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266 - Predoctoral Pediatric Dentistry Rotation and Post-Graduation Confidence in Treating Pediatric Patients: A Qualitative Interview StudyHoward E, Tucker NEast Carolina University School of Dental Medicine, Greenville, NC

Friday, May 24, 2024
2:00 PM – 2:10 PM EST
Location: Exhibit Hall (back left corner of the hall, space 137)

    Presenting Author(s)

  • Erin Howard, DMD (she/her/hers)

    PGY-2 Pediatric Dental Resident
    ECU School of Dental Medicine
    East Carolina University School of Dental Medicine
    Greenville, North Carolina, United States

    • Co-Author(s)

  • NT

    Nikki Tucker, DDS

    ECU School of Dental Medicine

    • Research Mentor(s)

  • NT

    Nikki Tucker, DDS

    ECU School of Dental Medicine
    Greenville, North Carolina, United States

    • Program Director(s)

  • RB

    Randall N. Ball, DDS, MS

    Clinical Associate Professor
    East Carolina University
    Greenville, North Carolina, United States

Abstract: This study investigates the impact of East Carolina School of Dental Medicine's predoctoral pediatric dental rotation on students' post-graduation confidence in treating pediatric patients. Eight predoctoral dental students are interviewed, divided into pre-rotation (3rd-year) and post-rotation (3rd and 4th-year) groups. Thematic analysis, utilizing Nvivo software, uncovers patterns related to experiences, attitudes, and confidence in pediatric care.

Results from Group 1 reveal initial apprehension, influenced by childhood experiences and limited exposure to pediatric care. Themes include fear of unpredictability, time constraints, and reliance on peers. Group 2 participants, showcase improved confidence post-rotation, citing reduced stress levels and enhanced learning experiences, notably at external sites.

Participants express willingness to treat pediatric patients post-graduation, with referral factors including behavior, age, and treatment complexity. Positive childhood experiences influence preferences for pediatric dental offices. Changes in the rotation, such as adding a new teaching component, aim to enhance the learning environment.

In conclusion, this study illuminates the transformative journey of predoctoral dental students in pediatric rotations, emphasizing challenges, intentions, and the role of positive learning environments in shaping confidence. Implications extend to refining dental education strategies for better preparation in pediatric care.

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