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This study compared acceptability scores of pediatric dental behavior guidance between predoctoral senior dental students and postdoctoral pediatric dentistry graduates. The scores were obtained with an anonymous survey that included twenty-five items related to behavior guidance techniques or situations, with the degree of acceptability of each being marked on a visual analog scale. Demographic data collected included year of graduation from the postdoctoral program, type of employment, being board-certified or not, gender, marital and parental status, previously receiving dental or medical treatment, and degree of unpleasantness from these treatments. Thirty-nine predoctoral and fifty-one postdoctoral surveys were compared. Analysis of variance (ANOVA) indicated that the predoctoral acceptability scores were statistically significantly higher than the postdoctoral scores for not allowing the child to speak during treatment, voice control, hand over mouth, active immobilization, and providing an exact explanation to the child. The predoctoral scores were lower than the postdoctoral scores for not using local anesthetic when the child does not want it, parent's presence in the operatory during treatment, or talking with the dentist during treatment. ANOVA of the predoctoral and postdoctoral scores combined indicated statistically significant differences between scores from male and females respondents for parent talking with the dentist during treatment; between married and not married respondents for hand over mouth, encouraging the child not to be a coward, the child being allowed to stop the treatment, and the parent being in the operatory during treatment; and between parents and not parents respondents for child not allowed to speak during the treatment, voice control, and hand over mouth. This study found that perspectives about pediatric dental behavior guidance are influenced by pre- and postdoctoral education and postgraduate experience.

Students' acceptability scores of pediatric dental behavior guidance techniques and clinical situations were measured with visual analog scales in a four-year dental curriculum. At the end of the curriculum, the highest scores were for positive reinforcement (94.7+/-4.7), use of nitrous oxide (93.1+/-7.5), stimulating the child's imagination (90.4+/-11.1), tell-show-do (90.4+/-10.0), distraction (89.7+/-11.6), use of euphemisms (88.3+/-14.4), voice control (86.2+/-12.4), and promising a toy (83.6+/-17.7). The lowest scores were for showing a needle (23.1+/-20.9), treatment without local anesthetic (25.4+/-24.2), parent talking with the child during treatment (35.3+/-22.4), hand over mouth (37.1+/-25.4), dentist/assistant being quiet (38.5+/-25.3), and not allowing the child to speak (38.6+/-26.8). Comparison of scores after only didactic education versus after clinical plus didactic education indicated a significant increase in acceptability for general anesthesia and significant decreases for situations involving the parent in the clinic. Ranking of scores before and after the dental curriculum showed the largest change in ranking for general anesthesia (+10), telling that the treatment may involve pain (-9), parent's presence (-8) or talking with the child during treatment (-10), and use of nitrous oxide (+7). Dental education has the potential to shape students' perceptions about pediatric dental behavior guidance.

The purpose of this study was to evaluate the effect of a dental education component on dental students’ perceptions toward behavior guidance techniques in pediatric dentistry. A questionnaire was completed by seventy-three first-year dental students, before and after a course on human development and behavior guidance techniques in pediatric dentistry. The acceptability of behavior guidance techniques and situations in pediatric dentistry was scored with a visual analog scale before and after the course, compared, and evaluated in relation to demographic data. After the course, statistically significant increases (ANOVA) in the acceptability of aversive behavior guidance (voice control, hand over mouth, and immobilization), sedation, general anesthesia, and modeling were found. Statistically significant decreases (ANOVA) in acceptability were found in mentioning the possibility of pain during treatment and with a parent being in the clinic or talking with the child during treatment. Female or married students, those who had previously received dental treatment, or those who had a dentist in the family showed statistically significant changes that indicated more empathy toward the children. We conclude that undergraduate dental education may have a significant short-term influence on dental students’ perceptions of behavior guidance in pediatric dentistry.

Students' acceptability scores of pediatric dental behavior guidance techniques and clinical situations were measured with visual analog scales in a four-year dental curriculum. At the end of the curriculum, the highest scores were for positive reinforcement (94.7+/-4.7), use of nitrous oxide (93.1+/-7.5), stimulating the child's imagination (90.4+/-11.1), tell-show-do (90.4+/-10.0), distraction (89.7+/-11.6), use of euphemisms (88.3+/-14.4), voice control (86.2+/-12.4), and promising a toy (83.6+/-17.7). The lowest scores were for showing a needle (23.1+/-20.9), treatment without local anesthetic (25.4+/-24.2), parent talking with the child during treatment (35.3+/-22.4), hand over mouth (37.1+/-25.4), dentist/assistant being quiet (38.5+/-25.3), and not allowing the child to speak (38.6+/-26.8). Comparison of scores after only didactic education versus after clinical plus didactic education indicated a significant increase in acceptability for general anesthesia and significant decreases for situations involving the parent in the clinic. Ranking of scores before and after the dental curriculum showed the largest change in ranking for general anesthesia (+10), telling that the treatment may involve pain (-9), parent's presence (-8) or talking with the child during treatment (-10), and use of nitrous oxide (+7). Dental education has the potential to shape students' perceptions about pediatric dental behavior guidance.

This article evaluates the educational, personal, and cultural attributes that motivate or inhibit dental students' participation in humanitarian and educational trips to underserved communities in Latin America. Interviews, concentrating on students' expectations and experiences, were conducted with students who participated in the trips and with those who did not. A survey of a larger group of students (including those interviewed) was also conducted; the survey included demographic data, ethnic affiliation, cultural competence, motivators and inhibitors to attend trips, and trip attributes. One hundred and seventy-four students at one dental school completed the survey; the group interviews were conducted with twenty-three students who attended humanitarian and educational trips and nine students who did not. This research found that skill development, educational opportunity, and philanthropy were the most important motivators for trip participation. Cost and time commitments were the strongest inhibitors to participate. Exposure to infectious diseases, substandard working and living conditions, threat of crime, and language barriers were mostly considered as "not important." However, female dental students were more concerned than males about crime, living conditions, and infectious diseases during the trips. Cultural education, increased knowledge, cross-cultural professional relationships, increased self-confidence, and public health awareness were the most important attributes of the trips. This study indicates that the undergraduate humanitarian educational trips to underserved Latin American communities have a most significant personal, professional, and social impact on dental students.