Journal of Dental Education最新文献

Purpose: A model describing the factors that influence the use of feedback by dental students from three UK dental schools has been proposed. Seven factors that influence feedback utilization were identified. This project aims to test the validity of this model in a larger student population from two UK dental schools in Newcastle upon Tyne and Cardiff.

Methods: An electronic questionnaire was created and circulated to two dental schools. Data from schools were combined and analyzed using SPSS software. A total of 304 responses were analyzed using principal component analysis resulting in the extraction of nine components which were identified as "most important." The Kruskal-Wallis test was used to analyze the correlations of these components with the demographic characteristics of participants.

Results: The nine components were feedback utility, feedback value, credibility, learning approach, the learner's understanding of the feedback's purpose, and its processes, accessibility, future applicability, and institutional processes. According to the Kruskal-Wallis analysis, seven of the components (but not credibility or institutional processes) were found to be influenced by differences in the gender, nationality, and ethnicity of students as well as their previous educational experience. However, no evidence was found that variables such as age, student year group, or religious beliefs affected any of these components.

Conclusion: Some demographic characteristics are more engaged with one or more components than others. Understanding that will help optimizing this model and ultimately benefits students and institutions. The main project's goal was met by the research in validating the previously developed model.

Introduction: Recent efforts by advocates and policy makers have articulated the importance of gaining a deeper understanding of determinants of health to improve health outcomes and reduce health disparities. Social determinants of health (SDOH) are routinely taught in oral health professions curriculum; however, there are limited studies assessing clinical implications. The purpose of this study was to assess the prevalence of SDOH in dental school clinics and associations with socioeconomic and demographic data and health literacy (HL).

Methods: Predoctoral clinical patients were surveyed using a 28-item, using Likert scale, multiple choice, open text, and binary yes/no items. Associations between unmet social needs (USNs) and gender, age, race/ethnicity, annual household income, zip code, and HL were evaluated. The data were descriptively and statistically analyzed (p-values < 0.05).

Results: There were 204 respondents, males (48%) and females (50%), with 2% non-binary reporting 331 USN cumulatively and 76% reporting one or more USN. The greatest domains were employment (27.5%), finance (23.0%), food (27.5%), and transportation (18.6%), with significant associations for employment (p < 0.0001), finance (p < 0.0001), food (p < 0.0001), and transportation (p < 0.0001). A total of 80.79% of the respondents had adequate HL, and individuals with zero and one USN had higher mean HL score versus three USNs (p = 0.0014 and 0.041, respectively).

Conclusion: Screening for USNs in dental clinics is an excellent method to gather non-medical information that can be used to improve health outcomes. Within the limits of this study dental clinic patients have unmet need across the SDOH domains, with the highest in finance, employment, transportation, and food insecurities.