The present study examined the effect of information about patient's dental anxiety on patient satisfaction, patient discomfort, and patients' perceptions of dental student behaviors. The validity of patients' perceptions was examined by independent observation of dental student behaviors on videotaped dental screening visits. Thirty dental students each examined two dentally anxious female patients. Each student received information about one of the patient' s dental anxiety and no information about the other. The order of presentation of the conditions information and no information was counterbalanced. The dependent measures were the Dentist Behavior Checklist, the Dental Visit Satisfaction Scale, the Patient Discomfort Item, and independent observations of seven specific dental student behaviors. Results of the present study suggest that patients' perceptions of specific dental student behaviors are only moderately correlated with independent observation for three of the behaviors. The presentation of information about patient dental anxiety resulted in no significant differences in patients' perceptions of behaviors. A significant interaction effect was found, however, between information and order of presentation for the independent observations of Took Patient Seriously and Was Calm. These findings suggest that when nonverbal behaviors were examined, dental students were more responsive to patients. This was only true, however, when students received information in the Information/No Information order. No significant differences were found in either patient satisfaction or patient discomfort as a result of providing information about patient anxiety. Lastly, none of the dental student behaviors as independently observed were related to patient satisfaction. However, patients' perceptions of Encouraged Questions and Took Patient seriously were significant predictors of patient satisfaction. Suggestions for further research include continued attempts to delineate dentist behaviors which are correlated with patient satisfaction.

Thesis (M.S.)--University of Michigan, 1953.

Thesis (M.S.)--University of Michigan, 1968.

Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves 98-104).

A avaliação do processo ensino-aprendizagem constitui uma etapa importante da prática docente que visa interpretar os conhecimentos, habilidades e atitudes dos alunos e proporcionar melhorias nos objetivos educacionais. Com intuito de acompanhar o desempenho de estudantes da Faculdade de Odontologia de Bauru da Universidade de São Paulo na área de Prótese Dentária, a conicidade dos preparos para coroas totais realizados por alunos do segundo ano da graduação: grupo 1 (G1), terceiro ano da graduação: grupo 2 (G2) e pós-graduação: grupo 3 (G3) foi mensurada. Foram avaliados 174 preparos, sendo 112 dentes artificiais preparados por G1, 30 troquéis de dentes preparados por G2 e 32 troquéis de dentes preparados por G3. A conicidade mesio-distal (MD) e vestibulo-lingual (VL) de cada preparo foi medida com auxílio do microscópio digital Dino Capture AM 313T. As médias de conicidade total no sentido mesio-distal (MD) foram, no G1: 11,13° para dentes anteriores e 14,21° para dentes posteriores, G2: 20,47° para dentes anteriores e 21,34° para dentes posteriores e G3: 8,75° para dentes anteriores e 12,54° para dentes posteriores. No sentido vestíbulo-lingual (VL) as médias de conicidade total dos preparos realizados foram no G1: 24,08° para dentes anteriores e 13,8° para dentes posteriores, G2: 25,5° para dentes anteriores e de 21,14° posteriores para dentes posteriores e G3: 16,28° para dentes anteriores e 14,13° para dentes posteriores. Maiores valores de conicidade foram encontrados em preparos realizados pelos alunos do terceiro ano da graduação (22,11°), quando comparados com os ângulos encontrados pelos alunos do segundo ano da graduação (15,80°) e pós-graduação (12,92°). Os resultados oferecem dados à comunidade odontológica internacional para estudos comparativos e possibilitam traçar considerações sobre a transmissão de conhecimento em relação à conicidade de preparos. / The evaluation of teaching-learning process constitutes an important step in teaching practice that seeks to interpret the knowledge, skills and attitudes of students and provide improvements in educational goals. For tracking the students performances from the Dentistry School in Bauru, from the University of São Paulo, in Prosthodontics, the taper for the full crowns preparations made by students of the second year of graduation (G1), the third year of graduation (G2) and postgraduate students (G3) was measured. 174 preparations were assessed, being 112 artificial teeth prepared by G1, 30 stone dies of teeth prepared by G2 and 32 stone dies of teeth prepared by G3. The mesiodistal and faciolingual taper from each preparation was measured with the aid of digital microscope Dino Capture AM 313T. The average total taper towards mesiodistal was G1:11.13° for anterior teeth and 14.21° for posterior teeth, G2: 20.47° for anterior teeth and 21.34 ° for posterior teeth and G3: 8.75° for anterior teeth and 12.54° for posterior teeth. In faciolingual view, the taper averages were for G1: 24.08° for anterior teeth and 13.8° for posterior teeth, G2: 25.5° for anterior teeth and 21.14° for posterior teeth and G3: 16.28° for anterior teeth and 14.13° for posterior teeth. Larger taper values were found in preparations made by the students of the third year of graduation (22.11°), when compared to the angles found by students of the second year (15.80°) and postgraduate students (12.92°). The results provide data for the International Dental community for comparative studies and enable trace considerations about the transmission of knowledge in relation to taper preparations.

