Student-Perceived Factors for an Enhanced Advanced Education Program in Prosthodontics Recall System

Abstract

A qualitative study of Advanced Education Programs in Prosthodontics (AEPPs) students was conducted to identify best practices to effectively promote ongoing health and student learning within the context of a patient-centered recall system. Ten students from seven AEPPs nationwide were invited to participate in a focus group on recall systems within AEPPs. The discussion first identified whether an active recall program existed and then delved into benefits for patients and students, positive and negative features of existing recall systems, and factors that can be improved upon for an enhanced recall system. Participants advocated the highest standard of patient care, including regular ongoing care once restorative therapy is complete. Discussion indicates that not only does regular patient recall lead to health promotion, disease prevention, and monitoring of existing prostheses for the patient, but also provides for an enhanced learning experience for the students. Recognizing this, several students from AEPPs lacking an official recall system have established a "makeshift" system, encompassing a treatment completion letter, final intraoral photographs, patient education, and regular prosthetic evaluations, for their existing patients. Prosthodontic program students perceived their program's recall effectiveness could be improved. Due to the numerous potential benefits of an active recall system for both patients and students, some perceived factors to be improved upon include treatment completion protocol, patient education, and establishment of a patient-centered recall system managed by a team of hygienists, receptionists, attending faculty, and residents.