Orthodontists’ and Orthodontic Residents’ Education in Treating Underserved Patients: Effects on Professional Attitudes and Behavior
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Notice bibliographique
Résumé
The U.S. surgeon general's report on oral health in 2000 stressed the importance of providing dental care for underserved patient groups. Given that orthodontic treatment is less likely to be covered by dental plans than other procedures and is often considered an elective treatment, it is not surprising that access to orthodontic care is an especially severe problem for underserved patient groups. The purpose of this study was to explore the degree to which orthodontic residents and orthodontists perceived that their graduate orthodontic education had prepared them well to treat underserved patients and whether this education affected their professional attitudes and behavior concerning providing care for members of historically underserved patient groups. Survey data were collected from 135 residents in U.S. and Canadian graduate orthodontic programs and from 568 active members of the American Association of Orthodontists (AAO). While the majority of residents and orthodontists felt well prepared to treat patients from different ethnic/racial backgrounds (quality of clinical education: residents: 86.4 percent; orthodontists: 82.3 percent), considerably fewer respondents felt well prepared to treat patients on Medicaid (64.7 percent and 34.4 percent), pro bono cases (45.4 percent and 33.4 percent), patients with special needs (52.8 percent and 35 percent), patients with craniofacial anomalies (65.3 percent and 52.6 percent), and patients with developmental delays (45.5 percent and 30.5 percent). Perceptions of the quality of education correlated significantly with the professional attitudes and the actual/projected behavior concerning providing care for patients from these underserved patient groups. Given the lack of access to orthodontic care for patients from underserved patient groups, initiatives are needed to change this situation. These findings showed a clear relationship between how future orthodontists are educated about providing care for patients from underserved populations and their professional attitudes and behavioral intentions to provide care for individuals who historically have encountered access to care barriers. Dental education has to accept the responsibility to prepare future dental care providers to be able to treat patients from underserved groups.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle