The effects of a training course in non-verbal communication skills of Iranian dental students
Journal of Contemporary Issues in Business and Government,
2021, Volume 27, Issue 5, Pages 1006-1018
10.47750/cibg.2021.27.05.065
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.
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