Communication In Dentistry Research Articles

Role of Artificial Intelligence (AI) in Patient Education and Communication in Dentistry

Role of Artificial Intelligence (AI) in Patient Education and Communication in Dentistry

Risk Communication in Dentistry: Bridging the Knowledge Gap

Risk Communication in Dentistry: Bridging the Knowledge Gap

Barriers and facilitators to using an objective risk communication tool during primary care dental consultations: A Theoretical Domains Framework (TDF) informed qualitative study

ObjectivesObjective risk communication tools can supplement clinical judgement and support the understanding of potential health risks. This study used the Theoretical Domains Framework (TDF) to identify barriers and facilitators to implementing a risk communication aid within primary care dental consultations. MethodsDentists (N = 13), recruited via a dental practice database and through professional contacts were interviewed using a TDF-informed semi-structured interview schedule. Data were analysed inductively and deductively coding the themes using the TDF. ResultsEight theoretical domains (environmental context and resources; beliefs about consequences; goals; memory, attention, and decision processes; optimism; reinforcement; social influences and behavioural regulation) and thirteen sub-themes were identified. Insufficient resources and patient factors were commonly encountered barriers and led to increasing pressure to prioritise other tasks. Whilst dentists had a favourable view towards a risk communication aid and acknowledged its benefits, some were sceptical about its ability to facilitate behaviour change. Self-monitoring strategies and colleague support facilitated tool usage. ConclusionsThis study identified six barriers and seven facilitators to implementing a risk communication tool within primary care dental settings. Dentists appreciated the value of using a risk communication tool during dental consultations, although some required further support to integrate the tool into practice. Clinical significanceOur findings provide a sound theoretical base for interventions aimed at facilitating patient behaviour change through the use of risk communication in dentistry. Further research should apply behavioural science to support the implementation of the tool in clinical practice.

Better communication in dentistry

Better communication in dentistry

Enhancing patient-centred care in Taiwan's dental education system: Exploring the feasibility of doctor-patient communication education and training

Background/purposeImproved communication can optimize treatment outcomes and patient satisfaction. Findings emphasize the need for tailored communication strategies based on patient characteristics. Implementing communication courses can enhance patient-centered care and reduce conflicts. Therefore, this study examined the feasibility of integrating doctor-patient communication education in Taiwan's dental education system. Materials and methodsUsing interviews and questionnaires, we conducted descriptive statistics and generalized linear mixed-effects model analysis on the importance of doctor-patient communication from the dentist and patient perspectives. ResultsMore than 600 patient surveys and four interviewed dentists with 20+ years of experience stressed doctor-patient communication in dentistry. Patients' age and income were positively related to the emphasis on physician-patient communication but negatively associated with dental assistants' communication. Dentists valued communication education but differed in its execution and importance. ConclusionIt is recommended to initiate dentist-patient communication education during university studies and continue its practice to adapt to the changing societal dynamics. Individuals with higher socioeconomic status and older age show a greater appreciation for dentist-patient communication, potentially driven by self-promotion, thereby highlighting the diverse nature of doctor-patient relationships. Based on our findings, we suggest to implement the doctor-patient communication courses in Taiwan.

Communication in dentistry: application of Neuro-Linguistic Programming to reduce patients’ anxiety

ABSTRACT Communication is an integral part of the relationship between dentist and patient. An anxious patient may feel more understood by the dentist when the communication between them is empathetic. However, dental education seems to under-emphasise the importance of communication between dentists and patients. We suggest an interpersonal aspect of Neuro-Linguistic Programming (NLP) as one approach to educate dental students to enhance communication skills. This commentary discusses key communication concepts and skills based on NLP, such as rapport and pacing. These concepts and skills can improve dental practice by improving the dentist-patient relationship. Dental educators can introduce these NLP-based concepts and skills about communication to help students better prepare for real-world dentistry practice.

