Study of the impacts of patient-educators on the course of basic sciences in dental studies

Authors

  • E. Renard,

    1. INSERM UMRS 1064 Centre de recherche en Transplantation et en Immunologie, Nantes, France
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  • B. Alliot-Licht,

    Corresponding author
    1. INSERM UMRS 1064 Centre de recherche en Transplantation et en Immunologie, Nantes, France
    2. Department of Biological Sciences, Faculty of Odontology, University of Nantes, Nantes, France
    • Correspondence

      Brigitte Alliot-Licht

      Department of Biological Sciences

      Faculty of Odontology

      INSERM UMRS 1064 Centre de recherche en, Transplantation et en Immunologie

      University of Nantes

      Nantes

      France

      Tel: 00 (33) (0)2 40 41 29 26

      Fax: 00 (33) (0)2 40 20 18 67

      e-mail: brigitte.alliot-licht@univ-nantes.fr

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  • O. Gross,

    1. Association Française Des Dysplasies Ectodermiques (AFDE), Paris, France
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  • V. Roger-Leroi,

    1. Service Odontologie, CHRU Clermont-Ferrand, University Auvergne Clermont1 EA 3847 School of Dentistry, Clermont-Ferrand, France
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  • C. Marchand

    1. Health Education Laboratory, Paris 13 University Sorbonne Paris City, Bobigny, France
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Abstract

Ever since 2006, Nantes University dental educators have started organising lectures led by the mother of a young patient suffering from ectodermic dysplasia (patient-educator) to help second-year students to better understand how important it is for their future dental work to better understand basic sciences. In this study, we have analysed this training experience on students' motivation. For this purpose, students were asked to complete questionnaires 10 days after the patient-educator's lecture (early assessment; n = 193) and 4 years later, during the last year of their dental studies (delayed assessment; n = 47). Moreover, 3 years after the first lecture, we analysed the ability of students to diagnose a mother carrying the ectodermic dysplasia genetic disorder, using a case-based learning exercise with a patient showing dental features similar to those exposed by the patient-educator (measure of knowledge; n = 42). Ten days after the lecture, the early assessment shows that all the students were interested in the lecture and 59% of the students declared being motivated to find out more about genetics whilst 54% declared the same thing about embryology courses. Moreover, 4 years later, 67% of the students remembered the patient-educator's lecture a little or very well. Three years after the course, 83% of the students diagnosed ectodermal dysplasia whilst studying the case-based example that listed typical dental phenotypes. In conclusion, this study shows that this original educational approach enhances dental students' motivation in learning basic sciences and that patient-educators could offer many benefits for students and patients.

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