MedEdPORTAL (Aug 2009)
Ectodermal Dysplasia (Emily) (Out of Print)
Abstract
Abstract Introduction Researchers at the University of Michigan School Of Dentistry, along with genetics leaders from across the country, collaborated in designing the Genetics Education in Dentistry Case Simulator to integrate genetics into existing dental/dental hygiene curricula. The program uses a combination of evidence-based teaching materials and case-based learning strategies to teach the complex decision-making skills required to care for patients with genetic diseases impacting oral health. Methods Emily is a 10-year-old female who is interested in finding out about her missing and oddly shaped teeth. Through the assessment information and interview provided, students discover that her hair, skin, and nails have also been affected by the disease. Emily's mother was the first in the family to be affected. After reviewing the patient's history and other information supplied in the case simulation, students work in small groups to develop a differential diagnosis and individualized treatment plan. The case includes video interviews, photos, radiographs, and other audiovisual media to increase the realism of the simulated experience. Results Simulation has been used in a variety of settings: at the University of Michigan with first-year dental and dental hygiene students, as well as pedodontic residents; at the University of Detroit Mercy with dental students; and at the University of Washington with residents. We saw students working through the case in many different ways. Some worked together, looking at one computer with one person typing notes. Others worked on individual computers, and some divided the assignment into sections so that they could work on it asynchronously. Many students commented on liking the group work and the real-world situation. Seeing the patient interview brought things to life for the students and was for many their favorite part. Students also commented that the program helped bring information from multiple courses together and put it into action. Discussion Sample assignments and training materials containing detailed instructions are available. Training should align closely to when an assignment is given to reduce the amount of time students have to forget how to use the program. If students are working in groups, instructors should track the students through the instructor's tool kit to make sure they get logged into the correct groups.
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