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J Dent Educ. 72(11): 1343-1349 2008
© 2008 American Dental Education Association
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International Dental Education

Brazilian Dental Students’ Perceptions About Medical Emergencies: A Qualitative Exploratory Study

Regina M. Carvalho, D.D.S., M.S.; Luciane R. Costa, D.D.S., M.S., Ph.D.; Vânia C. Marcelo, D.D.S., M.S., Ph.D.

Key words: emergencies, first aid, dentistry, dental education

Submitted for publication 03/04/08; accepted 08/05/08

Dental students have little understanding about medical emergencies, and there is very little in-depth data about the importance they place on this important area that is fundamental to their professional training. This study aimed to identify the perceptions of a group of undergraduate dental students about the dentistry-medical emergency interface. Twenty undergraduate dental students at the Federal University of Goias, Brazil, took part in this study. The data were collected through in-depth interviews with these students and were interpreted using qualitative content analysis. Two themes emerged from this data analysis: dentistry as a comprehensive health science, and students’ knowledge, feelings, and attitudes about medical emergencies in the dental office. Based on the students’ perceptions, an interface between dentistry and medical emergencies in the dental office was proposed that is comprised of the following intertwined concepts: 1) dentistry is a health science profession that should focus on the whole patient instead of being limited to the oral cavity; 2) medical emergencies do occur in the dental office, but students’ minimal knowledge about these incidents and their etiology causes feelings of insecurity, dissatisfaction, and a limited appreciation of the dentists’ responsibility; and 3) the inability to perform proper basic life support (BLS) technique in the dental office is the ultimate consequence. Undergraduate health courses need to develop strategies to teach professionals and students appropriate behavior and attitudes when facing life-threatening emergencies.




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J Dent Educ., December 1, 2009; 73(12): 1366 - 1371.
[Abstract] [Full Text] [PDF]


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