Unlocking the Potential of Near Field Communication in Dentistry: Identification, Communication, and More

Radio-frequency identification (RFID) is a rapidly developing technology that uses radio waves to establish contactless communication. RFID technology is widespread from industrial applications to healthcare uses. Recent advancements in the field of RFID have led to the evolution of near-field communication (NFC) technology. Using a NFC enabled smartphone, a user can interact with NFC tags or other smartphones to complete various tasks efficiently. This article covers the various aspects of NFC technology including its advantages, its feasibility, and its limitations. NFC, if properly implemented in day-to-day dental practice can make the task of information sharing, communication, and identification much more rapid and seamless. This article aims to discuss the possible applications of NFC in the field of dentistry.

Evaluation of a digital game for teaching behavioral aspects of clinical communication in dentistry

IntroductionTraditionally, dental students learn the skills for dentist-patient interaction and communication via on-site contact with patients, when they start clinical training. However, preclinical students (who have not started clinical practice) have fewer chances to realize the context of dentist-patient interaction. It has remained unclear if a gamification approach via digital media, i.e., a computer role-playing game, can help to learn clinical communication skills. The intervention-based study investigates the effectiveness of the clinical dentist-patient communication (CDPC) game on students’ motivation, beliefs, and self-efficacy to learn behavioral issues of clinical communication.MethodsFifty-two dental students (Preclinical group) and 18 dental interns and dentists (Clinical group) played the CDPC game, which consists of 16 scenes of clinical context about dentist-patient communication (less than 40 min for playing), via web browsers. Pre-test and post-test questionnaires were used to assess their motivation, beliefs, and self-efficacy to learn behavioral issues of clinical communication. The effectiveness was examined by comparing pre-test and post-test scores within-subject and between-group difference was compared between Preclinical and Clinical groups, via non-parametric statistical tests.Results(A) In the Preclinical group, participants showed a significant increase in motivation and self-efficacy in learning after playing the CDPC game (p < 0.05, adjusted of multiple comparison). (B) In contrast, the Clinical group did not show a significant difference before vs. after playing the game. (C) After playing the game, the Preclinical group showed a significant association between motivation and beliefs (p = 0.024) and between motivation and self-efficacy (p = 0.001); the Clinical group showed a significant association between motivation and beliefs (p = 0.033).ConclusionsThe current evidence suggests that gamification of learning helps preclinical students to understand the context of clinical dentist-patient interaction and increase their motivation and self-efficacy to learn behavioral issues of clinical communication.

Decision Making Capacity or How to Accept Patient’s Refusal for Orthodontic Treatment

Introduction: Communication in dentistry is bilateral process which usually is based on response (understanding) by the person. That’s why the Oral Healthcare Providers (OHP) should be convinced the consent given by the patient is valid. It means that at the beginning of the treatment the orthodontist will ask a lot of questions and have expectations to receive appropriate answers. There is a specific lack of awareness about the first orthodontic consultation at 7y of age, occurrence and prevention of most of the common tooth jaw discrepancies which affect the oral health, self-confidence and overall development of the child. A variety of socio-demographic, educational, personal and other factors mostly divided into objective and subjective factors influences the perception of facial attractiveness. The orthodontic treatment lays down on the personal desire and attitudes, depends from the motivation but is not without a risk for the patient. The aim of the current research is to present the most objective and subjective factors identifying the patient’s refusal. Material and methods: It’s a case report based on preliminary discussion and orthodontic consultation over the cephalometric analysis and cast models. Orthodontic treatment protocol was followed and given informed consent by the individual was received. Results and discussions: An electronic search was conducted using the Medline database (PubMed), Science Direct, and Scopus. In this case report were described the treatment options for Class III malocclusion with an emphasis on maxillary protraction and existing impacted canine 13. The decision making capacity was evaluated and also what are the objective and subjective factors and how to proceed with patient refusal. Conclusions: Despite the orthodontist’s efforts to improve the management of the dental practice and to attract new patients, these challenges should never been from the first importance. Contemporary dentistry requires that the patient’s right to refuse should be respected and this refusal must be accepted. Because orthodontic treatment is expensive, the process of returning money or sharing responsibility for the treatment depend on the socio-cultural characteristics of both the patient and the doctor. The whole situation requires a very delicate approach, as it affects the image of the dental community in society at whole.

