001560712 001__ 1560712
001560712 005__ 20240925003334.0
001560712 02470 $$ahttps://doi.org/10.1002/jdd.13386$$2DOI
001560712 037__ $$aIR
001560712 041__ $$aeng
001560712 245__ $$aIncorporating special needs simulations into allied dental education curriculum to encourage inclusion, understanding, and empathy: A mixed method study
001560712 269__ $$a2023-10-11
001560712 520__ $$aObjectives
Allied dental practitioners increasingly encounter demands specific to treating patients with special needs and disabilities. New standards by the Commission on Dental Accreditation require dental and allied dental graduates to have didactic and skill-based competencies to ensure awareness of and effective treatment and recommendations for these patients. This study sought to determine if adding a special needs simulation activity into allied dental students’ curriculum would increase the student's awareness of and comfort level when treating patients with special needs.

Methods
This mixed-methods study measures student perceptions specific to the efficacy of adding special needs simulations into the allied dental program curriculum. Graduating dental assistants and dental hygienists (n = 65) participated and were paired within their cohort. Didactic instruction specific to the diagnoses of cerebrovascular accident (CVA), macular degeneration, rheumatoid arthritis, schizophrenia, and hearing impairment was provided. Following formal classroom instruction, pairs of students participated in simulation stations, one for each of the listed diagnoses. A pre-/postsurvey was given to evaluate any changes in student perceptions of patients with special needs, and a Student Evaluation of Educational Quality (SEEQ) postsurvey provided to evaluate their perception of the educational activity.

Results
All 65 participants completed the pre- and postsurveys for a 100% response rate, and 61 (93.8%) completed the SEEQ. SPSS software was utilized to run a Wilcoxen Signed Ranks Test to determine significance for each pre-/postsurvey question to determine any statistically significant (p < .05) differences. Means and standard deviations were calculated for each survey item including SEEQ.

There were significant differences for each question, and, overall, in participant's perceptions from the presurvey to the postsurvey. Most notable were the positive changes related to the participants' ability to relate to persons with special needs, their awareness of various special needs, and their increased knowledge of available adaptive oral health equipment.

Conclusion
In conclusion, students feel better prepared to treat clients with special needs after guided instruction within their respected dental hygiene and/or dental assisting programs. The incorporation of lecture and lab content through simulated activities enhances their perceptions, confidence, and preparedness to effectively treat, accommodate, and educate special needs patient's.
001560712 6531_ $$adental care for disables
001560712 6531_ $$apatient trust
001560712 6531_ $$apatient-provider interaction
001560712 6531_ $$apatients with disabilities
001560712 6531_ $$apatients with special needs
001560712 6531_ $$aprofessional behavior
001560712 7001_ $$aReddington, Amanda R.$$uUniversity of Southern Indiana
001560712 7001_ $$aWeir, Sean O.$$uUniversity of Southern Indiana
001560712 773__ $$tJournal of Dental Education
001560712 8564_ $$9e8f11b25-e882-47e4-8d52-0409fd9f68af$$s189457$$uhttps://library.usi.edu/record/1560712/files/Journal%20of%20Dental%20Education%20-%202023%20-%20Reddington%20-%20Incorporating%20special%20needs%20simulations%20into%20allied%20dental%20education%20.pdf
001560712 909CO $$ooai:library.usi.edu:1560712$$pGLOBAL_SET
001560712 980__ $$aMANUSCRIPT