept (CCOG), 6 the behavioral observation rating scale, 31 the Communication Skills Attitude Scale (CSAS), 25 the Masters Interview Rating Scale (MIRS), 37 and the Arizona Clinical Interviewing Rating (ACIR) 10 , 36 . The Patient Communication Assessment Instrument (PCAI) and Student Communication Assessment Instrument (SCAI) were also used in studies in attempts to introduce new assessment instruments for dentistry 11 , 38 – 40 …”

Oral Health Literacy: How much Italian people know about the dental hygienist

“…As far as oral health professional gender is concerned (questions 3 and 10), patients consider preparation, competence and skill more important than gender and this is more evident than previously reported ( 19 - 21 ). To the best of the authors’ knowledge, this issue has never been investigated as far as DH is concerned but only as far as dental hygienist students are concerned ( 21 ).…”

“…As far as oral health professional gender is concerned (questions 3 and 10), patients consider preparation, competence and skill more important than gender and this is more evident than previously reported ( 19 - 21 ). To the best of the authors’ knowledge, this issue has never been investigated as far as DH is concerned but only as far as dental hygienist students are concerned ( 21 ). As for all other health professions, the choice of a health professional probably follows the professional stereotypes related to gender for which surgical speed, clarity and competence are attributed to men, while listening skills and availability to interview are attributed to women.…”

Diş Hekimliği Eğitiminde Beceri Kavramı: 21. Yüzyıl Becerileri

“…Oysa ki; hasta merkezli (patient-centered) fakültelerde, öğrencilerin iletişim becerilerinin geliştirilmesi önemlidir 70. Birçok çalışmada "öğrenci iletişim değerlendirme ölçeği" ve "hasta iletişim değerlendirme ölçeği" gibi 2 araç geliştirilmiştir 70,71. Öğrencilerin değerlendirilmesi genellikle hastaların bakış açısı yerine eğitmenler tarafından yapılır.…”

“…Öğrencilerin değerlendirilmesi genellikle hastaların bakış açısı yerine eğitmenler tarafından yapılır. Bir çalışmada ise öğrencilerin iletişim becerilerini değerlendiren ölçek; hastalar ve yardımcı personel tarafından formüle edilmiştir 71. Çalışmada; saygılı ve ilgili davranma, bilgiyi paylaşma, takım üyeleriyle iletişim, konforu dikkate alma, profesyonel ilişki kurma ile randevu düzenleme ve takip şeklinde 7 bileşen incelenmiştir.…”