Teaching rapid oral health deterioration risk assessment: A 5‐year report

Abstract

Purpose/Objectives: The purpose of this study was to present a 5-year report about the outcomes of using a teaching tool that guides dental students through the thought process of the expert about how to assess the risk of rapid oral health deterioration (ROHD) among older adults and provide viable treatment alternatives. Methods: A teaching tool was previously developed using ROHD risk factors identified in the literature and the steps that experts apply in their treatment decision making, summarized in 10 questions. During 5 years, 188 senior dental students were introduced to the teaching tool and asked to use the 10-question set to present a case they have treated during their Geriatric and Special Needs Program. Two evaluators were asked to grade the students on each question. Students were graded "G" if they answered the question and grasped the principles behind it, "A" if they only answered the question, or "M" if they missed the question. Additionally, the students were given a form to grade the importance of and comment on the exercise. Results: More than 75% of the students had an A or G for most questions, agreement between the 2 evaluators was above 85%, and students' performances improved during the 5-year period. Additionally, 94.4% of the students considered the teaching tool as important or very important for the general dentist. Conclusion: The vast majority of the students had an A or G grade, examiner agreement was high, and the students appreciated the importance of this teaching tool for the general dentist.

Rapid Oral Health Deterioration in Older People—A Narrative Review from a Socio-Economic Perspective

“…It is important both dental professions and other relevant professions and carers understand and can identify ROHD. There is limited but important work in the literature looking at measures of ROHD in older adults [ 11 , 35 ]. Meanwhile, the term “rapid deterioration of oral health” or “rapid oral health deterioration” has been used in various research articles—some of that work is not relevant here—such as when used in another age group or a particular context.…”

A national window on critical thinking by dental educators following an ADEA webinar

“…An additional 29 respondents used comparable phrases like critical thinking skillsets, skillsets, or learning guide. An additional 20 named a specific skillset: treatment planning (7), 8 IPP/interprofession education (IPE) (6), 7 Risk assessment (3), 5,6 EBD (2), 11 Technology decision‐making (1), 2 and Reflections (1) 2 . A total of 79 were, thus, on track to the central theme of the session, meaning they grasped the concept that the thought process is central for defining the outcome, learning guide, and assessment instrument or named a skillset developed with these concepts.…”

“…Five skillsets were presented in detail and another 6 were presented in the power point presentation for follow‐up. The critical thinking skillsets presented in detail were: Caries Risk Assessment, 5 Geriatric Risk Assessment, 2,6 interprofessional practice (IPP), 7 Treatment Planning, 8 and Technology Decision‐Making 2 . The central concept for all the student‐led skillsets was to provide a learning guide that helps the student emulate the intended activity with the thought process of the expert becoming the outcome, the learning guide, and the assessment instrument 1,2,9,10 …”

“…9 Assess "The seminar provided the structural approach how to organize student measurement." assessment (3), 5,6 EBD (2), 11 Technology decision-making (1), 2 and Reflections (1). 2 A total of 79 were, thus, on track to the central theme of the session, meaning they grasped the concept that the thought process is central for defining the outcome, learning guide, and assessment instrument or named a skillset developed with these concepts.…”

Critical thinking: Inquiring culture, learning outcomes examples, a call for learning models, and outcomes

“…Using this concept, learning outcomes and assessments have been developed for several aspects of patient care the dentist uses daily, even hourly: treatment planning, caries risk assessment, geriatric risk assessment, technology decision-making, literature search and critique, behavior management, case presentation, interprofessional practice, ethics, social work, evidence-based dentistry, and conceptualizing a patient interaction. [5][6][7][8][9][10] All are skillsets the master clinician uses on a daily, even hourly basis. Each has been peer reviewed and appears in the literature.…”