Successful clinical and organisational change in endodontic practice: a qualitative study

Authors

  • M. Koch,

    Corresponding author
    1. Department of Endodontics, Faculty of Odontology, Malmö University, Malmö, Sweden
    2. Department of Endodontics, Public Dental Service, Sörmland County Council, Eskilstuna, Sweden
    • Correspondence

      Margaretha Koch,

      Special Dental Clinic

      Department of Endodontics

      Public Dental Service

      Sörmland County Council

      The Mälar Hospital

      631 88 Eskilstuna

      Sweden

      Tel: +46736710040

      Fax: +4616104640

      e-mail: margaretha.koch@dll.se

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  • M. Englander,

    1. Department of Social Work, Faculty of Health and Society, Malmö University, Malmö, Sweden
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  • Å. Tegelberg,

    1. Department of Orofacial Pain and Jaw Function, Faculty of Odontology, Malmö University, Malmö, Sweden
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  • E. Wolf

    1. Department of Endodontics, Faculty of Odontology, Malmö University, Malmö, Sweden
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Abstract

The aim of this study was to explicate and describe the qualitative meaning of successful clinical and organizational change in endodontic practice, following a comprehensive implementation program, including the integration of the nickel-titanium-rotary-technique. After an educational intervention in the Public Dental Service in a Swedish county, thematic in-depth interviews were conducted, with special reference to the participants' experience of the successful change. Interviews with four participants, were purposively selected on the basis of occupation (dentist, dental assistant, receptionist, clinical manager), for a phenomenological human scientific analysis. Four constituents were identified as necessary for the invariant, general structure of the phenomenon: 1) disclosed motivation, 2) allowance for individual learning processes, 3) continuous professional collaboration, and 4) a facilitating educator. The perceived requirements for achieving successful clinical and organizational change in endodontic practice were clinical relevance, an atmosphere which facilitated discussion and allowance for individual learning patterns. The qualities required in the educator were acknowledged competence with respect to scientific knowledge and clinical expertise, as well as familiarity with conditions at the dental clinics. The results indicate a complex interelationship among various aspects of the successful change process.

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