Hasan Omair I, Inglehart Marita R
Academic Affairs - Student Affairs, School of Dentistry, University of Michigan, Ann Arbor, Michigan, USA.
Department of Periodontics and Oral Medicine, School of Dentistry, University of Michigan, Ann Arbor, Michigan, USA.
J Dent Educ. 2025 Jul;89(7):1051-1060. doi: 10.1002/jdd.13799. Epub 2024 Dec 21.
Commission of Dental Accreditation (CODA) Standards require graduates to be competent in patient-provider communication. The objectives were (a) to assess dental hygiene and dental students' general communication-related attitudes and self-reported skills related to establishing rapport, utilizing facilitative listening, and summarizing, as well as having oral health literacy-related expertise; (b) to evaluate students' prior public speaking experiences, their motivation to learn more about public speaking and evaluations of the public speaking-related educational intervention; (c) and explore the relationships between communication-related attitudes and skills and public speaking-related education.
Anonymous web-based survey data were collected from 43 dental hygiene and 206 dental students after they participated in a zoom-based educational intervention entitled "Utilizing Public Speaking Principles in Patient-Dental Care Provider Communication: An Exploration."
On average, dental hygiene and dental students had positive communication-related attitudes and agreed that communication is important (5-point answer scale: 5 = agree strongly: dental hygiene students: Mean = 4.00; dental students: Mean = 4.08; p = 0.487). Both groups agreed that they were comfortable with establishing rapport (3.98 vs. 4.08; p = 0.151), summarizing information (3.92 vs. 3.86; p = 0.309) and considering patients' oral health literacy skills in their communication (3.69 vs. 3.81; p = 0.108). However, dental hygiene students agreed less than dental students that they had facilitative listening skills (3.84 vs. 4.00; p = 0.034), had prior public speaking experiences (2.84 vs. 3.18; p = 0.004) and were less motivated to learn more about public speaking (3.06 vs. 3.68; p < 0.001). They also rated the educational intervention less positively than dental students (4.12 vs. 4.54; p < 0.001). Patient communication skills correlated significantly with public speaking considerations.
Students' communication-related attitudes are positive, but they are not likely to have education about public speaking. Dental educators should realize that students are interested in learning about public speaking and that learning about public speaking principles can enrich their patient-provider communication skills.
牙科认证委员会（CODA）标准要求毕业生具备医患沟通能力。目标如下：（a）评估口腔卫生专业学生和牙科专业学生与沟通相关的总体态度，以及他们自我报告的与建立融洽关系、运用促进性倾听和总结相关的技能，以及具备与口腔健康素养相关的专业知识；（b）评估学生以前的公众演讲经历、他们学习更多公众演讲知识的动机以及对与公众演讲相关的教育干预的评价；（c）探讨与沟通相关的态度和技能与公众演讲相关教育之间的关系。
在43名口腔卫生专业学生和206名牙科专业学生参加了名为“在患者-牙科护理提供者沟通中运用公众演讲原则：一项探索”的基于Zoom的教育干预后，收集了他们基于网络的匿名调查数据。
平均而言，口腔卫生专业学生和牙科专业学生对沟通持积极态度，并认同沟通很重要（5分制回答量表：5 = 强烈同意：口腔卫生专业学生：均值 = 4.00；牙科专业学生：均值 = 4.08；p = 0.487）。两组都认同他们在建立融洽关系方面感到自在（3.98对4.08；p = 0.151）、总结信息（3.92对3.86；p = 0.309）以及在沟通中考虑患者的口腔健康素养技能（3.69对3.81；p = 0.108）。然而，口腔卫生专业学生比牙科专业学生更不认同自己具备促进性倾听技能（3.84对4.00；p = 0.034）、有过公众演讲经历（2.84对3.18；p = 0.004），并且学习更多公众演讲知识的积极性更低（3.06对3.68；p < 0.001）。他们对教育干预的评价也不如牙科专业学生积极（4.12对4.54；p < 0.001）。患者沟通技能与公众演讲考量显著相关。
学生与沟通相关的态度是积极的，但他们不太可能接受过公众演讲方面的教育。牙科教育工作者应意识到学生对学习公众演讲感兴趣，并且学习公众演讲原则可以丰富他们的医患沟通技能。
