Utilizing debates as an instructional tool for dental students.

Debates have been used as an instructional tool since 1999 in the Program in Dental Hygiene and are currently used by the School of Dental Medicine at the University of Pittsburgh. The debate format is designed to present a thought-provoking and uncomplicated teaching tool that uses key elements of adult education, such as emphasis on self-learning and its process. The objective of this article is to demonstrate the use of debates as an instructional tool for dental hygiene and dental students. A debate format is presented in detail. Post-debate small discussion groups and a questionnaire were used to explore dental student experiences with using debates as an instructional tool. Dental students indicated that their experiences with the debate format had positive pedagogical benefits. Students reported that their interest in the given topic was heightened and knowledge was improved or reinforced. The debates also appeared to help students organize their thoughts on the presented topics. The debates were reported to be engaging and were received with enthusiasm by the students. Students reported that the debates enhanced their ability to organize and reinforce their thoughts on issues they may confront as dental professionals.

Exploring dental students' perceptions of cultural competence and social responsibility.

The improvement of basic cultural competency skills and the creation of a greater community-minded spirit among dental students are important parts of dental education. The purpose of our study was to assess changes in dental students' attitudes and beliefs about community service and changes in cultural competencies after participation in a two-year program of non-dental community service (Student Community Outreach Program and Education, SCOPE). During 2003-07, two identical twenty-eight-item surveys were administered to SCOPE participants/completers. In the first, students reported on their attitudes after program completion. In the second, students reported retrospectively on their attitudes prior to starting the program. One hundred twenty-six post- and pre-intervention surveys were matched and assessed for changes in student attitudes after program participation. Based on factor analysis, four distinct scales were identified: 1) community service, 2) cultural competence, 3) communication, and 4) treatment perspective. Over time, statistically significant changes (p<.05) in student attitudes and beliefs were found for scales 1 (p=.017), 2 (p=.001), and 3 (borderline significance, p=.057). Scale 4 showed no significant difference (p=.108). These scales indicate main focus areas to help guide future dentists in acquiring relevant sociocultural competencies and enabling community-minded attitudes. Overall, this study provides support for the addition of a non-dental community service-learning program into the preclinical curriculum.

Developing cultural competence and social responsibility in preclinical dental students.

Dental student development of cultural competence and social responsibility is recognized by educators as an important element in the overall shaping of minds and attitudes of modem dental practitioners. Yet training modalities to achieve these competencies are not clearly defined, and outcome measurements are elusive. This article shows an effective method to meet these desired outcomes. Sixty-one freshmen (class of 2005) participated in forty hours of nondental community service, and reflective journals were completed by the end of second year. Competency outcomes were measured by selecting key words and phrases found in the individual journals. Key phrases were related to compassion, righteousness, propriety, and wisdom. Also, phrases had to be accompanied by written indications of direct program causation. The combination of active-learning (based upon service learning models) in public health settings outside of the dental realm, accompanied by reflective journaling, enhanced cultural understanding and community spirit in the majority of students.