title: An Exploration of Dental Students' Assumptions About Community-Based Clinical Experiences.
abstract: The aim of this study was to ascertain which assumptions dental students recalled feeling prior to beginning community-based clinical experiences and whether those assumptions were fulfilled or challenged. All fourth-year students at the University of Iowa College of Dentistry & Dental Clinics participate in community-based clinical experiences. At the completion of their rotations, they write a guided reflection paper detailing the assumptions they had prior to beginning their rotations and assessing the accuracy of their assumptions. For this qualitative descriptive study, the 218 papers from three classes (2011-13) were analyzed for common themes. The results showed that the students had a variety of assumptions about their rotations. They were apprehensive about working with challenging patients, performing procedures for which they had minimal experience, and working too slowly. In contrast, they looked forward to improving their clinical and patient management skills and knowledge. Other assumptions involved the site (e.g., the equipment/facility would be outdated; protocols/procedures would be similar to the dental school's). Upon reflection, students reported experiences that both fulfilled and challenged their assumptions. Some continued to feel apprehensive about treating certain patient populations, while others found it easier than anticipated. Students were able to treat multiple patients per day, which led to increased speed and patient management skills. However, some reported challenges with time management. Similarly, students were surprised to discover some clinics were new/updated although some had limited instruments and materials. Based on this study's findings about students' recalled assumptions and reflective experiences, educators should consider assessing and addressing their students' assumptions prior to beginning community-based dental education experiences.
authors.affiliation: Dr. Major, who is currently completing a General Practice Residency at the University of Utah Hospital, Salt Lake City, was a fourth-year dental student at the University of Iowa College of Dentistry & Dental Clinics when this study was conducted; Dr. McQuistan is Associate Professor, Department of Preventive and Community Dentistry, and Program Director of Community-Based Dental Education, University of Iowa College of Dentistry & Dental Clinics.
authors.forename: Nicole
authors.initials: N
authors.lastname: Major
authors.affiliation: Dr. Major, who is currently completing a General Practice Residency at the University of Utah Hospital, Salt Lake City, was a fourth-year dental student at the University of Iowa College of Dentistry & Dental Clinics when this study was conducted; Dr. McQuistan is Associate Professor, Department of Preventive and Community Dentistry, and Program Director of Community-Based Dental Education, University of Iowa College of Dentistry & Dental Clinics. michelle-mcquistan@uiowa.edu.
authors.forename: Michelle R
authors.initials: MR
authors.lastname: McQuistan
mesh_terms: D000368:Aged; D001007:Anxiety / Q000523:psychology; D001291:Attitude of Health Personnel; D001294:Attitude to Health; D002648:Child; D002983:Clinical Competence; D003149:Community Dentistry / Q000193:education*; D003151:Community Health Centers / Q000458:organization & administration; D003153:Community Health Services; D003299:Cooperative Behavior; D003729:Dental Care / Q000523:psychology; D016321:Dental Care for Aged / Q000523:psychology; D019140:Dental Care for Children / Q000523:psychology; D003730:Dental Care for Persons with Disabilities / Q000523:psychology; D003812:Dentist-Patient Relations; D004497:Education, Dental; D004526:Efficiency; D005260:Female; D006801:Humans; D007802:Language; D008297:Male; D011203:Poverty; D011231:Preceptorship; D036301:Qualitative Research; D013335:Students, Dental / Q000523:psychology*; D017748:Time Management
keywords: access to oral health care; community-based dental education; dental education; dental students; reflection; service-learning; underserved populations