This study examined if dental students could increase their level of reflective skills over time through composing reflective blogs during their introduction to patient care in their course, Clinical Practice of Dentistry I, and to document and analyze student perceptions of the use of reflective blogs, particularly pertaining to the clinical and metacognitive skills. The participants of this study included 69 third-year dental students. Reflective blogs were analyzed using a reflective rubric adapted from Wetmore, Boyd, Bowen & Patillio, 2010. Student perceptions regarding the use of reflective blogs were documented through a 14-question Likert-opinion survey and focus group interviews. Findings indicated reflective thought level increased significantly in all six reflective thought categories across the three assessed blogs. Overall, student perceptions of the use of reflective blogs were positive as based on a five-point Likert scale survey. They reported particularly high percentages for "I feel comfortable about reflecting on my clinical experiences" at ~ 90% Agree, "Reflective journals allow me to focus and think things over" at ~ 83% Agree, followed by "Reflective journals develop my ability to monitor and reflect on my own thinking processes"~ 74%. Both the qualitative and quantitative results of this study provide favorable evidence that reflective journaling is effective and in large measure is appreciated by students in their clinical phase of dental medical education.

Purpose: In 2011, Clinical Service-Learning (DENS 762) became a formal university-designated course required to all senior dental students at VCU School of Dentistry. The interest of this study was to measure students' experience in treating pediatric patients and to determine the effect the course had on students' self-perceived confidence in treating the pediatric population. Methods: This was an observational study of the VCU class of 2012 who were enrolled in the clinical service-learning class. Following their service-learning rotations, fourth-year dental students were surveyed about their experiences on their service-learning rotation. Out of 105 students, 76 completed the survey. Results: The majority of students (55%) who completed the survey felt more confident in treating the pediatric dental population. Increase in confidence was not associated with demographic factors of the students. Placement of sealants (p-value = 0.0022) and experience in local anesthesia (p-value = 0.0008) were the two factors most strongly associated with students’ increase in confidence. Compared to their school-based pediatric rotation, students received more experience in pulp therapy, extractions and treating children 0-3 years old during service-learning rotation. Conclusion: This study concludes that greater exposure to pediatric dental experiences during a service-learning rotation increased students’ confidence in treating the pediatric population at VCU School of Dentistry. Service-learning rotation can be a good supplement for the school’s pediatric dental rotation and has the potential to increase dental students' willingness to treat the pediatric population once they graduate.

