Dental students' and patients' perceived importance and knowledge of dental anxiety
Korpela, Ilona; Vaununmaa, Katri (2019-01-15)
Dental students' and patients' perceived importance and knowledge of dental anxiety
Korpela, Ilona
Vaununmaa, Katri
(15.01.2019)
Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.
suljettu
Julkaisun pysyvä osoite on:
https://urn.fi/URN:NBN:fi-fe201901253056
https://urn.fi/URN:NBN:fi-fe201901253056
Tiivistelmä
Aim To examine the perceived importance and knowledge of the dental students in treatment of dental anxiety according to their year of study and to find out the patients’ perceived importance on dental students’ knowledge of dental anxiety according to their level on dental fear.
Methods Dental students (N=219) at the University of Turku and non-probability convenience sample of 101 patients at Dental Teaching Clinic were given questionnaires with multiple choice and open-ended questions. Students were categorized into three groups according to the year of study (1-3, 4, 5). Patients were categorised into three groups using the established cut points for Modified Dental Anxiety Scale (no fear=5-9, low fear=10-18, high fear=19-25). The differences between groups were evaluated using cross-tabulations and the statistical significance of the difference was assessed using chi squared and Fisher’ exact tests.
Results There were no statistically significant differences in students’ perceived importance of dental anxiety between three groups. Students with greater undergraduate education and clinical experience were more likely to have excellent or quite good knowledge (p < 0.001). Patients’ perceived importance of dental students’ knowledge of dental anxiety was higher in patients with high level of fear. According to open-ended questions communication skills were important for patients when treating dental anxiety and for dental students to manage dental anxiety.
Conclusion Clinical communication skills should be part of dental anxiety management teaching. Dental students should be able to gain sufficient knowledge and skills in treating dental anxiety before graduating.
Methods Dental students (N=219) at the University of Turku and non-probability convenience sample of 101 patients at Dental Teaching Clinic were given questionnaires with multiple choice and open-ended questions. Students were categorized into three groups according to the year of study (1-3, 4, 5). Patients were categorised into three groups using the established cut points for Modified Dental Anxiety Scale (no fear=5-9, low fear=10-18, high fear=19-25). The differences between groups were evaluated using cross-tabulations and the statistical significance of the difference was assessed using chi squared and Fisher’ exact tests.
Results There were no statistically significant differences in students’ perceived importance of dental anxiety between three groups. Students with greater undergraduate education and clinical experience were more likely to have excellent or quite good knowledge (p < 0.001). Patients’ perceived importance of dental students’ knowledge of dental anxiety was higher in patients with high level of fear. According to open-ended questions communication skills were important for patients when treating dental anxiety and for dental students to manage dental anxiety.
Conclusion Clinical communication skills should be part of dental anxiety management teaching. Dental students should be able to gain sufficient knowledge and skills in treating dental anxiety before graduating.