Good Dentist Research Articles

Conversation, discourse and linguistic analysis in dental communication: valuable but under-used approaches

According to Dental Protection, 'good dentists are good communicators, it's that simple!' Unfortunately, dental communication is an under-researched field, so it is not yet clear exactly what good communication in this context entails. The dominant method of researching dental communication to date has followed a 'process approach' where the focus has been on evaluating the communicative competence of the clinician using a checklist of communicative functions; for example, 'the clinician explains the condition'. Conversation analysis, discourse analysis and linguistic analysis are discursive approaches that bring precision by analysing the actual language/discourses being used by patients and providers in interactions. These discursive approaches can be used to capture exactly how, for example, patient engagement is maintained in routine dental consultations, patient reassurance is achieved during invasive procedures and which communication strategies are the most likely to result in enhanced treatment outcomes in paediatric dentistry. In addition to shedding new light on the unique nature of dental communication, discursive approaches provide targeted new tools for developing needs-based training packages for dental professionals.

A good dentist or not: understanding the role of storytelling in online dentist reviews

PurposeNarrative comments about dentists on physician review sites have been documented to increasingly influence people's selection of their dentists. From a communication standpoint, these comments are a type of narrative communication that people share their experiences with dentists by telling stories. Based on the frameworks of rhetoric structure theory and extended elaborated likelihood model, this study aimed to examine the effects of such storytelling from two perspectives including narrative structure and narrative focus.Design/methodology/approachA 4 (narrative structure) × 2 (narrative focus) between-subjects experiment was conducted to examine the proposed hypotheses and research questionsFindingsThe results showed that a one-sided comprehensive comment focusing on technical competence generated the strongest persuasion effects measured by attitude and behavioral intention. These effects were mediated by perceived narrative credibility and enjoyment.Originality/valueThis study contributes to the extant literature in two ways. First, it extends previous studies of online narrative comments by showing which narrative structure and focus are deemed to be more persuasive when selecting a dentist. Second, it offers a test of two routes of information processing (i.e. cognitive and experiential) to understand the mechanism underlying the effects of narrative comments.Peer reviewThe peer-review history for this article is available at: https://publons.com/publon/10.1108/OIR-08-2020-0359

Diş Hekimliği Öğrencilerinde Akademik Motivasyon ve Akademik Öz Yeterliğin Akademik Başarıya Etkisinin Araştırılması: Analitik Bir Çalışma

Objective: Dentistry students have many academic duties and responsibilities that they must perform and succeed during their university life. Successful and productive learning is closely related to academic motivation and academic self-efficacy. However, in order to be a good dentist, dental students must be successful in theoretical and clinical fields. The aim of this study was to investigate the levels of academic motivation and academic self-efficacy beliefs of dentistry students and to evaluate the effect of these factors on academic achievement. Material and Methods: This study was conducted on 346 students studying at Gaziantep University Faculty of Dentistry in 2018-2019 academic year. The data of the study was collected by using three measurement tools: Descriptive Characteristics form, Academic Motivation Scale and Academic Self-efficacy Scale. The obtained data were evaluated by using SPSS 22 program, Students' t test, ANOVA test, Kruskal-Wallis test and correlation analysis. Results: The students' self-efficacy beliefs (16.8±3.8), total academic motivation level (66.9±12.3) and the sub-dimensions; selfexceeding (23.2±4.2), discovery (24.3±4.9) and use of knowledge (19.3±4.8) mean scores were high, and there was a negative correlation between academic motivation and self-efficacy (p <0.05). In addition, there was a positive correlation between academic motivation and academic achievement (p <0.05). Conclusion: The students can be more successful in education if their academic motivation is supported. In addition, it should be examined how these features should be gained in longitudinal prospective studies.

