Developing dental education in primary care: The student perspective

BDJ ◽  
2005 ◽  
Vol 198 (4) ◽  
pp. 233-237 ◽  
Author(s):  
A Elkind ◽  
A S Blinkhorn ◽  
F A Blinkhorn ◽  
J T Duxbury ◽  
P S Hull ◽  
...  
2012 ◽  
Vol 9 (2) ◽  
pp. 105-107 ◽  
Author(s):  
Jessica Maddams ◽  
Kathryn Miller ◽  
Bruno Rushforth

MedEdPublish ◽  
2018 ◽  
Vol 7 (3) ◽  
Author(s):  
Preeti Sandhu ◽  
Ann Wylie ◽  
Niki Jakeways ◽  
Liza Kirtchuk

2021 ◽  
Vol 2 ◽  
Author(s):  
Sara C. Gordon ◽  
Linda M. Kaste ◽  
Wendy E. Mouradian ◽  
Phyllis L. Beemsterboer ◽  
Joel H. Berg ◽  
...  

Dentistry and medicine traditionally practice as separate professions despite sharing goals for optimal patient health. Many US residents experience both poor oral and general health, with difficulty accessing care. More efficient collaboration between these professions could enhance health. The COVID-19 pandemic disclosed further disparities while underscoring concerns that physician supply is inadequate for population needs. Hence, enhancing healthcare provider education to better meet the public's health needs is critical. The proposed titles “Oral Physician” or “Oral Health Primary Care Provider” (OP-PCP) acknowledge dentist's capacity to diagnose and manage diseases of the orofacial complex and provide some basic primary healthcare. The US Surgeon General's National Prevention Council and others recommend such models. Medical and dental education already overlap considerably, thus it is plausible that dental graduates could be trained as OP-PCPs to provide primary healthcare such as basic screening and preventive services within existing dental education standards. In 2018, 23 dental and medical educators participated in an expert-opinion elicitation process to review educational competencies for this model. They demonstrated consensus on educational expansion and agreed that the proposed OP-PCP model could work within existing US Commission on Dental Accreditation (CODA) standards for predoctoral education. However, there were broader opinions on scope of practice details. Existing CODA standards could allow interested dental programs to educate OP-PCPs as a highly-skilled workforce assisting with care of medically-complex patients and to helping to reduce health disparities. Next steps include broader stakeholder discussion of OC-PCP competencies and applied studies including patient outcome assessments.


BDJ ◽  
2019 ◽  
Vol 226 (8) ◽  
pp. 605-610
Author(s):  
Jennifer A. Kuroski ◽  
Karen A. Rouse ◽  
Neil Cook ◽  
Angela P. Magee ◽  
Richard Welbury

1999 ◽  
Vol 63 (4) ◽  
pp. 331-338 ◽  
Author(s):  
AJ Formicola ◽  
J McIntosh ◽  
S Marshall ◽  
D Albert ◽  
D Mitchell-Lewis ◽  
...  

Author(s):  
Judith Werner ◽  
Graham Hendry

Purpose: In dental education, feedback from clinical teachers is critical for developing students’ clinical competence. However, students have identified inconsistency of clinical feedback from clinical teachers as a major area of concern. Compared to research on the student perspective of consistency in clinical feedback, dental clinical teachers’ own views of the consistency of their feedback is not as thoroughly researched. The purpose of this study is to redress that balance.Methodology: This qualitative study explored dental clinical teachers’ views of the clinical feedback process during the 2017 academic year, with a focus on their perceptions of consistency of their own feedback.Findings: Our results show that clinical teachers use a number of parameters in judging students’ performance and giving feedback, and were aware that their feedback may not be consistent with other clinical teachers’ feedback. Teachers also recognised that this inconsistency could lead to an adverse effect on students’ learning and clinical competence. Research implications: To improve the consistency of their feedback and calibrate their judgement of students’ performance, clinical teachers recommended that their Dental School should provide opportunities for them to engage in collegial discussion and interactive, case-based teaching development programs. They also believed clinical teaching and its significance to dental student learning and competence should be recognised and valued more highly by the School.Practical implications: Implementation of professional development initiatives endorsed by clinical teachers has the potential to improve the consistency of teachers’ feedback and the quality of clinical dental education, and ultimately the quality of oral health care.Originality: This is the first study to explore clinical teachers’ views of how they judge students’ performance and the consistency of their feedback.Limitations: A limitation of this study is that clinical teachers who volunteered to participate may have different opinions compared to teachers who did not participate.


2019 ◽  
Vol 46 (2) ◽  
pp. 225-234
Author(s):  
Ira G. Roth ◽  
Alison G. Meindl ◽  
Stacy L. Eckman ◽  
Ashley L. Franklin

2003 ◽  
Vol 29 (4) ◽  
pp. 489-524
Author(s):  
Brent Pollitt

Mental illness is a serious problem in the United States. Based on “current epidemiological estimates, at least one in five people has a diagnosable mental disorder during the course of a year.” Fortunately, many of these disorders respond positively to psychotropic medications. While psychiatrists write some of the prescriptions for psychotropic medications, primary care physicians write more of them. State legislatures, seeking to expand patient access to pharmacological treatment, granted physician assistants and nurse practitioners prescriptive authority for psychotropic medications. Over the past decade other groups have gained some form of prescriptive authority. Currently, psychologists comprise the primary group seeking prescriptive authority for psychotropic medications.The American Society for the Advancement of Pharmacotherapy (“ASAP”), a division of the American Psychological Association (“APA”), spearheads the drive for psychologists to gain prescriptive authority. The American Psychological Association offers five main reasons why legislatures should grant psychologists this privilege: 1) psychologists’ education and clinical training better qualify them to diagnose and treat mental illness in comparison with primary care physicians; 2) the Department of Defense Psychopharmacology Demonstration Project (“PDP”) demonstrated non-physician psychologists can prescribe psychotropic medications safely; 3) the recommended post-doctoral training requirements adequately prepare psychologists to prescribe safely psychotropic medications; 4) this privilege will increase availability of mental healthcare services, especially in rural areas; and 5) this privilege will result in an overall reduction in medical expenses, because patients will visit only one healthcare provider instead of two–one for psychotherapy and one for medication.


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