Patient Satisfaction Surveys in Dental School Clinics: A Review and Comparison

The aim of this study was to assess the relationship between personality preferences of incoming fourth-year dental students at the University of Texas Health Science Center at San Antonio as measured by the Keirsey Temperament Sorter II and their third-year clinical productivity and percentage of broken appointments. All 105 incoming fourth-year dental students in 2016 were invited to participate in the study, and 92 students completed the temperament questionnaire, for a response rate of 87.5%. Those students' clinical activity during their third year was measured by production points and percentage of broken appointments extracted from the electronic health record. The results showed that the majority of the respondents were extroverts rather than introverts and that the extroverts had significantly higher production points and significantly fewer broken appointments than the introverts. The most common personality preferences were sensing and judging. More than two-thirds of the respondents represented the Guardian temperament, one of four categories on the temperament measure. These findings help highlight the traits that may contribute to success in clinical training during dental school and support the notion that clinical success may be influenced by certain personality characteristics as well as the technical and specialized skills of dentistry.

Section: Four Temperament Groups In Keirsey Temperament Sorter II Witmentioning

confidence: 99%

Is Dental Students’ Clinical Productivity Associated with Their Personality Profile?

Rodriguez

Bartoloni

Hendricson

2017

“…In particular, the intervention targets include organizational motivation, resources, staff attributes, climate, and teamwork. For instance, while the introduction of electronic health record (EHR) systems in dental schools has been a valuable tool for, among other areas, strategic planning 25 and promoting students’ critical thinking, 26 it may be important to hire and train patient service representatives or other staff who enter patient demographic and appointment information to focus on empathetic interactions with patients during these encounters 27 . In conversations with clinical colleagues at our own dental schools about the underlying reasons for the overwhelmingly positive experiences with dental school clinics, they suggested that the introduction of group practice leaders in the clinics has fostered a spirit of teamwork among our dental students and faculty.…”

Section: Discussionmentioning

confidence: 99%

“You Get Beautiful Teeth Down There”: Racial/Ethnic Minority Older Adults’ Perspectives on Care at Dental School Clinics

Northridge

Schenkel

Birenz

et al. 2017

To help eliminate reported racial/ethnic and socioeconomic inequities in oral health care, listening to the perspectives of racial/ethnic minority older adults on their experiences with dental school clinics is needed. The aim of this study was to examine the experiences of African American, Puerto Rican, and Dominican older adults who attend senior centers in upper Manhattan, New York City, regarding the care received at dental school clinics. Focus groups were conducted from 2013 to 2015 with 194 racial/ethnic minority men and women aged 50 years and older living in upper Manhattan. All of the 24 focus group sessions were digitally audiorecorded and transcribed for analysis. Groups conducted in Spanish were transcribed first in Spanish and then translated into English. Analysis of the transcripts was conducted using thematic content analysis. Seven subthemes were manifest in the data related to these adults’ positive experiences with dental school clinics: excellent outcomes and dentists, painless and safe treatment, affordable care, honest and reputable, benefits of student training, accepting and helpful, and recommended by family and friends. Negative experiences centered around four subthemes: multiple visits required for treatment, loss of interpersonal communication due to use of technology, inconvenient location, and perceived stigma with Medicaid. This study provided novel evidence of the largely positive experiences with dental schools of racial/ethnic minority senior center attendees. Interventions targeted at the organization and provider level, including organizational motivation, resources, staff attributes, climate, and teamwork plus payment programs and services, insurance and affordability, and provider- and system-level supports, may improve health care processes and patient experiences of care.

“…The intent is for dental educators to share effective practices and innovative ideas for the future, resulting in enhanced faculty development and satisfaction, improved student learning outcomes, and a more sustainable learning environment. Ultimately, these factors support the person‐centered care approach, resulting in greater patient satisfaction and improved oral health 6 …”

mentioning

confidence: 94%

Change Management in Dental Education: A Professional Learning Community

Palatta

2018

Professional learning communities (PLCs) are defined as "a group of people sharing and critically interrogating their practice in an ongoing, reflective, collaborative, inclusive, learning-oriented, growth-promoting way." PLCs have been found to be an effective change management strategy in business and education when confronted by rapid change. The American Dental Education Association's Commission on Change and Innovation in Dental Education new national program-ADEA CCI 2.0-includes the development of a PLC. By employing an "engage and learn" model PLC centered on continuous quality improvement and systems thinking, dental faculty can identify internal and external barriers to change that could lead to innovative solutions to complex issues. This article argues that a PLC is a viable change management strategy to counteract the effect of multiple external forces impacting dental education and thus to develop future-ready faculty.