What about narrative dentistry?

Vergnes, Jean-Noël; Apelian, Nareg; Bedos, Christophe

doi:10.1016/j.adaj.2015.01.020

Cited by 17 publications

(13 citation statements)

References 25 publications

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“…We also followed Stewart's recommendations for teaching the doctor‐patient relationship, 21 in particular the wish to teach in the way we encourage our students to interact with their patients. The course was comprised of formal lectures and workshops, including arts‐based approaches 22 and narrative dentistry activities 23 . Therefore, a large part of this course was dedicated to humanities.…”

Section: Methodsmentioning

confidence: 99%

Effect of a Person‐Centered Course on the Empathic Ability of Dental Students

Rosenzweig

Blaizot

Cougot

et al. 2016

Journal of Dental Education

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Person-centered or patient-centered care (PCC) focuses on the individual's needs and concerns. Although PCC is widely acknowledged as a core value of modern medicine, there has been a lack of research on how dental curricula could engage future dentists in PCC approaches. The aim of this study was to assess the impact of a PCC course on empathy in dental students. A controlled study was conducted with fourth-year dental students in four dental faculties in France in 2014-15. The test group (n=63) received 20 hours of PCC training including arts-based approaches, narrative dentistry activities, and workshops on communication based on the Calgary-Cambridge guide. There was no change in the curriculum of the control group (n=217). Pretest and posttest measures with the Toronto Empathy Questionnaire (TEQ) and Jefferson Scale of Physician Empathy (JSPE) were compared for the two groups. The comparisons showed no significant differences on the TEQ or JSPE (p=0.25 and p=0.08, respectively). However, there was a higher proportion of students with more than an eight-point decrease in TEQ values in the control group (p=0.02). The stabilization of empathic ability in the test group may have counteracted the tendency for natural erosion of empathy among students during their clinical activities. These results suggest that PCC training constitutes a promising approach to developing dental students' empathic ability, but there is a need to assess the effects of such training over longer periods.Dr. Rosenzweig was an MSc student,

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Section: Methodsmentioning

confidence: 99%

Effect of a Person‐Centered Course on the Empathic Ability of Dental Students

Rosenzweig

Blaizot

Cougot

et al. 2016

Journal of Dental Education

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“…18 However, these groups 1. are often based within psychoanalysis, 19;20 a concept outside most dentists' experience; 2. require a group for participation; 3. require a a trained supervisor; and 4. members of the group usually receive training in how to effectively feedback within the group situation. Recently these supervised groups have lost the psychodynamic element and tend to focus on 'stories as case knowledge.'…”

Section: (P 1)mentioning

confidence: 98%

Understanding emotionally relevant situations in primary dental practice. 3. Emerging narratives

2015

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Background and Aims: Dentists experience considerable occupational stress. Stressful clinical situations can provoke high levels of negative emotions and situations which are associated with positive emotions tend to be overlooked by practitioners. Reflection regarding difficult situations is encouraged to facilitate learning. Cognitive behavioural therapy (CBT) formulations may be applied to situations appraised both positively and negatively. Analysis and interpretation of the dentist's coping behaviour and the consequent outcomes facilitate learning and reflection upon individual interactions with patients. Method: Twenty primary care dental practitioners in the greater Lincoln area participated in a semi-structured interview which explored their stressful and positive clinical experiences. Some of the episodes were analysed to create CBT formulations. Results and Discussion: CBT formulations are presented and the learning points highlighted by this structured presentation are discussed. In particular, it is suggested that this structured reconstruction of events, which highlights dentists' emotions, responses and the transactional effects of coping responses, might well facilitate objective reflective learning either individually or as part of peer to peer support. It should facilitate dentist's emotional processing of events and may thus contribute to stress reduction. Conclusion: CBT formulations of positive and negative dental scenarios may be constructed. It is proposed that this is a useful technique to foster reflection and learning in clinical situations and should lead to improved communication skills and shared decision-making resulting in fewer complaints and thereby reduced stress. It should also improve dentists' emotional processing.

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“…We found that topics such as mindfulness in dental education are scarcely discussed, 58 while the subject of narrative dentistry has just recently started to be examined as a means to enhance dental students' professionalism and empathy 59 . The relationship between professionalism training in dental education and social media has also been discussed 60 …”

Section: Discussionmentioning

confidence: 99%

Humanities in Predoctoral Dental Education: A Scoping Review

Marti

Mylonas²,

MacEachern

et al. 2019

Journal of Dental Education

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Health humanities usually includes such disciplines as philosophy, ethics, history, literature, performing arts, and cultural anthropology. The aims of this scoping review were, first, to search the published literature for references to the humanities in predoctoral dental education and, second, to determine if any research studies found that introducing humanities in dental education improved the overall profile of dental graduates. Literature searches were run in Ovid MEDLINE, Embase, ERIC, CINAHL, and Dentistry and Oral Sciences Source. A total of 248 articles were included in the review, with inclusion criteria comprising the areas of the curriculum, the scope of humanities, and predoctoral dental education. Of those articles, 101 referred in a targeted way to ethics in predoctoral dental education, while others mainly referred to the humanities in general or pointed out the role and place of humanities topics in predoctoral dental curricula. Topics covered included professional ethics, music, narrative learning, theater, art, communication skills, empathy, emotional intelligence, and cultural competence in the context of general humanistic education. The review found limited evidence of a clear impact, either short‐term or long‐term, of humanities education in predoctoral dental education. Reflections on humanistic education in the practice of clinical dentistry were sparse, as mainly documented by development of the ideal dentist‐patient relationship, enhancement of empathy for patients, and most importantly, construction of professional moral values.

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What about narrative dentistry?

Cited by 17 publications

References 25 publications

Effect of a Person‐Centered Course on the Empathic Ability of Dental Students

Effect of a Person‐Centered Course on the Empathic Ability of Dental Students

Understanding emotionally relevant situations in primary dental practice. 3. Emerging narratives

Humanities in Predoctoral Dental Education: A Scoping Review

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