Maximizing Student Clinical Communication Skills in Dental Education—A Narrative Review

Abstract

Dental student training in clinical communication skills and behavioral aspects of treatment are lauded as clinically meaningful in the dental education literature. However, many dental school curricula still only provide didactic, one-time coursework with multiple choice examination assessment and little or no student skill-activating activities. This article aims to review literature relevant to optimizing clinical communication and behavioral skills in dental education. The review summarizes findings of several relevant reviews and usable models to focus on four themes: (1) special characteristics of dentistry relevant to communication skill needs, (2) essential components of dental student learning of communications skills, (3) clinical consultation guides or styles and (4) optimal curricular structure for communication learning effectiveness. Contexts of communications in the dental chair differ from medical and other allied health professions, given the current mostly dentist-dominant and patient-passive relationships. Patient-centered communication should be trained. Dental students need more practical learning in active listening and patient-centered skills including using role-play, videotaping and ultimately, real patient training. Medical consultation guides are often unwieldy and impractical in many dental contexts, so a shortened guide is proposed. Communication skills need to be learned and taught with the same rigor as other core dental skills over the entire course of the dental curriculum.

Validity and reliability of the Spanish version of the consultation and relational empathy measure in dental students (Sp‐Dent‐CARE): A cross‐sectional study

“…Having a tool such as the CARE measure validated in Spanish and in the context of dentistry is a necessary step to develop new lines of research into the acquisition of interpersonal skills in this field, and to be able to carry out educational interventions aimed at training in relational empathy. This need is justified in view of the high percentages of dental anxiety in the population, as well as the vulnerability that can be generated in patients due to the working position in the dental chair 16 …”

Situational simulation teaching effectively improves dental students’ non-operational clinical competency and objective structured clinical examination performance

“…Interactive pedagogical techniques include role-playing, simulated patient encounters, interactions with standardized patients (SPs), actual patient interviews, small-group activities, and video-based exercises. A systematic review revealed that the fundamental principles for effective communication training encompass active learning strategies, such as incorporating practical exercises, clinically relevant scenarios, self-assessment tools for students, use of videotapes, and involvement of patient actors [ 11 , 12 ]. However, dental school curricula often have insufficient skill-activating programs [ 12 ].…”

“…A systematic review revealed that the fundamental principles for effective communication training encompass active learning strategies, such as incorporating practical exercises, clinically relevant scenarios, self-assessment tools for students, use of videotapes, and involvement of patient actors [ 11 , 12 ]. However, dental school curricula often have insufficient skill-activating programs [ 12 ].…”

Measuring satisfaction with dental education among dentists and dental students in Croatia: A cross‐sectional study

“…7 Students' satisfaction with the clinical and social skills acquired during the educational process is a possible indicator of the quality of the study programme. 8,9 One of the methods to evaluate the educational system is to survey the students as they fully experience the impact of education. 10 Therefore, a cross-sectional study was conducted to determine satisfaction with the quality of education among dentists and dental students in Croatia.…”

“…For dental students to be excellent and successful dentists after graduation, they should gain sufficient clinical experience during their studies by receiving adequate training in clinical, technical, analytical, communication and management skills in addition to theoretical knowledge 7 . Students' satisfaction with the clinical and social skills acquired during the educational process is a possible indicator of the quality of the study programme 8,9 . One of the methods to evaluate the educational system is to survey the students as they fully experience the impact of education 10 …”