Leadership and Communication in Dentistry

Leadership and Communication in Dentistry

Working experience is not a predictor of good communication: Results from a controlled trial with simulated patients.

The importance of good communication in dentistry is proven in terms of both medical satisfaction and patient-related recovery and prevention. The present work deals with the comparison of communicative abilities and the communicative self-assessment of licensed dentists as well as students of dentistry with special emphasis on the influence of the treatment experience. A total of 34 dentists (experimental group) with an average work experience of 16years and 36 students (control group) with an average of 1.4years of treatment experience were included. In addition to a tutor, four types of simulation patients with standardised trained roles (anxious, critical, dissatisfied and difficult to motivate) were used to create reproducible conversations. The self-assessment and evaluation of the conversation took place by completing questionnaires. Here, an introductory questionnaire was distributed to the participants prior to the conversation and another one after intervention. Whilst the tutors completed their survey during the intervention, the simulation patients answered their questions after the conversation. The results showed that the dentists rated their own communication skills significantly higher than the students for anxious (P<0.001) and unmotivated patients (P=0.026). However, the evaluation of the simulated patients showed that the students achieved higher overall empathy scores (42.03 vs 38.77, P=0.016). Due to the declining empathy values with increasing treatment experience, communication training is useful for the daily routine of treatment even for experienced dentists.

The art and science of personal excellence

Christine Macleavy considers communication in dentistry, the importance of good listening skills and understanding non-verbal signals

The importance of communication in dentistry

Abstract: Good communication between patient and dentist is associated with increased efficiency and more accurate diagnosis, improved patient outcomes and satisfaction and less likelihood of complaints or litigation. Communication is also a complex (and clinical) skill but, interestingly, its importance is not always accepted or valued, either by students or those with more experience.The aim of this paper is to review the evidence about communication within the context of the dental setting. The need for good communication generally is considered, as is its role in managing anxious patients and in avoiding misunderstanding. Ways in which communication skills can be assessed and updated are also discussed.CPD/Clinical Relevance: Dentists who spend time communicating effectively with their patients and colleagues are likely to have better interpersonal relationships and a more satisfying working life. This, in turn, is likely to make consultations more efficient and improve patient outcomes.

Book Review: Mastering communication in dentistry: the secret to long-term patient retention

Book Review: Mastering communication in dentistry: the secret to long-term patient retention

Patients’ Perspectives of Oral Healthcare Providers’ Communication: Considering the Impact of Message Source and Content

ABSTRACTThis study explores patients’ perceptions of positive and negative communication experiences with dentists and dental hygienists using a sample of 267 individuals who reported having a general dental provider. Patients’ oral health literacy, dental mistrust, use of dental health services, anxiety, and provider satisfaction are examined on the basis of reported communication experiences in the dental context. When comparing participants who had or had not experienced positive communication with a dentist, individuals with positive experiences demonstrated significantly higher levels of oral health literacy and provider satisfaction, as well as lower levels of dental mistrust. Participants who had experienced negative communication with a dentist reported significantly higher levels of anxiety and dental mistrust, as well as greater likelihood of ever leaving a dental practice, as compared to those without negative communication experiences. By contrast, positive and negative communication experiences with hygienists had limited impact on patient outcomes. Information derived from this investigation can be used by dental providers to guide communicative actions with patients, as well as by scholars to enhance existing theoretical explanations of the function of communication in dentistry.

Altered expectations on dental implant therapy; views of patients referred for treatment of peri-implantitis.

