Journal of Contemporary Issues in Business and Government

Abstract

Purposes:Non-verbalcommunication(NVC)iscrucialfordentalclinicians.ThegoalsofthepresentstudyweretoevaluatetheinitiallevelNVCskillsindentalstudentsandwhetherornotfurther,focusededucationinthisareacanimprovetheseskills.
Materials and Methods: Inthisclinicaltrial,77dental-schoolstudentsout of 104 samples whohadlessthan80%ofcommunicationskills’indicatorswereincludedandrandomlyallocatedintoexperimentalandcontrolgroups.The ones receiving more than 80 % were excluded from the study. Studentsallocatedtotheexperimentalgroupwereeducatedfor1hourincommunicationindicators,whilethecontrolgroupreceivednotraining.After2weeks,thecommunicationskillsofbothgroupswereevaluatedby 10 indicators whenworkingwithrealpatients.The evaluator, proficient in NVC skills, was blinded as to the groups.TheresultswereanalyzedbyMann-WhitneyUandFischerexacttestusingSPSSversion23.
Results:Bothgroupssharedsimilarstatisticsbeforestartingthecourse.Afterpassingthecourse,theexperimentalgroupdemonstratedsignificantlyhigherNVCskills(8.97±1.10vs.5.64±2.15,P<0.001), vs. the controlgroup. Seventeenstudents(44.7%) in the experimental groupshowedimprovementof4ormoreunitsinNVCsskillsaftertrainingbutnostudentsfrom thecontrolgroupshowedsimilarimprovement.(P=0.003).
 
Conclusions:EducationfocusingonenhancingNVCskillscouldimprovelevelsofcommunicationfordentalstudents. thus, Furtherinvestigationoftheclinicalimpactsofthesetypesofeducationalandformativeprogramsisrecommended.
Purposes:Non-verbalcommunication(NVC)iscrucialfordentalclinicians.ThegoalsofthepresentstudyweretoevaluatetheinitiallevelNVCskillsindentalstudentsandwhetherornotfurther,focusededucationinthisareacanimprovetheseskills.
Materials and Methods: Inthisclinicaltrial,77dental-schoolstudentsout of 104 samples whohadlessthan80%ofcommunicationskills’indicatorswereincludedandrandomlyallocatedintoexperimentalandcontrolgroups.The ones receiving more than 80 % were excluded from the study. Studentsallocatedtotheexperimentalgroupwereeducatedfor1hourincommunicationindicators,whilethecontrolgroupreceivednotraining.After2weeks,thecommunicationskillsofbothgroupswereevaluatedby 10 indicators whenworkingwithrealpatients.The evaluator, proficient in NVC skills, was blinded as to the groups.TheresultswereanalyzedbyMann-WhitneyUandFischerexacttestusingSPSSversion23.
Results:Bothgroupssharedsimilarstatisticsbeforestartingthecourse.Afterpassingthecourse,theexperimentalgroupdemonstratedsignificantlyhigherNVCskills(8.97±1.10vs.5.64±2.15,P<0.001), vs. the controlgroup. Seventeenstudents(44.7%) in the experimental groupshowedimprovementof4ormoreunitsinNVCsskillsaftertrainingbutnostudentsfrom thecontrolgroupshowedsimilarimprovement.(P=0.003).
Conclusions:EducationfocusingonenhancingNVCskillscouldimprovelevelsofcommunicationfordentalstudents. thus, Furtherinvestigationoftheclinicalimpactsofthesetypesofeducationalandformativeprogramsisrecommended.