What Makes A Dentist, Good Dentist: Expectations of Peers, Profession and Patients

What Makes A Dentist, Good Dentist: Expectations of Peers, Profession and Patients

Learning preferences among clinical dental students of coastal South India: A multi-centric study

Introduction: Dental skills based on sound theoretical knowledge are the basis for a dental student to become a good dentist. The 3rd and 4th years of Bachelor of Dental Surgery requires integration and application of clinical knowledge, skill, and attitude. However, to understand this integration, there is a paucity of literature on the dental students' learning preferences, especially in the Indian scenario. Hence, the objective of the present study is to provide information about it. Materials and Methods: VARK questionnaire (VARK is an acronym that stands for visual [V], aural [A], read [R], and kinesthetic [K] sensory modality of learning) was used to evaluate the learning preferences of clinical dental students. This multicentric study included 350 students from four dental colleges in India. Statistical Analysis: Strong preference was calculated on Microsoft Excel using the VARK guidelines. Likert scale (1–5) was used to know their perceptions of their VARK score. Results: Majority of the students were multimodal with many students showing two preferences. Kinesthetic modality was the strongest single preference and visual was the weakest single preference. Conclusion: Majority of the students are multimodal in their learning preferences with kinesthetic modality showing strong single preference. Teachers can help students to develop learning preferences based on their preferences of learning. Teaching methodology should involve all sensory modalities so that all kinds of students can actively participate in learning process.

全国歯科大学・歯学部における ｢2013年度版 よき歯科医師になるための20の質問 倫理的検討事例集｣ の利用状況

全国歯科大学・歯学部における ｢2013年度版 よき歯科医師になるための20の質問 倫理的検討事例集｣ の利用状況

Was triceratops in need of a good dentist?

Dinosaur Dentition Reptiles and mammalian herbivores tend to differ in the way their teeth align. Ericksson et al. combined nanomechanics and paleontology to study the dental structure of herbivorous dinosaurs. Triceratops and duckbilled dinosaur teeth evolved for efficient chewing of plant matter,

The effect of dentists’ body-weight size on student social judgments of dental skill and patients’ behavioural intentions: A vignette study

ObjectivesWhere previous work has suggested that over-weight individuals may be subject to negative social judgments, a finding also seen in judgments applied to healthcare professionals (HCPs), this study investigated whether these findings extend to judgments made about dental practitioners. MethodsA photo of a normal weight male and one of a normal weight female dentist were digitally modified to reliably show them as overweight, giving a total of 4 conditions. In a single-blind quasi-randomised controlled study of 302 undergraduate and postgraduate student participants used a 5 point Likert scale to appraise a single, gender-matched colour photograph as to whether they thought the dentist depicted was competent, professional, caring, had patients’ best interests at heart, and was a good dentist. They further rated their future intentions to follow behavioural advice (reduce snacking and take-up flossing) given by the depicted dentist. ResultsThe data were analysed using independent sample t-tests. There were no differences in outcomes as a function of the weight status of the depicted dentist in any of the variables explored with the exception of the normal-weight images being rated as more caring than the overweight ones (p<.04). ConclusionsImages of overweight dentists do not receive lower social judgement ratings than images of normal-weight dentists. Previous research in medicine reporting adverse social judgments made of over-weight HCPs does not apply to dental practitioners. Future research should focus on factors that may explain these findings. Clinical significanceDentists appear to be protected from the adverse effect of overweight on social judgments of their personal characteristics and on their health-promoting advice.

Do you want to be a rich dentist or a good dentist?

American healthcare often polarises opinon, particularly in the UK and Europe. Is it polarising dentists at home as well?

American Academy of Gold Foil Operators' 2014 Distinguished Member of the Year Award

