SATURDAY SEPTEMBER 26: 08:00 – 09:30 Pacific Time
The annual 3M Oral Care Graduate Student Research Presentations and Awards are a result of the partnership formed between 3M Oral Care and CAPD/ACDP.
3M Oral Care generously sponsors the attendance of Canadian pediatric dentistry graduate students presenting original research at the CAPD/ACDP Annual Conference. All presenters will receive 3M Oral Care product samples and, through a formal judging process, the top graduate student presenter will also receive $1000.00.
Full details at http://capd-acdp.org/Grads-and-Undergrads
The 2020 Presenters
HAMIDEH ALAI-TOWFIGH, UNIVERSITY OF MANITOBA
Canadian Dentists’ Views on the First Dental Visit and Early Childhood Oral Health
Hamideh Alai-Towfigh, BSc, DMD, MDent (c), Robert J Schroth, DMD, MSc, PhD
Funding provided by the Gerald Niznick College of Dentistry Endowment Fund
Objectives: Early first dental visits set children on the proper trajectory for a lifetime of optimal oral health. The purpose of this study is to undertake secondary analysis of data obtained from a national survey of Canadian dentists to determine their knowledge, attitudes and behaviors relating to the first dental visit.
Methods: In 2013, the Canadian Dental Association (CDA) undertook a national survey of its members. General and pediatric dentists received an email invitation to complete an electronic survey. This survey questioned dentists about their knowledge, attitudes and behaviors regarding the timing of the first dental visit and early childhood oral health. The survey also collected demographic and practice characteristics of respondents. Statistical analyses included descriptive and bivariate statistics. A p-value ≤ 0.05 was significant. Ethics approval was obtained from the University of Manitoba’s Health Research Ethics Board. The CDA also provided approval for this study.
Results: Overall, 2,504 dentists participated (17.0% response rate), 58.5 % male, 20.6±12.8 years in practice, 96.6 % general dentists, and 49.5% practicing in a metropolitan centre. On average, dentists recommended a first visit by 20.4 ±10.8 months. Only 45.6% recommended a first visit ≤ 12 months of age, while 54.4% recommended over the age of 12 months. The majority of respondents (59.5%) knew the age being recommended for a first dental visit by professional dental organizations. A vast majority (74.2 %) had seen a patient who was less than 12 months of age, but did not typically see a child this young (82.3 %). More than half (55.3 %) of dentists who reported not seeing patients by 12 months of age, referred them to a colleague who was willing to do so. Almost all respondents (94.8%) actively discussed early childhood dental care with their patients and also provided parents with information on how to care for their child’s teeth. Analysis is ongoing and will investigate provider characteristics associated with seeing children by the first birthday milestone.
Conclusions: Our findings reveal that many dentists do not recommend first visits by 12 months of age despite it being the CDA’s position. Data can assist in informing targeted educational campaign on early childhood oral health to dentists. This study will also serve as a baseline for future investigations into changes in dentists’ practice behaviors.
NASHAT CASSIM, UNIVERSITY OF TORONTO
The Experience and Perceptions of Dental Students in Treating Adults with Developmental Disabilities
Nashat Cassim1, Maria Mylopoulos2, Karen Campbell1, Laura Dempster1
1Faculty of Dentistry, University of Toronto; 2 Wilson Center for Research in Education, United Health Network (UHN), University of Toronto
Objectives: Adults with Developmental Disabilities (AWDDs) experience a higher prevalence and severity of dental diseases. This can be attributed partly to barriers to access to care, one of which is the limited training of dentists. The objective of this study is to investigate the perceptions of dental student with regards to treating AWDDs, as well as their experience in doing so during their rotation to Mount Sinai Hospital dental clinic.
Methods: A qualitative approach was used to elucidate the experiences and perceptions of dental students with regards to treating AWDDs. To gain a better understanding of these concepts three groups were interviewed in a semi-structured fashion: experts who extensively work with AWDDs (expert group), students who had no clinical training to treat AWDDs (disconfirming sample), and students who had completed their clinical training to treat AWDDs (confirming sample). Interviews were conducted in-person or via video call in a one-on-one manner. Interviews were transcribed, coded, and analyzed for themes (NC, LD, MM).
Results: A total of 14 interviews were completed. Experts described their motivations for working with AWDDs (i.e. personal gratification, seeking a challenge, and health advocacy/social responsibility). Disconfirming and confirming samples highlighted the impact of the informal curriculum on forming their expectations of working with AWDDs as well as the increased importance of clinical training compared to didactic in the development of their skills and expectations. Disconfirming and confirming samples identified the challenges of working with AWDDs (i.e. barriers to care, recognizing limitations, inadequate training, and a fear of providing inadequate care). The confirming sample described the rotation as a transformative learning experience that instilled a sense of health advocacy and social responsibility in them. The confirming sample described the development of interpersonal skills, adaptability and efficiency, which were skills the experts felt were important to successfully work with AWDDs. The confirming sample and experts differed on their opinion of the relative importance of the skills they developed, with students placing more importance on technical skills and experts on interpersonal skills.
Conclusions: This study provides insight into the experience of dental students during their training to treat AWDDs. The alignment between the skills students developed and the skills experts described as important suggests that the clinical training is adequate. The difference in perceived relative importance of skills between the students and experts demonstrates a need to adjust the curriculum to align these perceptions and the possible influence of the hidden curriculum.
Attendees to this session will earn 2 CE points
Meeting Registration Deadline: Tuesday, September 22, 2020