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J Dent Educ. 69(12): 1368-1376 2005
© 2005 American Dental Education Association
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Educational Methodologies

Insights from Students Following an Educational Rotation Through Dental Geriatrics

Michael I. MacEntee, Ph.D.; Matana Pruksapong, D.D.S.; Chris C.L. Wyatt, M.Sc., Dip. Prosth.

Key words: dental education, geriatrics, qualitative research, long term care, gerodontology

Submitted for publication 05/06/05; accepted 08/31/05

Little is known about how dental students respond to dental geriatrics. This article describes a qualitative analysis of reflective journals submitted over two years by ninety-two senior students who participated in a brief clinical rotation in long-term care facilities. We used an inductive interpretive approach to analyze the journals. Eight themes emerged from the analysis: 1) complexity of the institutional environment; 2) heterogeneity of the resident population; 3) multidisciplinary environment; 4) record keeping; 5) interactions with residents; 6) the difficulty of oral health care for frail residents; 7) bridging the gap between theory and practice; and 8) the emotional impact of the clinical experiences. Apparently, the students appreciated the opportunity to witness the complexity of care in a multidisciplinary context and to observe a practical program of oral health care. They described the rotations as unique and emotionally challenging but very worthwhile. Overall, they wrote positively about their experiences with the elderly residents, acknowledged the contribution of the rotation as important to their clinical maturation, and reported that the experience enhanced their appreciation of a dentist’s professional responsibilities.






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