Dental students' experiences of treating orthodontic emergencies – a qualitative assessment of student reflections

Abstract

AbstractIntroductionProfessional regulatory bodies in the UK and Europe state that dental graduates should be able to manage orthodontic emergency patients. Therefore, the aim of this study was to explore dental student experiences of treating orthodontic emergencies within a teaching institution.Materials and methodThis study was designed as a single‐centre evaluation of teaching based in a UK university orthodontic department. The participants were fourth‐year dental students who treated orthodontic emergency patients under clinical supervision as part of the undergraduate curriculum. Student logbook entries for one academic year detailing the types of emergencies treated and structured, reflective commentaries for each procedure were analysed using thematic analysis methods. The total numbers and types of orthodontic emergencies treated by students were presented. Overall, self‐reported student confidence in managing orthodontic emergencies was calculated. Themes, which represented student reflections, were identified.ResultsSeventy‐two students participated in the study. Overall, 69% of students stated they were confident in managing orthodontic emergencies. Students treated a range of emergencies, of which the most frequent was debonded brackets (38%). Reflections from student commentaries were housed under a primary theme of building procedural confidence. Three subthemes were identified: (i) theory‐practice integration; (ii) expanding clinical experience; and (iii) importance of a supportive clinical learning environment.ConclusionThe majority of dental students were confident in managing orthodontic emergencies. Theoretical knowledge supplemented by exposure to a range of clinical problems within a supported learning environment made students feel more confident.