Educational strategies in oral healthcare for the disabled and their effects on dental students' training.

Abstract

To evaluate the effects of didactic and clinical training of dental students in treating Persons with Disabilities (PwD) on their self-perceptions about treating PWD. A pre-and postevaluation of a didactic-clinical educational strategy targeting oral health care of PwD was conducted among fourth-year undergraduate dental students at a Brazilian dental school. Semi-structured questionnaires were used to assess the following work environment parameters: technical, organizational, social, ethical, and managerial acumen. Data were analyzed using Fisher's exact and chi-square tests, with a significance level of 5% (p<0.05), to verify possible associations between the quantitative variables. A qualitative analysis was conducted through collective subject discourse. Significant differences were found in the self-perception of students' knowledge and abilities in providing low-complexity care for PwD before and after the training program (p=0.025). Students were more confident about managing and organizing the work environment (p=0.007) and providing humanized care to PwD (p=0.042) posttraining program. Additionally, a decrease in the feeling of insecurity (p=0.014) and feelings of pity, fear, or prejudice toward PwD (p<0.001) were observed posttraining program. Didactic and clinical training interventions for treating PwD improved the work environment of undergraduate dental students in technical, managerial, organizational, and ethical/social dimensions.