Facilitating Preceptor and Student Communication in a Dental School Teaching Clinic

摘要

Teachable moments in the dental clinic are rare and are not adequately exploited. Students often ask simple procedural questions, such as “What should I do next?” A preferred approach is one in which the clinic preceptor helps the dental student collect data about the patient’s condition, analyze the data, and consider scientific evidence and the patient’s profile in the formulation of diagnoses and treatment plans. The School of Dentistry at Oregon Health & Science University modified the one-minute preceptor method that was developed to instruct medical students in clinical office settings, using the acronym iCARE, which is an abbreviation for microskills that the dental preceptor and student follow when interacting in a dental clinic setting. From the preceptor’s perspective, iCARE stands for Inquire, Cultivate, Advise, Reinforce, and Empower; from the student’s perspective, iCARE is Initiate, Contribute, Apply, Reflect, and Execute. iCARE enhances the value achieved in preceptor and student interactions, promotes the student’s critical thinking, and encourages the student’s use of scientific evidence in formulating and supporting patient care decisions in the clinic.