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An interdisciplinary approach to case-based teaching: does it create patient-centered and culturally sensitive providers?
J Dent Educ. 2006 Mar; 70(3):284-91.JD

Abstract

This investigation explored whether teaching a case-based seminar influenced dental students' perceptions of the importance of various factors for diagnosis and treatment planning. In addition, the effects of an interdisciplinary approach to case-based teaching were analyzed. During the winter semesters 2004 and 2005, 204 second-year dental students participated in a case-based comprehensive care seminar. The students were randomly assigned either to a section with a behavioral science instructor present or to a section without a behavioral science instructor. At the beginning and end of each semester, the students evaluated the importance of various factors for diagnosis and treatment planning in self-administered questionnaires. This seminar increased students' importance ratings of subjective oral health-related factors (such as dental fear) and diversity-related factors (such as the patient's ethnicity/race) from the beginning to the end of the semester. Students in the section with a behavioral science instructor rated the importance of behavioral and diversity-related factors higher than students in the section without the behavioral science instructor. These findings suggest that interdisciplinary, case-based teaching increased students' appreciation of the complexity of patient care and of a patient-centered, culturally sensitive approach to diagnosis and treatment planning.

Authors+Show Affiliations

Richards PS
Department of Periodontics and Oral Medicine, School of Dentistry, University of Michigan, Ann Arbor, MI 48109-1078, USA. philrich@umich.edu
Inglehart MR
No affiliation info available

MeSH

Behavioral SciencesCase ManagementComprehensive Dental CareCultural DiversityEducation, DentalFactor Analysis, StatisticalFemaleHumansInterprofessional RelationsMaleModels, EducationalPatient Care PlanningPatient-Centered CarePrincipal Component AnalysisProblem-Based LearningSelf-Evaluation ProgramsTeaching

Pub Type(s)

Journal Article
Randomized Controlled Trial
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

16522757

Citation

Richards, Philip S., and Marita R. Inglehart. "An Interdisciplinary Approach to Case-based Teaching: Does It Create Patient-centered and Culturally Sensitive Providers?" Journal of Dental Education, vol. 70, no. 3, 2006, pp. 284-91.
Richards PS, Inglehart MR. An interdisciplinary approach to case-based teaching: does it create patient-centered and culturally sensitive providers? J Dent Educ. 2006;70(3):284-91.
Richards, P. S., & Inglehart, M. R. (2006). An interdisciplinary approach to case-based teaching: does it create patient-centered and culturally sensitive providers? Journal of Dental Education, 70(3), 284-91.
Richards PS, Inglehart MR. An Interdisciplinary Approach to Case-based Teaching: Does It Create Patient-centered and Culturally Sensitive Providers. J Dent Educ. 2006;70(3):284-91. PubMed PMID: 16522757.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - An interdisciplinary approach to case-based teaching: does it create patient-centered and culturally sensitive providers? AU - Richards,Philip S, AU - Inglehart,Marita R, PY - 2006/3/9/pubmed PY - 2006/4/19/medline PY - 2006/3/9/entrez SP - 284 EP - 91 JF - Journal of dental education JO - J Dent Educ VL - 70 IS - 3 N2 - This investigation explored whether teaching a case-based seminar influenced dental students' perceptions of the importance of various factors for diagnosis and treatment planning. In addition, the effects of an interdisciplinary approach to case-based teaching were analyzed. During the winter semesters 2004 and 2005, 204 second-year dental students participated in a case-based comprehensive care seminar. The students were randomly assigned either to a section with a behavioral science instructor present or to a section without a behavioral science instructor. At the beginning and end of each semester, the students evaluated the importance of various factors for diagnosis and treatment planning in self-administered questionnaires. This seminar increased students' importance ratings of subjective oral health-related factors (such as dental fear) and diversity-related factors (such as the patient's ethnicity/race) from the beginning to the end of the semester. Students in the section with a behavioral science instructor rated the importance of behavioral and diversity-related factors higher than students in the section without the behavioral science instructor. These findings suggest that interdisciplinary, case-based teaching increased students' appreciation of the complexity of patient care and of a patient-centered, culturally sensitive approach to diagnosis and treatment planning. SN - 0022-0337 UR - https://www.unboundmedicine.com/medline/citation/16522757/An_interdisciplinary_approach_to_case_based_teaching:_does_it_create_patient_centered_and_culturally_sensitive_providers DB - PRIME DP - Unbound Medicine ER -