O objetivo deste estudo foi avaliar o conhecimento de estética facial e bucal adquirido pelos alunos no curso de odontologia da Faculdade de Odontologia da Universidade de São Paulo (FOUSP) e comparar com o que os pacientes que frequentam a Clínica Odontológica da FOUSP almejam como estética. Esse estudo foi realizado com 200 indivíduos de 18 a 50 anos, sendo: 100 (cem) pacientes, 50 (cinquenta) acadêmicos de primeiro ano e 50 (cinquenta) do último ano do curso de odontologia. Foram aplicados dois questionários aos grupos, um questionário sobre o perfil socioeconômico e um sobre a percepção estética. Os questionários são do tipo Escala Visual Analógica (VAS). Para medir a percepção do indivíduo sobre a estética foram abordados os seguintes aspectos: estética facial, como tipo de cabelo, tamanho dos olhos, forma da boca; e estética bucal, como posição, tamanho e forma dos dentes, gengiva e lábios. De acordo com os resultados obtidos por meio dos questionários foi possível comparar e correlacionar os grupos analisados utilizando os testes ANOVA e qui-quadrado. Após a análise estatística observou-se que não houve diferença estatisticamente significante (p=0,49) entre as respostas apresentadas pelos alunos tanto em relação à estética bucal, quanto em relação à estética facial. Na análise comparativa entre alunos e pacientes, pode-se observar que houve diferença entre à percepção bucal (p<0,001), mas não quanto à facial (p=0,26). Na amostra estudada observou-se que a resposta do grupo de pacientes comparada a dos estudantes divergiu significantemente. Este resultado pode ser atribuído ao fato dos estudantes observarem com mais rigor a questão da estética dental/bucal, enquanto o grupo de pacientes valorizarem mais a estética facial, buscando a harmonia do conjunto. Cabe ressaltar que os fatores que influenciaram nas respostas apresentadas nos questionários foram à idade, classe econômica e grau de escolaridade. Entender como o paciente enxerga estética e o que ele almeja quando se submete a um procedimento é importante para que o profissional realize um trabalho que satisfaça e eleve a autoestima deste paciente. Tendo isso em mente, o presente trabalho pode contribuir para nortear os profissionais da área quanto ao foco que devem ter ao realizar um procedimento estético, ou seja, entender o que o paciente busca e, concomitantemente, realizá-lo com as necessidades funcionais. / The aim of this study was to evaluate the knowledge of facial and oral aesthetics acquired by students in the course of Dentistry Faculty of Dentistry, University of São Paulo (FOUSP) and compare it with what the patients attending the Dental Clinic aims FOUSP as aesthetics. This study was conducted with 200 subjects aged 18 to 50 years, as follows: one hundred (100) patients, fifty (50) students of first year and fifty (50) of the final year of dentistry. Two questionnaires to groups, a questionnaire on socioeconomic and one on the aesthetic perception were applied. Questionnaires are the type Visual Analogue Scale (VAS). To measure the individual\'s perception of aesthetics the following aspects were addressed: facial aesthetics such as hair type, eye size, mouth shape; and oral aesthetics, such as position, size and shape of the teeth, gums and lips. According to the results obtained through the questionnaires was possible to compare and correlate the groups analyzed using ANOVA and chi-square tests. After statistical analysis revealed that there was no statistically significant difference (p = 0.49) between the responses given by students in relation to both oral aesthetics, and in relation to facial aesthetics. The comparative analysis between students and patients, it can be observed that there were differences between the oral perception (p < 0.001), but not regarding facial (p = 0.26). In this sample we observed that the response of the patient group compared to the students diverged significantly. This result can be attributed to the fact that students observe more strictly the issue of dental/oral aesthetics, while the group of patients give greater facial aesthetics, seeking the harmony of the whole. Note that the factors that influenced the answers given in the questionnaire were age, economic status and educational level. Understand how the patient sees aesthetics and he craves when it undergoes a procedure is important for the provider performs a job that fits and raise the self-esteem of the patient. Keeping this in mind, the present study may contribute to guide the professionals about the focus that should have when performing an aesthetic procedure, ie, to understand what the patient looks and concomitantly performing it with operational requirements.

Certain Operative Dentistry skill sets, such as bonding procedures, do not require a refined psychomotor skill level as much as a mastery of the concepts, placement and timing requirements of the bonding procedure. Procedures such as these may lend themselves well to the interactive media style that today's students are so familiar with in a computer module "gaming" format.

In order to facilitate effective tobacco cessation services within dental school clinics, it is necessary to understand the perceived barriers encountered by dental students while providing these services. The aim of this study was to identify which factors fourth year dental students perceive to be associated with barriers to providing tobacco intervention services. A written survey was developed and completed by the incoming fourth year dental students at the University of Iowa College of Dentistry in 2008. The survey assessed the perceived barriers to providing tobacco intervention services and related factors. Descriptive, bivariate and logistic regression analyses were conducted. The response rate was 97 percent. Some of the most frequently reported barriers included: patient's resistance to tobacco intervention services (96%), inadequate time available for tobacco intervention services (96%) and forgetting to give tobacco intervention advice (91%). The following variables were significantly (p<0.05) related to greater perceived barriers in providing tobacco intervention services: lower "adequacy of tobacco intervention curriculum coverage of specific topics covered over the previous three years" and "perceived importance of incorporating objective structured clinical examination teaching method for learning tobacco intervention." Students could benefit from additional didactic training and enhanced clinical experience in order to facilitate effective intervention services in the dental school.