Bulletin of Dental Education

MedEdPORTAL© September 2022 Highlights

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MedEdPORTAL is a peer-reviewed journal of teaching and learning resources in the health professions, published by the Association of American Medical Colleges (AAMC) in partnership with the American Dental Education Association.

MedEdPORTAL and ADEA invite educators to submit stand-alone teaching or learning modules that have been tested in the classroom, preclinical laboratory or clinic educational materials that aim to improve patient care. The learners must include training or practicing physicians or dentists (e.g., professional school, residency, faculty development, continuing professional development) and may include trainees or practitioners across the health professions.

The vision of MedEdPORTAL is to:

  • Serve as the premier clearinghouse of high-quality, peer-reviewed health education tools;
  • Promote interprofessional collaboration by facilitating the open exchange of educational resources across the health professions; and
  • Equip health professionals across the continuum with effective and efficient educational resources to improve patient care.

Special Collections and Call for Submissions

In addition to general submissions focused on dental and medical education, MedEdPORTAL invites authors to submit their works for publication to the following Special Collections:

Anti-racism in Medicine

As a journal of health professions educational resources, it is MedEdPORTAL’s responsibility to name racism as a barrier to equity and to work toward dismantling systems of oppression within our profession through training and education. The MedEdPORTAL Anti-racism in Medicine Collection provides educators with practice- based, peer-reviewed resources to teach anti-racist knowledge and clinical skills, elevate the educational scholarship of anti-racist curricula and aims to convene a community of collaborators dedicated to the elimination of racism within medical education.

MedEdPORTAL seeks teaching activities and assessment approaches directly related to:

  • Racism
  • Microaggressions
  • Trauma-informed care
  • Implicit bias, health disparities and/or social determinants of health where racism is a significant component

Language-Appropriate Health Care and Medical Language Education Collection

Recognizing the paucity of existing curricula that teaches students and practitioners how to provide equitable patient-centered language-appropriate care, this collection provides educators with practice-based, peer-reviewed resources to teach:

  1. Language-concordant clinical and communication skills relevant to specific populations with NELP (e.g., medical Spanish, medical Korean, or other focused medical language educational interventions),
  2. Clinical strategies to effectively communicate with patients who have conditions affecting sensory or cognitive function (e.g., deafness, visual impairment, aphasia, autism), and
  3. Knowledge and clinical skills needed to access and collaborate with medical interpreters and other health care team members (e.g., patient navigators, community health workers, etc.) who can enhance language-appropriate care. 

Emerging Didactic and Clinical Technologies in Dental Education Collection

The number of emerging technologies that have the potential to improve educational delivery and patient care in dental medicine is expanding at a rapid rate. Examples include genomic dental medicine, artificial intelligence, 3D printing, advanced diagnostic technologies, classroom learning technologies, virtual reality, computer-assisted design/computer-assisted manufacturing, robotics, digital treatment planning, emerging technologic approaches to disease diagnosis and management, electronic health record advances, and artificial intelligence. Incorporating these emerging didactic and clinical technologies into the classroom is critical to the education of future dentists.

MedEdPORTAL invites authors to submit their works for publication in this special collection. For questions related to this Call for Submissions, please contact Paul C. Edwards, D.D.S., M.Sc., MedEdPORTAL Associate Editor, at pcedward@iu.edu.

Featured MedEdPORTAL Publications

Below are highlights of recent MedEdPORTAL publications of interest to the dental education community. These resources, selected by MedEdPORTAL’s ADEA Associate Editor, Dr. Paul C. Edwards, cover a range of topics published as stand-alone teaching or learning modules that have been implemented and evaluated in health education settings.

Opioid Use Disorder Curriculum: Medicine Clerkship Standardized Patient Case, Small-Group Activity, and Patient Panel

Hansel Tookes, M.D., M.P.H.; Jasmine Tomita-Barber, M.D.; Sabrina Taldone, M.D., M.B.A.; Morgan Shane, M.D.; Matthew R. Imm, M.D.; Henri Ford, M.D., M.H.A.; Joan St. Onge, M.D., M.P.H.; David Forrest, Ph.D.; Tyler Bartholomew, Ph.D.; David Serota, M.D., M.Sc.

As noted by the authors of this educational module, the overdose crisis remains an urgent public health problem. There is a critical need to train front-line health care workers in the treatment and management of patients with opioid use disorder (OUD). To address these concerns and to better prepare students to care for patients with OUD, an objective structured clinical examination (OSCE) was developed, centered around the scenario of a young patient presenting to clinic for help stopping opioid use. The specific goals of the OSCE are to permit students to apply motivational interviewing skills to a patient with OUD and deliver counseling on OUD and HIV/HCV screening and prevention. At the end of each OSCE, the Standardized Patients (SPs) provided verbal formative feedback on student performance, based on a checklist. This was followed by a 1-hour, small-group, case-based exercise centering on a patient with OUD, with the goal of encouraging students to think about OUD, harm reduction, and the impact of stigma on the medical care of people with OUD. The activity was followed by a 1-hour patient panel with two to three patients with OUD in different stages of recovery, who discussed their recovery and answered questions on their journey.

This educational module incorporates a comprehensive SP learner handbook, case scenario and feedback script, student, and facilitator small group case overviews and an OSCE assessment spreadsheet.

Working With Burmese Patients: Understanding Historical and Cultural Contexts to Improve Health Care Access and Health Status

Tiffany Wang; Alice Stella; John Jawiche; Linda Jiang; Kayla Crossen; Sonia Scallon; Jalin Sama, M.B.B.S.; Branden Eggan, Ph.D.; Hyacinth Mason, Ph.D., M.P.H., CHES

Considering the growing awareness of health inequities within the Asian and Asian American population and recognizing that Burmese patients resettled in the United States as refugees constitute one of the country’s largest refugee populations, the workshop presented in this module addresses the pressing need to provide culturally responsive care to this growing population.

Specifically, the aim of this workshop is to provide health care professionals and trainees with an overview of Burmese history, confidence in understanding health care inequities in the Burmese population and recognize barriers to accessing care in this rapidly growing population.

This educational module includes a 45 slide PowerPoint presentation overview of Burmese migration to the United States and health care issues faced and includes two interactive case studies with recommendations for improving patient care in the Burmese community in the United States. The accompanying facilitator guide includes discussion points for the case studies and speaker notes for facilitators unfamiliar with Burmese history and Burmese health care concerns. Finally, the module includes pre- and post-workshop evaluation surveys to provide subjective feedback on the learning experience and to quantitatively evaluate improvements in knowledge from participating in the workshop. 

Published on September 14, 2022

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