Teaching Dental Pain With and Without Underlying Oral Physiology: Learning Implications

Ali, Rahat; O’Sullivan, Dominic; Gray, Gordon B.; Vowles, R.; Hooper, SM

doi:10.1002/j.0022-0337.2009.73.9.tb04796.x

Cited by 3 publications

(2 citation statements)

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“…When encountering complaints of insomnia in dental practice, early intervention is important, and dental education must bridge the gap in students’ understanding to ensure a basic level of care. Integrating biomedical science and clinical teaching with contextualized 38 , 39 and interdisciplinary 38 learning presents opportunities for deeper levels of learning. Teaching the diagnosis and management of OSA alongside the underpinning oral physiology may help students understand the topic better than teaching them sleep medicine as a separate topic 39 .…”

Section: Preparing Students To Manage Sleep Disordersmentioning

confidence: 99%

“…Integrating biomedical science and clinical teaching with contextualized 38 , 39 and interdisciplinary 38 learning presents opportunities for deeper levels of learning. Teaching the diagnosis and management of OSA alongside the underpinning oral physiology may help students understand the topic better than teaching them sleep medicine as a separate topic 39 . By giving students information that is both clinically useful and relevant, the knowledge they acquired early in their studies is then further amplified with useful PBL correlations.…”

Section: Preparing Students To Manage Sleep Disordersmentioning

confidence: 99%

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Incidence of Sleep Disorders Reported by Patients at UTHSC College of Dentistry: A Two‐Year Follow‐Up and Proposed Educational Program

Ivanoff

Pancratz

2015

Journal of Dental Education

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A 2011 study at one U.S. dental school found that patients were not routinely screened by dental students for obstructive sleep apnea and/or other related sleep disorders, nor were students being trained to screen. Consequently, the medical history questionnaire used in the clinic was updated to include ive speciic screening questions. The aim of this two-year follow-up study was to determine whether screening had improved at the school. A retrospective chart review of all patients (age 14-70+) in the third-and fourth-year dental clinics in 2012 and 2013 searched for "YES" responses to the ive questions. Of 5,931 patients, 38% reported they snore or were told they snore. By age 50-59, their reports of snoring increased to 50%. About 5% reported incidents waking up choking. By age 50, between one-ifth and one-quarter indicated they woke up frequently during the night. One in six frequently felt overly tired during the daytime, often falling asleep. This problem was evenly reported by all age groups between ages 30 and 69. About half the patients reporting sleep problems also had hypertension and cardiovascular problems with an equal distribution between males and females. The results showed that updating the medical history form had dramatically improved screening for sleep-disordered breathing by these dental students. Though screening is neither a deinitive diagnosis nor an attempt to distinguish among sleep disorders, the results correlate with national statistics. Screening is an important step to increase student awareness of this serious health trend as it prepares students to engage more constructively in its management and referral.

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Section: Preparing Students To Manage Sleep Disordersmentioning

confidence: 99%

Section: Preparing Students To Manage Sleep Disordersmentioning

confidence: 99%

Incidence of Sleep Disorders Reported by Patients at UTHSC College of Dentistry: A Two‐Year Follow‐Up and Proposed Educational Program

Ivanoff

Pancratz

2015

Journal of Dental Education

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A Four‐Tier Problem‐Solving Scaffold to Teach Pain Management in Dental School

Ivanoff

Hottel

2013

Journal of Dental Education

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Pain constitutes a major reason patients pursue dental treatment. This article presents a novel curriculum to provide dental students comprehensive training in the management of pain. The curriculum's four-tier scaffold combines traditional and problem-based learning to improve students' diagnostic, pharmacotherapeutic, and assessment skills to optimize decision making when treating pain. Tier 1 provides underpinning knowledge of pain mechanisms with traditional and contextualized instruction by integrating clinical correlations and studying worked cases that stimulate clinical thinking. Tier 2 develops critical decision making skills through self-directed learning and actively solving problem-based cases. Tier 3 exposes students to management approaches taken in allied health ields and cultivates interdisciplinary communication skills. Tier 4 provides a "knowledge and experience synthesis" by rotating students through community pain clinics to practice their assessment skills. This combined teaching approach aims to increase critical thinking and problem-solving skills to assist dental graduates in better management of pain throughout their careers. Dental curricula that have moved to comprehensive care/private practice models are well-suited for this educational approach. The goal of this article is to encourage dental schools to integrate pain management into their curricula, to develop pain management curriculum resources for dental students, and to provide leadership for change in pain management education.

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Evaluation of an interactive e-learning module “Toothache Clinic” for delivering information on dental pain: a prospective cohort study

Giraki¹,

Kann²,

Parvini³

et al. 2018

Open J Pain Med

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Teaching Dental Pain With and Without Underlying Oral Physiology: Learning Implications

Cited by 3 publications

References 10 publications

Incidence of Sleep Disorders Reported by Patients at UTHSC College of Dentistry: A Two‐Year Follow‐Up and Proposed Educational Program

Incidence of Sleep Disorders Reported by Patients at UTHSC College of Dentistry: A Two‐Year Follow‐Up and Proposed Educational Program

A Four‐Tier Problem‐Solving Scaffold to Teach Pain Management in Dental School

Evaluation of an interactive e-learning module “Toothache Clinic” for delivering information on dental pain: a prospective cohort study

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