ePoster
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Presentation Description
Claire Mustchin1
1 University Of Melbourne
1 University Of Melbourne
Background:
The University of Melbourne Bachelor of Oral Health (BOH) is a 3-year undergraduate degree that prepares students for entry to practice as an Oral health therapist (OHT). The Australian Dental Council (ADC) competencies (1) state that practitioners must be patient-centred, prevention-focused reflexive. Communication skills (CS) and behavioural sciences are taught longitudinally across the BOH curriculum to ensure students attain these competencies. Assessing students and providing personalised feedback assists students in developing these critical skills (2). Students receive feedback on their CS in the teaching clinic and via a reflective assessment in the 2nd year Health Promotion subject.
The University of Melbourne Bachelor of Oral Health (BOH) is a 3-year undergraduate degree that prepares students for entry to practice as an Oral health therapist (OHT). The Australian Dental Council (ADC) competencies (1) state that practitioners must be patient-centred, prevention-focused reflexive. Communication skills (CS) and behavioural sciences are taught longitudinally across the BOH curriculum to ensure students attain these competencies. Assessing students and providing personalised feedback assists students in developing these critical skills (2). Students receive feedback on their CS in the teaching clinic and via a reflective assessment in the 2nd year Health Promotion subject.
Summary of work:
In a role-play scenario, students work in groups and take turns to undertake a conversation about oral health behaviour change (OHBC) with a simulated patient (peer). Using a feedback guide, students provide their group members with feedback about the application of core CS after the conversation takes place. The recorded conversation is submitted with an individual reflection focused on the CS used in the conversation.
In a role-play scenario, students work in groups and take turns to undertake a conversation about oral health behaviour change (OHBC) with a simulated patient (peer). Using a feedback guide, students provide their group members with feedback about the application of core CS after the conversation takes place. The recorded conversation is submitted with an individual reflection focused on the CS used in the conversation.
Discussion:
By completing this assessment task, students practice communication for OHBC in a supported environment, receiving feedback from peers and the educator. Reflecting on this experience and peer feedback, students develop new knowledge and determine their own pathway for further practice and development.
By completing this assessment task, students practice communication for OHBC in a supported environment, receiving feedback from peers and the educator. Reflecting on this experience and peer feedback, students develop new knowledge and determine their own pathway for further practice and development.
Conclusion:
Reflective practice is a powerful tool for deep learning, critical thinking, and metacognition. It affords students the opportunity to critically engage with their communication style and create a plan for further development of patient-centred communication for behaviour change.
Reflective practice is a powerful tool for deep learning, critical thinking, and metacognition. It affords students the opportunity to critically engage with their communication style and create a plan for further development of patient-centred communication for behaviour change.
Take-home messages:
1. Reflective practice is a powerful learning and assessment tool that supports students in gaining confidence and skills in communication.
2. Creating supportive settings outside patient clinics allows students to practice and reflect on CS in a low-stakes environment.
References (maximum three)
- Australian Dental Council. Professional competencies of the newly qualified dental practitioner. ADC. 2022. www.adc.org.au
- Khalifah AM, Celenza A. Teaching and Assessment of Dentist‐Patient Communication Skills: A Systematic Review to Identify Best‐Evidence Methods. Journal of Dental Education. 2019 Jan 1; 83(1):16–31. Available from: https://research.ebsco.com/linkprocessor/plink?id=ed1af0eb-defc-39e6-9091- de143c443304