Using patients as educators for communication skills: Exploring dental students’ and patients’ views

Coelho, Catherine; Pooler, Jillian; Lloyd, Helen

doi:10.1111/eje.12282

Cited by 13 publications

(24 citation statements)

References 37 publications

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“…In research, common terms include co‐researchers (Shen et al., ; Vaughn et al., ), lay researchers (Carlisle & Cropper, ; Newell & South, ), peer researchers (Guta et al., ; Logie, James, Tharao, & Loutfy, ) and citizen scientists (Bonney et al., ; Cohn, ; Dickinson, Zuckerberg, & Bonter, ). In education, titles include peer educators (Conner, Gum, Johnson, Cadet, & Brown, ; Nettles & Belton, ), lay educators (Jo et al., ; Mandalia, Stone, Davies, Khunti, & Carey, ) and co‐educators (Coelho, Pooler, & Lloyd, ; Purcell & Wooten, ). In social care, common titles include community health workers, lay health advisors and promotores (Balcazar et al., ; Olsson, Lau, Lifvergren, & Chakhunashvili, ; Perez et al., ; Sun et al., ; Villa‐Torres, Fleming, & Barrington, ).…”

Section: Introductionmentioning

confidence: 99%

Partnering with insiders: A review of peer models across community-engaged research, education and social care

Vaughn

Whetstone

Boards

et al. 2018

Health Soc Care Community

103

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Within community-engaged research, education and social care, peer models that partner with local "insiders" are increasingly common. Peer models are composed of insider "lay" community members who often share similarities or background with a project's target population. Peers are not academically trained, but work alongside researchers and professionals to carry out specific tasks within a project, or in the truest sense of partnership, peers collaborate throughout the project from start to finish as an equal member of the team. Although peer models are used widely, the literature lacks consistency and clarity. This systematic review of literature used a qualitative thematic synthesis to examine and report how, where and why peer models have been used in research, education and social care. We examined the language and titles used to describe the peers, details of their involvement in community-engaged projects, the setting, content/topic of study, level of engagement and related benefits/outcomes of such models. Focusing on the last 10 years, we conducted a comprehensive literature search twice between September 2016 and June 2017. The search resulted in 814 articles which were assessed for eligibility. Overall, 251 articles met our inclusion criteria and were categorised into three categories: empirical (n = 115); process/descriptive (n = 93); and "about" peers (n = 43). Findings suggest that there is a wide variety of peers, titles and terminology associated with peer models. There is inconsistency in how these models are used and implemented in research studies and projects. The majority of articles used an employment peer model, while only a handful involved peers in all phases of the project. The results of this literature review contribute to understanding the use, development and evolution of peer models. We highlight potential benefits of peer models for peers, their communities and community-engaged work, and we offer recommendations for future implementation of peer models.

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Section: Introductionmentioning

confidence: 99%

Partnering with insiders: A review of peer models across community-engaged research, education and social care

Vaughn

Whetstone

Boards

et al. 2018

Health Soc Care Community

103

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“…[40][41][42][43][44] Finally, the concept of patient perspective is another topic that quite rightly receives academic focus. 31,32,[45][46][47] Yet, Fico and Lagoe (2017) argue this research has "developed with minimal patient involvement." 48,p.2 Of the recent and fundamental academic literature that emphasises the importance of communication between the various members of a dental team specifically between other dental technicians and their engagement with dentists, 27,[49][50][51][52][53][54][55] there is no solely qualitative material concerning the communication between CDTs and other dental professionals.…”

Section: Previous Literaturementioning

confidence: 99%

“…The second concentrates on Intraprofessional Education or “IPE” Intraprofessional education or “IPE.” The third area of communication literature that is prominent in the discourse is that of treatment outcomes or “patient‐centred” care . Finally, the concept of patient perspective is another topic that quite rightly receives academic focus . Yet, Fico and Lagoe (2017) argue this research has “developed with minimal patient involvement.” ,p.2 Of the recent and fundamental academic literature that emphasises the importance of communication between the various members of a dental team specifically between other dental technicians and their engagement with dentists, there is no solely qualitative material concerning the communication between CDTs and other dental professionals .…”

Section: Introductionmentioning

confidence: 99%

Clinical dental technicians in the United Kingdom: A qualitative understanding of the experiences, of practices and challenges of communication for dental professionals

