Student satisfaction with attending systems

McConnell, TA; Kp, West; Fredekind, RE; Laswell, HR

doi:10.1002/j.0022-0337.1993.57.9.tb02790.x

Journal of Dental Education

1993

DOI: 10.1002/j.0022-0337.1993.57.9.tb02790.x

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Student satisfaction with attending systems

TA McConnell¹,

West Kp²,

RE Fredekind³

et al.

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“…The two main clinical education models used in U.S. dental schools are the comprehensive care model and the traditional, departmental model. The traditional model has been described as focusing more on students’ educational needs and less on the dental needs of patients 1 , 2 . A comprehensive care model, by contrast, is more patient‐centered, capable of providing patients with comprehensive and timely dental treatment, while providing students with an enhanced educational experience 3 , 4 .…”

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Comparing Comprehensive Care and Departmental Clinical Education Models: Students’ Perceptions at the University of Tennessee College of Dentistry

Dehghan

Harrison

Langham

et al. 2015

Journal of Dental Education

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In summer 2012, the University of Tennessee Health Science Center College of Dentistry transitioned from a departmental clinical education model to a comprehensive care/group leader model. The aim of this study was to investigate the perspectives of the fourth-year class of dental students who, because the transition took place during their training, had experienced treating patients under both educational models. To achieve this objective, a questionnaire was designed to assess the students' opinions on the eficiency of their effort, availability of specialty faculty, stress, collaboration with classmates, and availability of exposure to different practice styles and techniques under the two systems. The students were also given an opportunity to provide open-ended feedback on the shortcomings and advantages of the systems. The Class of 2013 had 81 students, 55 of whom participated in the survey for a response rate of 67.9%. The majority (86%) of the respondents preferred the comprehensive care model and reported feeling that, in it, they were able to accomplish more comprehensive dentistry with greater consistency of supervision from faculty in a more patient-centered environment than in the departmental model. However, 56 percent considered having the same group leader for two years a disadvantage and recommended rotation of at least one group leader every six months. The results of this survey can help this college and other dental schools that are seeking to optimize their educational model to best serve students' educational experience and the dental needs of their patient population.

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confidence: 99%

Comparing Comprehensive Care and Departmental Clinical Education Models: Students’ Perceptions at the University of Tennessee College of Dentistry

Dehghan

Harrison

Langham

et al. 2015

Journal of Dental Education

View full text Add to dashboard Cite

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Review of Outcomes from a Change in Faculty Clinic Management in a U.S. Dental School

Nadershahi¹,

Salmon²,

Fathi³

et al. 2010

Journal of Dental Education

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Dental schools use a variety of clinic management models with the goals of promoting patient care, student education, and fiscal responsibility. In 2004, the University of the Pacific Arthur A. Dugoni School of Dentistry transitioned to a more generalist model with these goals in mind. The purpose of this study was to evaluate the outcomes of this clinic model change relative to the quantity of specific procedures completed by students. The quantity of procedures completed by each student from the classes of 1995 through 2009 were compiled from our electronic clinic management system and analyzed. The post-transition group (2004-09) showed a greater number of completed oral diagnosis and treatment planning and root planing procedures per student compared to the pre-transition group (1995)(1996)(1997)(1998)(1999)(2000)(2001)(2002)(2003), but fewer crowns, root canals, operative procedures, and dentures. Because the higher procedure numbers were for low-cost procedures, our transition to a generalist model did not necessarily enhance clinic income but may support student learning and enhanced patient care.

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Student satisfaction with attending systems

Cited by 2 publications

References 0 publications

Comparing Comprehensive Care and Departmental Clinical Education Models: Students’ Perceptions at the University of Tennessee College of Dentistry

Comparing Comprehensive Care and Departmental Clinical Education Models: Students’ Perceptions at the University of Tennessee College of Dentistry

Review of Outcomes from a Change in Faculty Clinic Management in a U.S. Dental School

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