The aim was to explore patients' reactions on being diagnosed with peri-implantitis, their opinions on dental implant therapy and expectations on treatment of the disease. The study subjects were patients referred to a specialist clinic for treatment of peri-implantitis. The method of grounded theory was used in collecting and analyzing data. Audiotaped, thematized open-ended interviews were conducted. The interviews were transcribed verbatim and consecutively analyzed in hierarchical coding processes that continued until saturation was met (n=15). In the analysis, a conceptual model was generated that illuminated a process among patients. From having very high initial expectations on dental implant therapy as a permanent solution of oral/dental problems, patients realized that dental implants, such as teeth, require continuous care and that there is no guarantee for that dental implants provides a treatment alternative free from future problems. The core concept of the model "altered expectations on dental implant therapy" was composed of three main categories: "initial expectations on dental implant therapy and living with dental implants", "being referred to periodontist and become diagnosed with peri-implantitis" and "investing again in an expensive therapy with no guarantee for the future". Patients may have unrealistically high expectations on dental implant therapy. The results illuminate the importance of patient-centered communication in dentistry and that treatment decisions should be based not only on professional expertise but also on expectations, abilities, wishes and life circumstances of the individual patient.

Changing concepts of positive patient communication in dentistry and orthodontics: South Indian perspective

The world of communication has changed greatly over the centuries of mankind from sounds, sign languages, speech, development of language and in modern times using machines like the computer, mobile and internet. Over the past five decades, the change in communication is remarkable. Similarly positive patient communication is always necessary to build confidence, increased rapport and cooperation and minimizes misunderstanding. Returning the patient in our fold promotes the patient for further preventive care and review and using them as a positive tool helps us in an ambassador of the growth of our health care unit. Our challenge is to provide the best environment for communication with a diverse population of interest, personalities and culture.

Designing Relevant and Authentic Scenarios for Learning Clinical Communication in Dentistry Using the Calgary-Cambridge Approach

A clinical communication curriculum based on the principles of the Calgary-Cambridge approach was developed during the revision of the 5-year Bachelor of Dental Surgery program (BDS) at The University of Adelaide, Australia. To provide experiential learning opportunities, a simulated patient (SP) program using clinical scenarios was developed. We aimed to design the scenarios to reflect communication demands that student clinicians commonly encounter, that integrated process and content, and which students would perceive as authentic and relevant. Scenarios were based on data from focus groups with recent graduates and interviews with clinic tutors. The scenarios combined content (e.g. medical history) and process (e.g. questioning and relationship skills) at a level suitable for junior students. Students evaluated scenario-based materials and SP activities in a survey comprising Likert-scale and open-ended questions. Students rated the materials and SP activities positively; open-ended comments supported the ratings. Scenario-based materials and activities based on student-clinicians’ experiences, were perceived as relevant, realistic, and useful for learning. A curriculum designed on Calgary-Cambridge principles helped address student learning needs at particular stages of their program.

A Paradigm of Intervention: Emotional Communication in Dentistry

A combination of conditioned and socialized stimuli has come to characterize dentists as inflicters of torture. Not surprisingly, most patients dislike treatment. With dental schools predominantly training practitioners in ways to treat the clinical aspects of the patient the emotional aspects of the person are frequently ignored. This analysis argues that patients seek both dental and emotional (anxiety-reduction) treatment. By drawing on a paradigm of crisis intervention, this review builds a theoretical foundation of cognitive and affective communication on which dentists can encourage emotional balancing factors in patients.

Communicating with the young dental patient

The importance of communication with children in dentistry and in practice management has been exaggerated. To improve both, the dentist should perceive things in the way the child does. If you are like most dentists, you do not communicate very well with your child patients. This does not mean that you are a poor dentist or even that you have difficulty in managing children. The point is that psychologists and dentists alike have a very foggy idea of what communication is. This article addresses the apparent contradiction that the importance of communication in dentistry and in patient management has been exaggerated.