In presenting this year's Distinguished Member Award to Dr. Barry Evans, we could begin by talking about the definition of the word “distinguished”, which means “to be made conspicuous by excellence”. Dr. Barry Evans exemplifies conspicuous excellence in several areas of his career and life and this award acknowledges him for his skill as a gold foil operator and his accomplishments and service to this organization.Dr. Evans' commitment to his profession can be seen in his long term membership and participation in several dental organizations, in which he has held several offices. He is a member of the Academy of Restorative Dentistry, the American College of Dentists, a Fellow in the International College of Dentists and a Fellow in the Academy of General Dentistry. He is a Past President of the Academy of RV Tucker Study Clubs, Past President of the American Academy of Gold Foil Operators, Immediate Past President of the Associated Ferrier Study Clubs and currently serves as Treasurer of the American Academy of Gold Foil Operators. He has been a long term member of 7 different study clubs and has mentored 4 study clubs. He has presented numerous essays, table clinics and papers and was honored as AAGFO Outstanding Clinician of the Year in 2007.Dr. Evans was a member of the Seattle RV Tucker Cast Gold Study Club for 33 years, where he honed his skills in cast gold restorative work. He has been a member of the Alex Jefferies Study Club since 1983 and has had a venerable list of mentors, including Dr. Dick Tucker. Dr. Evans has been heard to say that what makes him a good dentist is “bulldog determination” and where this can be seen time after time is in the work he accomplishes in study club. There is no better example of what “distinguished member” means than the example a clinician like Dr. Evans sets; working with concentration, diligence, humility and respect for his patients to create beautiful, long-lived restorations which set a standard of excellence for his fellow study club members to follow. His roles as student and mentor are of one piece and he is above all, a constant learner. A common thread which unites the recipients of this award is that in addition to having superlative clinical skills which their fellow dentists emulate, they are all natural teachers by virtue of their ability to generously share information with their fellow clinicians.Dr. Evans practices in Portland, Oregon where he continues to be an influence in Oregon dentistry with his involvement and support of OHSU School of Dentistry. Barry and his wife Yvonne have two children, Arianna and Bryce (who is also a practicing dentist in Seaside, Oregon) and four grandchildren. In acknowledging how important family support is to all of us in our dental careers, Barry shares this award and the admiration of his fellow AAGFO Members with his wife Yvonne. Thank you, Barry, for all you do for us!

What makes a good dentist? A pilot study.

This study investigates the attributes of a 'good dentist' with respect to the opinions of dental patients, dental students and qualified dentists and determines whether the dental profession and its patients are in agreement with the standards published by the General Dental Council (GDC) in 2005. A questionnaire was circulated amongst the above groups at the University Of Birmingham, School of Dentistry. Each participant was asked to rank 14 attributes for a dentist in order of their importance. The results indicated that generally there was no consensus between individual participants. There was, however, significant overlap between the top six attributes chosen by dental care professionals and the GDC standards. Patients tended to rank other non-GDC mentioned attributes more frequently. Attributes which were considered important by all were 'putting patient interests first and acting to protect them, respecting a patient's dignity and choices and having good technical ability'. It is important to gain an insight into patient attitudes and to be knowledgeable of the GDC professional standards, in order to improve overall conduct and performance as a dental practitioner.

Philip Greene: 'In order to be a good dentist you must be a good periodontist'

British Society of Periodontology President Philip Greene discusses the considerable changes in periodontics over the past 40 years and suggests that the reward system for GDPs must change to allow the delivery of effective perio for patients.

WHAT IS THE ETHICAL COURSE OF ACTION FOR A DENTIST WHOSE PATIENT'S PREVIOUS DENTIST MAY HAVE TREATED THE WRONG TOOTH?

WHAT IS THE ETHICAL COURSE OF ACTION FOR A DENTIST WHOSE PATIENT'S PREVIOUS DENTIST MAY HAVE TREATED THE WRONG TOOTH?

Are There Ethical Considerations to Keep in Mind As a Dentist Approaches Retirement?

Are There Ethical Considerations to Keep in Mind As a Dentist Approaches Retirement?

On ethics in the profession of dentistry and dental education*

P rofessional education in dentistry exists to educate good dentists, dentists equipped and committed to helping society gain the benefits of oral health. In achieving this intention, dental educators acknowledge that student dentists must acquire the complex knowledge base and the sophisticated perceptual-motor skills of dentistry. The graduation of knowledgeable and skilled clinicians in dentistry is a necessary, but not sufficient, condition for ensuring quality oral health care. The further requirement is the commitment of graduates to applying their abilities with integrity, that is, providing quality care in their patients’ interest. Ultimately, good dentistry depends on individuals committed to treating society and their patients fairly, that is, ethically. Thus the justification for teaching professional ethics in dentistry is to facilitate the personal and professional development of aspiring dentists into socially and professionally responsible human beings. This article will discuss ethics in the broad context of life, and seek to apply the concepts of ethics to the profession of dentistry and to teaching ethics in dental education. In doing so, it will define ethics and differentiate it from two related but different concepts, religion and law. Ethics will be explained in both the sense of life’s aspirations and life’s obligations, and an argument advanced for why one should be ethical. In seeking to understand ethics in the profession of dentistry, the concept of profession will be defined, and the historical notion of what it means to be a profession will be considered. Contrasts will be drawn between dentistry as profession and dentistry as a business. A professional ethics for dentistry will then be advanced. The essay will conclude with suggestions as to what goals are reasonable for teaching professional ethics in dentistry.

