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J Dent Educ. 68(9): 970-977 2004
© 2004 American Dental Education Association
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Educational Methodologies

A Communication Skills Course for Undergraduate Dental Students

Annette Hannah, Ph.D.; C. Jane Millichamp, Ph.D.; Kathryn M.S. Ayers, M.D.S.

Dr. Hannah is Lecturer, Department of Psychological Medicine, Dunedin School of Medicine; Dr. Millichamp is Lecturer, Department of Psychological Medicine, Dunedin School of Medicine; and Dr. Ayers is Senior Lecturer, Department of Oral Sciences, Faculty of Dentistry—all at the University of Otago, Dunedin, New Zealand. Direct correspondence and requests for reprints to Dr. Annette Hannah, Department of Psychological Medicine, Dunedin School of Medicine, University of Otago, P.O. Box 913, Dunedin, New Zealand; 64-3-474-7989 phone; 64-3-474-7934 fax; annette.hannah{at}stonebow.otago.ac.nz.

Key words: communication, dentist-patient relations, dental education, program evaluation, psychosocial factors, behavioral sciences

Submitted for publication 04/29/04; accepted 07/06/04

Sixty-seven third-year dental students in Dunedin, New Zealand, participated in a communication skills course, using simulated patients, case-based scenarios, videotaped interviews, and class roleplays. The course introduced active listening techniques, taking a medical history, and emotion-handling skills. This course was adapted from an existing course for medical students run by the Department of Psychological Medicine, Dunedin School of Medicine. The results of the student evaluation questionnaire (n = 59) indicated that students rated the course very highly. Retrospective ratings indicated that the students considered communication skills to be significantly more important as a component of their undergraduate training after completion of the course than prior to it. As might be expected, students whose ratings were higher after the course also reported that the course helped them to develop new communication skills and techniques; increased their interest in the subject and their self-confidence; rated the tutor as more effective and the course materials as more helpful; and considered the course to be significantly more stimulating than those students whose ratings of the importance of communication skills remained the same or decreased.




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