2019

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Aim To investigate the roles and relationships of registered Clinical Dental Technicians (CDTs) in the dental team and healthcare systems, and their perspective as a professional group in the United Kingdom (UK). Methods This qualitative study was conducted following a national questionnaire survey of CDTs, 18 of whom participated in semi‐structured interviews; they were purposively sampled to represent the diversity and demography of CDTs. A topic guide, informed by the literature and survey findings, guided discussions which were recorded and transcribed verbatim. Drawing upon phenomenological and cultural relativistic theories, thematic analysis was conducted, thus enabling an “analytic story” of the lived experience to emerge. Results Clinical dental technicians expressed pride, passion and satisfaction in their work yet feel misunderstood in their role. Experiences of being accepted and incorporated into the wider dental profession are strained. Ultimately, there is a complex web of inter‐dependence between all actors—a triadic relationship—bounded by policymakers and regulators which directly impacts on best practice and the balance between collaboration and autonomy. Looking to the future, Ideal practice may involve different models of care, with examples of good practice emerging. Conclusion This paper provides a unique examination of the lived experience, feelings and relationships of CDTs. The perceptions of their role, their inter‐professional relations and the progression as a professional group must be addressed, and their potential to work collaboratively actively engaged to serve our ageing population.

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“…21 Hastalar; diş hekimliği klinik eğitiminin önemli bir paydaşıdır ve kendilerini, kendi durumlarını ortaya koyabilen uzmanlar olarak düşündüklerinden, tıp ve diş hekimliği öğrencilerinin yetiştirilmesinde emeği geçen önemli kişiler olarak da görürler. 22 Uzun yıllardan beri, eğitimciler ve öğrenciler de hastaların tıp eğitiminde eğitmen olmaları konusunda ciddi destek vermekte ve standardize hastalar; eğitimde önemli etkiye sahip olmaktadır. 23 Standardize hastaların kullanımı; öğrencilerin klinik becerileri öğrenebilmeleri ve uygulama yapabilmeleri, hem bu amaçla eğitilmiş olan hastalar hem de eğitmenlerden geri bildirim almak için güvenli ve kontrollü ortamların oluşturulmasına imkan sağlar.…”

unclassified

“…Öğrencilerin hastalarla olan iletişimlerini incelemek için farklı öğretme ve değerlendirme yöntemleri mevcuttur; bu amaçla hastalardan geribildirim alınması yönteminin hastalar ve öğrenciler tarafından nasıl algılandığı bir araştırmada incelenmiş; hem hastalar hem de öğrencilerin bu konuda çok istekli olduğu ve her iki taraf açısından faydalı olduğu bildirilmiştir.22 Fakülteler için müfredat geliştirmenin bir aşaması olan geri bildirim ve değerlendirmede, hastalar da önemli bir yer tutar. Çalışmamızda da143tarafından nasıl algılandığı bir araştırmada incelenmiş; hem hastalar hem de öğrencilerin bu konuda çok istekli olduğu ve her iki taraf açısından faydalı olduğu bildirilmiştir 22. Fakülteler için müfredat geliştirmenin bir aşaması olan geri bildirim ve değerlendirmede, hastalar da önemli bir yer tutar.…”

unclassified

Öğrenci, eğitmen ve hastaların bakış açısıyla diş hekimliği klinik eğitimi

Akaltan

Öztürk

2019

Selcuk Dental Journal

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Öğrenci, eğitmen ve hastaların bakış açısıyla diş hekimliği klinik eğitimi Amaç: Öğrencilerin klinik ortamda öğrenme ve değerlendirmelerini etkileyen faktörler; ortam şartları, zaman kısıtlamaları ve yeterlikleri için gereken vakaları bulma sorunu olarak tanımlanmaktadır. Çalışmanın amacı; klinik eğitim ortamının öğrencilerin yanı sıra, klinik eğitmenler ve hastaların gözünden değerlendirilmesidir. Sonuç: Eğitim planlamaları yapılırken, öğretimin sadece öğretim üyeleri değil, diğer paydaşlar tarafından da değerlendirilmesi çok kıymetlidir. Eğitmen davranışları açısından öğrenci ve klinik eğitmenler arasında bazı uyumsuz yanıtlar alınmış olsa da, bulgular klinik eğitimde yaşanan sorunlar ile katılımcıların davranış, duygu, beklenti ve kazanımları konusunda fikir vermektedir.

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Using patients as educators for communication skills: Exploring dental students’ and patients’ views

Cited by 13 publications

References 37 publications

Partnering with insiders: A review of peer models across community-engaged research, education and social care

Partnering with insiders: A review of peer models across community-engaged research, education and social care

Clinical dental technicians in the United Kingdom: A qualitative understanding of the experiences, of practices and challenges of communication for dental professionals

Öğrenci, eğitmen ve hastaların bakış açısıyla diş hekimliği klinik eğitimi

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