Design of a communication skills course in dentistry: Applying active-learning strategies to improve educational outcomes.

PURPOSE/OBJECTIVE: Effective communication, between patient and dentist, is a core clinical skill that commands dedicated pedagogy similar to that of developing scientific knowledge and psychomotor skills. This study aimed to describe active-learning strategies in a dental communication skills course, which sits within a broader foundation dental course and evaluate students' educational outcomes. METHODS: This is a two-phase retrospective, mono-centred study, completed in 2019 at an Australian dental school. Phase I, a case report, describes the Communication Skills for Oral Health (CSOH) course design and its active-learning strategies. Phase II analysed data from the course using Kirkpatrick's evaluation model to objectively measure the impact of the course and provide feedback to education designer. Students' perception (Level 1) was evaluated with an institutional, validated online survey. Descriptive and statistical analysis, included paired tests and Spearman's correlation analyses, used to investigate learning effect (Level 2) and student behaviour change (Level 3). To assess the impact of the CSOH course design (Level 4) the student grades from the course were analysed. RESULTS: The CSOH course encompasses three major topics: Essentials of Communication Skills, Professional-Patient Relationship and Managing Difficult Situations. Each topic included didactic content complimented with a variety of active-learning strategies to teach and assess students. Positive outcomes were recorded across all Kirkpatrick levels. CONCLUSIONS: This study suggests an efficient communication skills course design, which may assist in the development of communication skills courses in other dental education institutions.

Validity and reliability of a self-assessment scale for Dental and Oral Health student's perception of transferable skills in Australia.

BACKGROUND: The Australian Dental Council's (ADC) competency framework requires graduating dental practitioners to be competent in a number of transferable skills, which includes: being scientifically versed, technically skilled and capable of safe independent work and teamwork, whilst adhering to high ethical standards (Australian Dental Council. Professional Competencies of the Newly Qualified Dentist. Melbourne, Australia: ADC; 2016). Part of the role of dental educators is to ensure graduating students acquire requisite transferable skills, in line with regulatory requirements (Chuenjitwongsa et al. Eur J Dent Educ. 2018;22:1). In order to achieve this, it is imperative to assess students' own understanding or perception of transferable skill requirement upon graduation. The objective of this study was to develop a valid and reliable scale for this assessment. METHOD: A cohort of students drawn across three different dental programmes: undergraduate dentistry (years 1-3); post-graduate dentistry (years 4-5); and Bachelor of Dental Technology/Prosthesis, participated in this study. A self-assessment questionnaire containing relevant open- and closed-ended questions was administered. The questionnaire assessed students' perception of transferable skills for their future career and attitude towards learning and developing transferable skills. RESULT: In total, we successfully assessed 388 of the 391 students sampled (99.2% response rate), their mean age was 24.3 years (SD ± 5.7), and 53.3% were females, whilst 46.7% were males. Overall, exploratory factor analysis (EFA) extracted five factors for students' perception of current skill level, and four factors for future skill requirements. The factor structures were confirmed using confirmatory factor analysis (CFA), and the structure had a good model fit and high levels of reliability, with respect to individual dimension and content validity. CONCLUSIONS: The structure derived from the transferable skill survey administered to a cohort of dental students suggests that the transferable skill survey can be utilised as a valid and reliable screening tool to test students' perception of transferable skill requirements.

Effectiveness of technology-enhanced learning to improve periodontics educational outcomes: A systematic review.

OBJECTIVES: Technology-enhanced learning (TEL) has been suggested as a suitable learner-centered pedagogical approach in dental education. However, the results of TEL effectiveness in periodontics education are controversial. Therefore, this systematic review aimed to evaluate the effectiveness of TEL to improve educational outcomes in the periodontics field compared to traditional learning methods. METHODS: The search comprised randomized controlled trials (RCTs) and crossover studies that were related to periodontics education from the following databases: MedLine, PsycINFO, Eric, Scopus, EMBASE, and Web of Science. Two authors independently performed study selection, data extraction, and assessed risk of bias. Kirkpatrick's 4-level evaluation model was used to evaluate educational outcomes. RESULTS: From 1642 studies, after applying inclusion criteria, 7 studies remained for analysis. On level 1 (Reaction), undergraduate dental students reported positive attitudes related to TEL. On level 2 (Learning), 3 studies found that TEL improved knowledge gain compared to traditional learning methods. Three other studies did not show any difference between TEL and conventional learning methods, and one found that traditional learning methods presented superior results. On level 3 (Behavior), 1 study found that TEL application improved students' performance. On level 4 (Results), 5 studies suggested that the implementation of TEL would improve educational outcomes in periodontics education if combined with traditional learning methods. CONCLUSION: The findings showed that the exclusive use of TEL does not significantly improve periodontics educational outcomes when compared to traditional learning methods. However, the combination of TEL and traditional learning methods can be the key to enhancing periodontics education.

Nitric oxide levels in saliva increase with severity of chronic periodontitis.

The aims of this study were to compare nitric oxide (NO) levels in stimulated whole saliva from individuals with and without generalized chronic periodontitis (GCP), and to evaluate correlations between these levels with a clinical diagnostic parameter. According to specific criteria, 30 individuals were divided into three groups: one comprising individuals without periodontitis (GC), a second comprising individuals with moderate GCP (GM), and a third comprising individuals with advanced GCP (GA). Samples were collected and NO levels measured. NO in the GCP group (GM: 7.78 microM; GA: 15.79 microM) was higher than in the GC group (5.86 microM). NO levels in the GA group were significantly higher (P < 0.0001) than in the GC group, and could also differentiate (P < 0.0001) the moderate and advanced forms of the disease. In addition, positive correlations between NO level and the number of teeth with a probing depth of > or = 4 mm (r = 0.54) and > or = 7 mm (r = 0.68) were observed. In conclusion, NO levels are elevated in individuals with GPC and are correlated with a periodontal clinical parameter. These results reveal that this form of periodontal disease and its severity are related to salivary nitrite concentration, indicating that NO may serve as a potential biological marker for detection and/or monitoring of GCP.

Evaluation of nystatin containing chitosan hydrogels as potential dual action bio-active restorative materials: in vitro approach.

Healing is a specific biological process related to the general phenomenon of growth and tissue regeneration and is a process generally affected by several systemic conditions or as detrimental side-effects of chemotherapy- and radiotherapy-induced inflammation of the oral mucosa. The objectives of this study is to evaluate the novel chitosan based functional drug delivery systems, which can be successfully incorporated into "dual action bioactive restorative materials", capable of inducing in vitro improved wound healing prototype and containing an antibiotic, such as nystatin, krill oil as an antioxidant and hydroxyapatite as a molecular bone scaffold, which is naturally present in bone and is reported to be successfully used in promoting bone integration when implanted as well as promoting healing. The hydrogels were prepared using a protocol as previously reported by us. The physico-chemical features, including surface morphology (SEM), release behaviors, stability of the therapeutic agent-antioxidant-chitosan, were measured and compared to the earlier reported chitosan-antioxidant containing hydrogels. Structural investigations of the reactive surface of the hydrogel are reported. Release of nystatin was investigated for all newly prepared hydrogels. Bio-adhesive studies were performed in order to assess the suitability of these designer materials. Free radical defense capacity of the biomaterials was evaluated using established in vitro model. The bio-adhesive capacity of the materials in the in vitro system was tested and quantified. It was found that the favorable synergistic effect of free radical built-in defense mechanism of the new functional materials increased sustainable bio-adhesion and therefore acted as a functional multi-dimensional restorative material with potential application in wound healing in vitro.