People with disabilities need more than lip service

Fenton, Sanford J.

doi:10.1111/j.1754-4505.1999.tb01384.x

Cited by 23 publications

(17 citation statements)

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“……50 percent of the students reported no clinical training in care of patients with special needs, and 75 percent reported little to no preparation in providing care to these patients." (Fenton, 1993a;Fenton, 1993b;Fenton, 1999;Romer et al, 1999;Wolff et al, 2004;Waldman et al, 2005). As a result, one should not be surprised that, "… only 10 percent of general dentists reported that they treat children with cerebral palsy, mental retardation, or medically compromising conditions often or very often."…”

Section: Methodsmentioning

confidence: 99%

Preparing Health Professionals to Provide Care to Individuals with Disabilities

Holder

Hood

2009

Int J Oral Sci

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Methodology An e-mailed questionnaire with follow-up was sent to 198 deans of dental/medical schools, 1,628 directors of residency programs in nine medical/dental residency programs, 427 medical students in 12 medical schools, and 368 health related organizations, facilities and programs.Results More than half (58%) of the responding deans of medical schools and 50% of the deans of dental schools reported that a curriculum for patients with disabilities was not a high priority at their school. A majority (61%) of deans of medical schools, and 47% of the deans of dental schools, reported that their graduates were competent to treat patients with disabilities. However, majorities of dental/ medical school seniors and graduates expressed inadequate competency in the care of these patients. A majority of the directors of medical/dental residencies indicated a need for additional training for their residents. ConclusionThere is need for increased didactic and clinical preparation of dental/medical school graduates in the care of individuals with special health needs. The interest expressed by health profession educators in an effort to develop appropriate curriculum modules provides an opportunity to prepare new graduates for the care of an increasing population of individuals with disabilities.

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Section: Methodsmentioning

confidence: 99%

Preparing Health Professionals to Provide Care to Individuals with Disabilities

Holder

Hood

2009

Int J Oral Sci

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“…Fenton, in an editorial on treatment of individuals with disabilities, points out that dentists who have not had suficient clinical experience "will not feel conident inviting these individuals into their private practices" (p. 198). 12 However, knowledge and experience alone do not guarantee that dentists will treat these individuals. Casamassimo et al 10 found no difference between dentists who had completed a general practice residency program and those who had not in their willingness to treat children with special health care needs.…”

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confidence: 99%

Dental Students’ Attitudes Toward the Care of Individuals with Intellectual Disabilities: Relationship Between Instruction and Experience

DeLucia

Davis

2009

Journal of Dental Education

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This study examined the relationship between didactic instruction related to special needs patients and dental students' expectations of and reported comfort levels in treating those with intellectual disabilities. The relationship between students' experience with individuals with intellectual disabilities and their expectations and comfort levels was also assessed. Third-year students were surveyed immediately before and one week, six months, and one year after a lecture on management of patients with developmental disabilities. Students indicated their previous experience with individuals with intellectual disabilities, assessment of their general capabilities (i.e., life function skills) and dental capabilities, and current and anticipated comfort levels related to their treatment. Repeated measures ANOVA indicated significantly higher expectations of general and dental capabilities after instruction (p<0.05), but no change in comfort levels. At one-year follow-up, students' expectations were still significantly higher than at baseline. Regression analyses indicated significant positive relationships between experience and baseline comfort levels (p<0.05), but no significant relationship between experience and expectations of general or dental capabilities. Based on these findings and review of the literature, it is recommended that curricula include experiential learning with reflective components in order to develop students' comfort level in treating special needs populations.Dr. DeLucia is a first-year pediatric dentistry resident at Children's Hospital Boston and completed this research while a student at

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“…The average number of lecture hours devoted in the curriculum actually decreased from 12.9 in 1993 to five in 1999 with 65 percent of dental schools reporting ten hours or less of clinical instruction. [25][26][27] In this educational environment, future dentists will have difficulty developing the skills necessary to provide health care services for this vulnerable population. In addition, dentists choosing academic careers will not be well prepared to provide instruction or direct research agendas for this population.…”

Section: Gaps In Dental Educationmentioning

confidence: 99%

The American Academy of Developmental Medicine and Dentistry: Eliminating Health Disparities for Individuals with Mental Retardation and Other Developmental Disabilities

Fenton¹,

Hood²,

Holder³

et al. 2003

Journal of Dental Education

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Recent reports by Special Olympics International and the U.S. Surgeon General have revealed significant disparities and unmet health needs encountered by persons with mental retardation and other developmental disabilities (MR/DD). Factors contributing to these disparities include deinstitutionalization, increased survival of individuals with MR/DD, lack of appropriately trained providers, and inadequate financing of dental services. To address these problems, a group of academically oriented dentists and physicians formed the American Academy of Developmental Medicine and Dentistry (AADMD). The mission of the AADMD is to improve the quality of health services provided to persons with MR/DD by improving dental and medical schoolbased training of dentists and enhancing clinically relevant research. A central theme of the AADMD is full collaboration between physicians and dentists in meeting its goals. The National Action Strategy developed by the AADMD focuses on creating a series of university-based Developmental Medicine and Dentistry Programs (UDMDPs) in medical and dental schools, which collaborate in service, teaching, and research with community-based primary care clinics, community hospitals, intermediate care facilities, and other private service delivery systems such as the Special Olympics Healthy Athletes Program that serve these patients. Oral-systemic interactions will receive special emphasis by the training and research programs.

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People with disabilities need more than lip service

Cited by 23 publications

References 0 publications

Preparing Health Professionals to Provide Care to Individuals with Disabilities

Preparing Health Professionals to Provide Care to Individuals with Disabilities

Dental Students’ Attitudes Toward the Care of Individuals with Intellectual Disabilities: Relationship Between Instruction and Experience

The American Academy of Developmental Medicine and Dentistry: Eliminating Health Disparities for Individuals with Mental Retardation and Other Developmental Disabilities

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