Mindfulness and Professionalism in Dentistry

Lovas, John G.L.; Lovas, David; Lovas, P. Michael

doi:10.1002/j.0022-0337.2008.72.9.tb04574.x

Cited by 45 publications

(32 citation statements)

References 127 publications

(155 reference statements)

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“…As Table shows, various teaching formats for delivering mindfulness training are found in medical schools. For example, at Dalhousie University, Lovas et al . describe an introductory lecture entitled ‘Mindfulness in Dentistry’, which is delivered to Year 1 dental students, and an elective course delivered to health care professionals using the University of Massachusetts model; students are given first priority to enrol.…”

Section: Resultsmentioning

confidence: 99%

Teaching mindfulness in medical school: where are we now and where are we going?

2013

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Objectives Mindfulness has the potential to prevent compassion fatigue and burnout in that the doctor who is self‐aware is more likely to engage in self‐care activities and to manage stress better. Moreover, well doctors are better equipped to foster wellness in their patients. Teaching mindfulness in medical school is gaining momentum; we examined the literature and related websites to determine the extent to which this work is carried out with medical students and residents. Methods A literature search revealed that 14 medical schools teach mindfulness to medical and dental students and residents. Results A wide range of formats are used in teaching mindfulness. These include simple lectures, 1‐day workshops and 8–10‐week programmes in mindfulness‐based stress reduction. Two medical schools stand out because they have integrated mindfulness into their curricula: the University of Rochester School of Medicine and Dentistry (USA) and Monash Medical School (Australia). Studies show that students who follow these programmes experience decreased psychological distress and an improved quality of life. Conclusions Although the evidence points to the usefulness of teaching mindful practices, various issues remain to be considered. When is it best to teach mindfulness in the trajectory of a doctor's career? What format works best, when and for whom? How can what is learned be maintained over time? Should mindfulness training be integrated into the medical school core curriculum?

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Section: Resultsmentioning

confidence: 99%

Teaching mindfulness in medical school: where are we now and where are we going?

2013

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“…It would be interesting to see whether emotional relief measures (such as mindfulness meditation) could secure empathy. The importance of self‐care in dentistry has already been described by Lovas et al…”

Section: Discussionmentioning

confidence: 82%

Working experience is not a predictor of good communication: Results from a controlled trial with simulated patients

Kruse

Heil²,

Struß³

et al. 2019

Eur J Dental Education

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Introduction:The importance of good communication in dentistry is proven in terms of both medical satisfaction and patient-related recovery and prevention. The present work deals with the comparison of communicative abilities and the communicative self-assessment of licensed dentists as well as students of dentistry with special emphasis on the influence of the treatment experience. Materials and Methods:A total of 34 dentists (experimental group) with an average work experience of 16 years and 36 students (control group) with an average of 1.4 years of treatment experience were included. In addition to a tutor, four types of simulation patients with standardised trained roles (anxious, critical, dissatisfied and difficult to motivate) were used to create reproducible conversations. The selfassessment and evaluation of the conversation took place by completing questionnaires. Here, an introductory questionnaire was distributed to the participants prior to the conversation and another one after intervention. Whilst the tutors completed their survey during the intervention, the simulation patients answered their questions after the conversation. Results:The results showed that the dentists rated their own communication skills significantly higher than the students for anxious (P < 0.001) and unmotivated patients (P = 0.026). However, the evaluation of the simulated patients showed that the students achieved higher overall empathy scores (42.03 vs 38.77, P = 0.016). Conclusion:Due to the declining empathy values with increasing treatment experience, communication training is useful for the daily routine of treatment even for experienced dentists. K E Y W O R D S communication, dental students, empathy, medical training, physician-patient relationship, work experience S U PP O RTI N G I N FO R M ATI O N Additional supporting information may be found online in the Supporting Information section. How to cite this article: Kruse AB, Heil HK-P, Struß N, et al. Working experience is not a predictor of good communication: Results from a controlled trial with simulated patients. Eur J Dent Educ. 2020;24:177-185. https ://doi.

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“…12,13 In addition, non-verbal communication is of the utmost importance regarding its effect on first impressions and interpersonal relationships. 14 This study aimed to assess the perceptions of patients of the professionalism of dental students at a South African Tertiary Oral Health Centre (SA-OHC).…”

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confidence: 99%

The perception of patients of the professionalism of dental students at a Tertiary Oral Health Centre, South Africa

Malele-Kolisa

Ponte²,

Lee³

et al. 2018

S. Afr. dent. j.

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Professionalism in the healthcare setting refers to the standards a patient can expect from his/her healthcare practitioner (HCP). Appearance, behaviour, attitude and communication skills are all attributes of professionalism. To assess the perceptions of patients of the professionalism of oral health students at an South African Tertiary Oral Health Care Centre (SA-OHC). A cross-sectional, analytical study was conducted using an interviewer-administered questionnaire. Photographs depicting various dress codes were included in the questionnaire given to patients. A total of 118 patients with a mean age of 44 years (sd-18.16) were interviewed. The majority (n=76; 65%) were previously booked patients; 72% female; 53% black; and 85% in the earning category of up to R3000 p/m. The Cronbach alpha score was good at 0.7. 96% of patients agreed that the students looked professional in lab coats (79.5%), then surgical gowns (55.9%) and thirdly scrubs (50.9%) although not in formal wear (66%. In terms of communication skills and behaviour, students were highly rated (91%-99%). Payment classification, education level and gender influenced patient perceptions (p<0.05). Students were highly regarded by patients generally, and patients perceived lab coats and surgical gowns to be more professional than formal garb. Professionalism in health care can be defined as "the standard to which a patient can and should expect from their health care practitioner". 1 The Health Professions Council of South Africa (HPCSA) considers professionalism to be "a relationship of mutual trust between patients and health care practitioners". 2 Professionalism also entails the application of scientific knowledge to clinical skill, communication skills between patients, staff and the practitioner and maintaining current and new relationships built on trust with the patient. 3,4 Professionalism is a complex overlap between behaviour, skill, communication and appearance.

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Mindfulness and Professionalism in Dentistry

Cited by 45 publications

References 127 publications

Teaching mindfulness in medical school: where are we now and where are we going?

Teaching mindfulness in medical school: where are we now and where are we going?

Working experience is not a predictor of good communication: Results from a controlled trial with simulated patients

The perception of patients of the professionalism of dental students at a Tertiary Oral Health Centre, South Africa

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