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Innovative Psychosocial Skills Training Programme for Dental Students: A Pilot Study
Anne-Sophie Vaillant-Corroy1,2,3, Claire Egloff-Juras1,2,4, Marjorie Faure5,6,7
1UFR d'odontologie de Lorraine, Université de Lorraine, Vandœuvre-lès-Nancy, France.
Summary
This pilot study found that a psychosocial skills (PSS) training program was feasible for dental students, though it did not significantly change emotional intelligence (EI) scores. Qualitative feedback indicated improved confidence in managing challenging patient interactions.
Area of Science:
- Medical Education
- Psychology in Healthcare
- Dental Education
Background:
- Dental practice necessitates strong psychosocial skills (PSS), including emotional regulation and empathy, alongside technical expertise.
- Emotional intelligence (EI) is crucial for managing clinical interactions and supporting patient outcomes and practitioner well-being.
- Current dental curricula inadequately integrate and monitor EI and PSS development.
Purpose of the Study:
- To assess the feasibility and short-term impact of a novel PSS training program on dental students' EI.
- To specifically examine effects on self-control, emotionality, and sociability dimensions of trait EI.
Main Methods:
- A quasi-experimental design involved an intervention group (n=108) and a control group (n=80) of fourth-year dental students.
- The intervention comprised four sessions with theoretical input, role-play simulations, and digital reflection tools.
- Emotional intelligence was measured using the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) before (T1) and after (T2) the program.
Main Results:
- No statistically significant differences in overall EI or its dimensions were found between the intervention and control groups.
- Descriptive analysis suggested stable or improved well-being and self-control in the intervention group, contrasting with a decline in the control group.
- Qualitative feedback revealed enhanced reflection on communication, increased confidence in handling difficult interactions, and positive reception of role-play simulations.
Conclusions:
- The pilot study confirms the feasibility of incorporating role-play-based PSS training into dental education.
- While quantitative EI changes were not significant, the program shows promise for improving students' confidence and reflective practice.
- Further longitudinal, large-scale studies are recommended to evaluate behavioral and clinical impacts using diverse outcome measures.