How To Improve Dental Skills – Communication skills DEN202Y is taught in the 2nd year of the DDS (Doctor of Dental Surgery) program at the Faculty of Dentistry (n=120 students). The course teaches students about the importance of communication in health care and provides communication practice in simulated scenarios using role plays with standardized patients (SP).
This year the program was delivered online and used Quercus Learning Analytics (LA) in various aspects of the course.
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Miller’s assessment pyramid (Miller, 1990) provides a framework for assessing clinical competence in health professions education and compares learning outcomes (clinical competence) with expectations of what students should be able to do at different stages of the course. This ranges from lower cognitive levels (“knows” and “knows how”) to higher behavioral levels (“shows how” and “knows”).
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DEN202Y moved to a fully online format this academic year and currently uses assessments at the first three levels of Miller, namely content knowledge at Level 1 “Knows”; application of knowledge in the analysis of video recordings at level 2 “Knows how”; and demonstration of communication skills at level 3 “Shows how”. There is currently no assessment of real-time communication skills with clinical patients. As a result, it is unknown whether students effectively transfer the knowledge and skills learned in DEN202Y to the delivery of clinical care (Miller Level 4 – “Does”).
DEN202Y is a pass/fail course, attendance and attendance are required for successful completion. Due to the emphasis on active learning, feedback is a key element in the course with Miller’s pyramid used to create formative feedback elements in the course. Feedback focuses on assessing students’ knowledge, attitudes and skills observed during their conversation in simulated patient encounters. Miller’s Level 1 (“Knows”) assessment uses a quiz to test knowledge after the didactic content component of the course. The Level 2 assessment (“Knows how”) requires students to analyze communication skills through a posted video, followed by an online class discussion to confirm observations. Level 3 assessment (“Shows how”) assesses the student/dentist’s communication skills after speaking with the SP using different types of feedback. The rating rubric on Quercus is completed by all raters who observed the conversation (i.e. facilitator, SP and three peer observers) and used by the student/dentist to self-assess their skills. Quercus LA generates a report that averages the scores from the raters and the student/dentist, which is then analyzed to assess inter-rater differences. In the next evaluation, the aforementioned evaluators provide verbal feedback to the student who played the role of a dentist. This is always offered in a respectful and constructive manner, combining comments and suggestions for improvement. The final assessment is a written reflection in which the student/dentist comments on his learning experience in an interview with the dentist. The students/dentists for each case will then meet with the facilitator to discuss their case further.
As a result of this year’s shift to online instruction, students reviewed asynchronous content and evaluated videotapes of physician-patient interactions in preparation for online experiential sessions with SPs. Quercus LA enabled the evaluation of student engagement by tracking student opinions on course content and completion of assigned tasks (quiz, video review, reflection). The evaluators’ scores were compiled on Quercus and the analysis provided insight into the students’ communication skills. The text in the written reflections was also analyzed and coded to identify themes emerging from students’ reflections on their communication skills. This data provided insight into areas of greater challenge, informed future iterations of the courses, as well as identified areas for focus in the coming years.
Quercus LA will be used to generate reports on student communication strengths and areas for improvement based on assessor scores, student self-report scores, and written reflections. This will inform future iterations of the DEN202Y Communication Skills course. This data could also be used in my 3rd year DEN308Y Behavioral Science course to identify communication skills that need strengthening, both in general and for individual students. There is also interest in having 3rd year students review their communication data as a reference point for a communication task in my DEN308Y Behavioral Science course. Dentists spend their days improving people’s lives by relieving pain, improving their appearance and self-confidence, and preventing disease. Oral health is directly related to overall health, which means dentists are trained to diagnose and treat conditions that can range from the routine to the highly complex. As a dentist, you can be your own boss and choose any number of specialties.
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As a pre-dental student at university, you will specialize in healthcare, where you will gain the knowledge and skills needed to be successful in the ever-changing field of healthcare. You’ll also enroll in the Pre-dentistry program, which offers a curated collection of prerequisite courses needed for dental school admission.
To help you navigate your academic career and prepare for dental school, AU offers one-on-one counseling with our very own Pre-Medical Counselor, C.J. Chen. Chen, a longtime AU biology professor, is an expert on the medical school application process. Internship opportunities are also available so you can experience first-hand what it’s like to practice dentistry.
At AU, you will also have the opportunity to participate in research, a step that will enhance your dental school application. AU offers unique opportunities for students to conduct laboratory research with expert faculty in the field. Developing research experiences will deepen your understanding of what you learn in the classroom and prepare you with the skills to succeed in dental school. The advanced course prepares you for the Dental Admission Test (DAT) and the dental school application process.
After earning your bachelor’s degree, you must attend dental school for four years, then pass the National Board Dental Exams and a state or regional clinical exam. Additional postgraduate training is required to specialize.
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Qualified pre-dental students can benefit from AU’s agreements with Lake Erie College of Osteopathic Medicine (LECOM) and Midwestern University’s early admission program. To learn more, visit our academic affiliation page.
You will have the opportunity to complete an internship, clinical or field experience in a dental facility. AU’s Pre-Medical Careers Advisor will work with you to find dental internships that match your interests so you can experience your target career firsthand. You will also have the unique opportunity to conduct laboratory research with faculty that will equip you with the skills to succeed in dental school. There are several skills that you probably already know you will need to be a dentist. You will need to know how to fix a broken tooth, prepare for a filling and how to treat infected teeth. Isn’t that all? Not exactly. There are many skills required to be a dentist, which we will cover in this article.
Newbies can feel nervous, especially during the first days and weeks on the job. That’s why Community Dental Partners works hard to give our new doctors the best possible start with our team. With dental mentoring, team building and humanitarian assistance, we make sure you do your best. You may feel like you need to put on a confident face with your co-workers, but don’t be afraid to ask for help when you need it. Part of building a partnership of trust is letting yourself be vulnerable. You will have great support here at CDP!
Dr. Lindsay Cua, a CDP dentist and team member, put it this way: “I have access to many mentors who can help me – especially pediatric treatment planning. I have someone who can give me tips on how to plan my treatment, answer my questions, and push me to try new things. I feel more and more comfortable as I gain confidence in my clinical skills and work towards becoming the dentist I want to become.”
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Trust that dental school has created a strong foundation for you to build upon. Yes, your first dental job will take some teaching, but you know what you’re doing. You passed the clinical trials, you passed the follow-up exams, and you wouldn’t be here if you weren’t prepared to be an excellent doctor. The experience will inform and deepen what you learned in school, allowing you to improve faster than you thought possible.
That being said, come to your first job ready to learn. Take notes on areas you struggle with and discuss them with your mentor. Stay humble and open to criticism and feedback. You will make mistakes. Not everything will go perfectly. And that’s okay! It is how you respond to these obstacles that will determine your trajectory.
In addition to technical knowledge and practical skills, you will also need so-called soft skills. These are skills that don’t appear on message boards; things you won’t learn in a textbook. But that doesn’t make them any less important to your future than a great dentist!
While we’ve listed some of the necessary skills above—communication, problem solving—there are many intangibles to becoming a truly great dentist with the potential to make a major positive impact on the lives of your patients.
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Perhaps this is one of the key skills
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