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U21 DENTISTRY

group2005

1. Transcultural project

• The literature is relatively limited– a concentration on nursing and medical

professionals• No attention on transcultural dental

training/education

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The existing literature focuses on:

1. Development of transcultural assessment and competence models

Giger & Davidhizar 1998; Campinha-Bacote J. 1999

2. Exploring health professionals’ skills, knowledge and attitudes toward transculture care

Josipovic P.2000; Dogra N. 2001; Chevannes 2002; Shapiro et al. 2002

3. Exploring the process of education inclusion in the curriculum, curriculum development, evaluating outcomes

Pinikahana et al. 2003) and (Dowell et al. 2001).

Objectives• To identify dental student background and

cultural values• To identify intercultural issues in dental

care – from the student perspective– from the patient perspective

• To examine students’ awareness• To establish a transcultural education

module to address the above issues

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Research questions

1. Are dental students confronted by cultural issues while treating patients from diverse backgrounds?

2. Do dental students have the knowledge and skills to deal with such issues?

3. Do dental students need curricula with more cultural diversity and communication content?

4. Does the current dental curriculum address the multicultural background of patients?

Methodology

Cross-sectionalDental Students Dental Patients

Q’nnaire Interview Focus group

Supervising dentist

Interview Focus group Interview

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Clinical electronic dental recordsClinical electronic dental records

- grades tracking, - student progress tracking (Clinical schedule)- patient status and treatment progress tracking, - specialist examination charts- inter-speciality referral- laboratory case tracking and workflow - instrument sterilisation workflow - resource management- inventory tracking- patient allocation by treatment requirements

Enterprise versions of Mature Office Systems

Software of Excellence EXACTSoftware of Excellence EXACT29 Dental Schools:29 Dental Schools: As ofAs of July 2005July 2005

South Australia Dental UniversitySouth Australia Dental UniversityRoyal Melbourne Dental Hospital, AustraliaRoyal Melbourne Dental Hospital, AustraliaUniversity of Western AustraliaUniversity of Western AustraliaOtago University, New ZealandOtago University, New ZealandNational University of SingaporeNational University of SingaporeUniversity of California, Los AngelesUniversity of California, Los Angeles SK r3SK r3Temple University, PhiladelphiaTemple University, PhiladelphiaCase School of Dental MedicineCase School of Dental Medicine SK r3SK r3Edinburgh Dental HospitalEdinburgh Dental HospitalPortsmouth UniversityPortsmouth University SK r2SK r2University of Connecticut Health CenterUniversity of Connecticut Health CenterUniversity of Florida College of DentistryUniversity of Florida College of DentistryUniversity of Mississippi Medical CenterUniversity of Mississippi Medical Center SK r4SK r4University of OklahomaUniversity of OklahomaCreighton UniversityCreighton University

Nova University College of Osteopathic Medicine

Nova University College of Dental Medicine

Loma Linda University SK r4University of Texas HC at San AntonioHoward UniversityTufts University ?University of NebraskaUniversity of Colorado ?Medical College of GeorgiaMeharry Dental SchoolUniversity of Texas HC at Houston ?University of Louisville (Kentucky)Southern Illinois University Kuwait Dental SchoolGriffith University SK r4GSD SchoolSK – Soel Knowledge

Go Live Summer 2006

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Appointments / Bookings / WaitlistAppointments / Bookings / WaitlistProvider set upProvider set upPatient EducationPatient EducationMedical HistoryMedical HistoryCharting Basic, PeriodontalCharting Basic, PeriodontalClinical NotesClinical NotesClinical forms: Specialist chartsClinical forms: Specialist chartsAuthenticationAuthenticationGrading student workGrading student workRecall / appointment bookRecall / appointment bookEmail alertsEmail alertsInventory controlInventory control

Enterprise software for Dental Schools

Workstation in Service Operatory

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Considerations for Success

• Mindset ChangeNeed to convince staff members of the advantage of going paperless and online. Convenience of instant availability of information to the user online. Staff can look at the patient records from the convenience of their office. The need to type rather than write.

• Supportive Administration Critical to drive implementation - Policy / belief in the advantages of going electronic for patient records / charting.

• Adequate TrainingTraining of staff, students and nurses is critical to success. Familiarity gives confidence to the user. Remember part-time clinical instructors.

• Phased Approach to ImplementationShould be phased in. Allow users to enter both paper and electronic records initially. Fear factor of going online is reduced - until the system has stabilized and users familiar with online charting.

• Continuous feedback from users and in-house customizationUsers will be able to provide useful feedback on the system to refine the system and iron out the bugs. Multiple iterations.

• Monitoring clinicians / students complianceRegular checks on usage and compliance necessary to maintain and use the standard protocols designed for the system. User acceptance policy has to be instituted. Confidentiality clause must be included.

• In-house IT team supportNecessary to provide early response to hardware and software problems

• Vendor supportImportance of a good working relationship with the vendor to solve problems and understanding user needs.

Considerations for Success

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Clinical Information Systems

Consortium vs. Single SiteInteroperability / Open Architecture?CommonalitiesAvailable Standards?

PBL

Goal = Responsible independent practitionersClinical competenciesEarly clinical experience = Problem orientedOverall oral health approach, not in compartments

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Styles

Problem-oriented: told about the learning goalsProblem-based: formulate the learning goalsBOTH: collect information, elaborate on existing knowledge

StylesBoundaries and learning goalsBroad context to act as directionswith recommended readingGood versus bad case materialsProblem designCases for examinationAssessment practices