Patient–dental student provider communication in an academic dental clinic setting: A dyadic data analysis

Abstract

AbstractPurposePatient–dentist communication is an inherently dyadic social process; however, it is rarely regarded as such in research and pedagogy. This study utilizes a dyadic data analysis approach to study patient–dental student provider communication in an academic dental clinic.ProceduresUsing pairwise data collected from patient–dental student provider dyads, we conducted unadjusted and adjusted actor–partner interdependence models to examine the association of intrapersonal (actor) and interpersonal (partner) effects of three communication skills on the assessment of appointment interaction among patient–dental student provider dyads in a pre‐doctoral comprehensive care academic dental clinic setting.Main findingsActor effects were most evident among the associations in the study. Dental student providers’ assessment of their own shared decision‐making predicted positive changes in their overall interaction assessment in both unadjusted and fully adjusted models. Patients’ ratings of their dental student provider's capability/confidence predicted positive changes in their overall interaction assessment in both unadjusted and adjusted models.ConclusionsThis study suggests that dental students and their patients are primarily impacted by actor perspectives regarding dental student communication and its impact on the assessment of their respective overall appointment interaction. Findings suggest a need for the incorporation of interpersonal skill building in collaboration with patients to strengthen the communication skills and practice of dental students.