How would you define 'a good dentist'?

Regulation of the healthcare professions has been under scrutiny with the publication of two interrelated reports: Good doctors, safer patients and The Regulation of the Non-Medical Healthcare Professions. The first, a report by the chief medical officer, Sir Liam Donaldson, provides a fundamental review of medical regulation in the wake of the Shipman inquiry and other cases which have led to public concern, such as the Bristol Royal Infirmary paediatric surgery case. The second provides a parallel assessment of the regulation of non-medical healthcare professionals.

Students’ perceived experience of university admission based on tests and interviews

The aim of the study was to generate an impression, from the perspective of graduating dental students, of the individualised admissions procedures, which they had undergone 5 years before. The subjects comprised 10 randomly selected students, five male and five female, from two different admission rounds. Qualitative research was used and data were collected by means of semi-structured interviews. The results show that even 5 years later, the students remember clearly the different steps in the selection procedure and they found the procedure relevant. In particular, the admission interviews made a lasting impression. The students consider that being interviewed by one admissions committee member at a time reduces the applicant's apprehension and allows a more personal interview. Several believe that the admissions procedure influences academic achievement or improves self-confidence: implicit in their selection by a committee of experienced professionals is affirmation that they have the potential to become good dentists. The students therefore feel encouraged to aspire to higher achievement. All students believe that motivation is an important non-cognitive attribute for success and that students selected through this mode are not only highly motivated but also well informed, with realistic expectations of the undergraduate programme and their future professional career.

What makes a good dentist and do recent trainees make the grade? The views of vocational trainers.

What makes a good dentist and do recent trainees make the grade? The views of vocational trainers.

What makes a good dentist and do recent trainees make the grade? The views of vocational trainers.

The aim of this paper is to examine the factors that vocational trainers regard as important in a 'good' dentist and to assess whether they think recent graduates were achieving these factors. The study was based on a statistical analysis of returns from a postal questionnaire. Postal questionnaires were sent to all vocational advisors in England who then sent them on to a number of their vocational trainers. The questionnaire was analysed using various statistical techniques including factor analysis. Analysis was undertaken to determine whether student or trainer characteristics influenced the trainer's responses. The vocational trainers judged that the group of skills that contribute to technical ability are the most important component in making a 'good' dentist. However, the most important single skill is communication with patients, closely followed by diagnostic skills and communication with the dental team. The areas where trainees are most likely to fall short in terms of actual as compared to desired performance are in areas of technical ability. Overall, recent trainees scored rather well when compared with an idealised good dentist. However, it is clear that more evaluation of vocational training is needed. Recent studies, including this one have looked at several different aspects of vocational training. However, the time seems ripe for a full-scale prospective evaluation.

A descriptive study of how dentists view their profession and the doctor-patient relationship

In this article we report on how 64 dentists working in a big city in southern Sweden view their profession. The dentists ranged in age from 30 to 70 years (as it was indicated in intervals of 10 years). Their professional experience ranged from 2 to 44 years (mean, 23 years). We collected their views on the ideal skills of a good dentist by means of a questionnaire. From this material we identified three categories: 1) interpersonal skills; 2) clinical skills; and 3) others, such as self-confidence, stress tolerance, and managerial and administrative skills. Next, they rated the relative importance of a number of listed attributes in dentistry in this order: contact with patients, communication skills, empathy, manual skills, and theory. Finally, they described a number of aspects of their profession. We conclude that the importance of interpersonal skills, as well as stress tolerance and administrative skills, is emphasized by experienced practitioners but that these skills are not focused on in the dental curriculum.