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Aim: The aim of the study was to evaluate the effect of dentist's communication skills and patient's psychological factors in predicting denture satisfaction and quality of life. Settings and Design: Cohort study. Materials and Methods: Patient-related variables were obtained using questionnaires in both pre- and post-intervention phases. In addition to this, in preintervention phase, lacunae in doctor–patient communication were obtained. Based on this, the postgraduates were trained in relevant communication skills required during complete denture treatment. In postintervention phase, the postgraduates were again followed up for continuation or decay of skills. Statistical Analysis: Mixed-mode approach - quantitative and qualitative analysis. Results: Both groups were similar in psychological parameters, personality domains, denture quality and quality of life at baseline. However, there was significant difference in denture satisfaction (P < 0.001) in both the groups. In the experimental group, denture satisfaction was more (80.4%) and quality of life had improved from baseline to 3 months (P = 0.000). Denture satisfaction was associated with self-efficacy (P = 0.002) and the communication skills of the dentist (P = 0.000). Quality of life was associated with the conscientiousness domain of personality (P = 0.049) and the communication skills of the dentist (P < 0.05). Conclusion: Satisfaction and quality of life with dentures were associated with self-efficacy, conscientiousness domain and the communication skills of the dentist. Denture satisfaction can be predicted by dentist communication skills. Therefore, training in communication skills for complete denture patient management and assessment of the psychological profile of the patient could contribute to the effective patient-centered practice to avoid patient dissatisfaction.

CONTEXT: The general dentist must not only have a broad biomedical and clinical education but also be able to demonstrate professional and ethical behavior as well as effective communication and interpersonal skills. In addition he or she must have the ability to evaluate and utilize emerging technologies, continuing professional development opportunities, and problem-solving and critical thinking skills to effectively address current and future issues in health care. But the extent to which the core competencies are taught and the students' level of proficiency in these competencies in Indian scenario is to be explored at large. AIMS: The present study aims at assessing the self-perceived level of competencies and their importance for future practice and the extent to which the competencies are taught in the curriculum among interns of dental college in Pondicherry, India. SETTINGS AND DESIGN: The cross-sectional observational study was conducted among dental interns of Indira Gandhi Institute of Dental Sciences, Pondicherry. SUBJECTS AND METHODS: A total of 72 interns participated in the study. A short version of the Freiburg Questionnaire to Assess Competencies in Medicine” was used in this study. Questionnaire has three sections with same set of questions, which the student had to rate: (i) To what extent do you have the following competencies at your disposal? (ii) To what extent will your future job require the following competencies? and (iii) To what extent is competencies taught to you? After the results were obtained a focused group discussion with the responders was done. Focused group discussion consisted of open questions to the groups in all the four domains and the responses of the students were scribed. RESULTS: In all four domains, self-perceived level of competency was not satisfactory. However, all students stated that the competencies were highly relevant for their future practice. Despite this, most of the competencies are not taught to necessary extent in the curriculum. The results of the present survey revealed that the participating students perceived deficiencies in all domains of competencies. CONCLUSIONS: These results indicate that the core competencies are still barely integrated into dental curricula and that further research in this field is needed.

Background: The main purpose of the present study was to further investigate study processes, learning styles, and academic achievement in medical students. Methods: A total of 214 (mean age 22.5 years) first and second year students - preclinical years - at the Asian Institute of Medical Science and Technology (AIMST) University School of Medicine, in Malaysia participated. There were 119 women (55.6%) and 95 men (44.4%). Biggs questionnaire for determining learning approaches and the VARK questionnaire for determining learning styles were used. These were compared to the student’s performance in the assessment examinations. Results: The major findings were 1) the majority of students prefer to study alone, 2) most students employ a superficial study approach, and 3) students with high kinesthetic and read-write scores performed better on examinations and approached the subject by deep approach method compared to students with low scores. Furthermore, there was a correlation between superficial approach scores and visual learner’s scores. Discussion: Read-write and kinesthetic learners who adopt a deep approach learning strategy perform better academically than do the auditory, visual learners that employ superficial study strategies. Perhaps visual and auditory learners can be encouraged to adopt kinesthetic and read-write styles to enhance their performance in the exams.

The aim of this study was to investigate whether prosthodontic residents' attitudes toward provider-client communication would be shaped by a tailor-made communications skills course. In 2016, the pre-intervention attitudes of all six second- and third-year prosthodontic residents in a three-year residency at an academic dental institution in India were assessed using the Communication Skills Attitude Scale (CSAS). The residents' performance was then video-recorded while they treated complete denture patients and was analyzed using the Kalamazoo scale, a validated scale for communication skills assessment. The residents' weaknesses were identified, and a custom-made generic module was designed along with individual guidance counseling for addressing aspects relevant to complete denture patients. The residents' attitudes were again assessed immediately after they completed the training using CSAS, as well as after two and four months using Balint sessions. Analysis of the recordings showed that few of the deficiencies during intraoral procedures were contextual, and the Kalamazoo scale did not address them: these were noted as being "beyond Kalamazoo." After the training, the residents reported awareness of their weaknesses and feeling motivated to practice their newly acquired skills. The Balint sessions showed that they had started valuing patients' agendas and the rapport-building process, and they reported transfer of skills when treating other types of prosthodontic patients. In this study, a customized communication skills module brought about a positive change in residents' attitudes, which was sustained over four months. Similar training could be implemented in other dental specialties. [ABSTRACT FROM AUTHOR]

Background: The Covid 19 pandemic and the constraints imposed on regulations and safety norms prevented a normal hospital-based clinical examination. The hospitals were closed for students due to the rising number of Covid cases. There was a need to innovate and complete the exit examination as early as possible in a safe environment while ensuring that the outcomes were assessed in a valid and reliable examination process. Description: The Deanery discussed and adapted the ABIM MiniCEX mode into a hybrid, multi-station mode to test the different components. The ABIM MiniCEX form was adopted in parts and used for the different components tested. The stations simulated the real world setting with case scenarios from OP, IP, ER, OT, Field etc. The long case was split into 2-5 stations of seven-fourteen minutes each, and the short cases were of one to two stations. The total time was 28-35 minutes and 14-21 minutes for the long and short cases, respectively. The average time per station was seven minutes. The stations were duplicated when required to ensure that the circuit ran without any blocks. The chief examiner, a senior medical educationist, monitored the stations through CC TV, ZOOM, and in person. Outcome: The stations and the outcomes tested were reviewed by the internal and external examiners and the examination board and deemed appropriate. The various MiniCEX stations tested the students’ ability to elicit a relevant history, perform a physical examination, present their diagnostic reasoning and discuss the management. Conclusion: The multistation hybrid model of MiniCEX is an efficient method of testing the desired outcomes in a high stakes’ clinical examination. It could be a part of the regular examination process in the future. [ABSTRACT FROM AUTHOR]