MedEdPORTAL (Aug 2009)
Dentistry Case: Down Syndrome (Thomas) (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 Tiffany is a 25-year-old female who grew up with small brown primary teeth and has permanent teeth with thin enamel prone to abscess and breakage. Through the assessment information and interview, students come to see that Tiffany has bulbous crowns, thin enamel, and missing pulp chambers. She also has retained root tips from an extraction and is currently in the office due to a sensitive and broken tooth. Her mother and several extended family members have a similar condition affecting their teeth. 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 This simulation has not been used with dental students yet but is scheduled to be implemented in winter 2009. Simulations like it have 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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