COMMUNICATION SKILLS IN PEDIATRIC DENTISTRY. TEACHING STRATEGIES FOR PROMOTION

Introduction:
The children's dental care communication process has traditionally outlined in a triangle relationship dentist-child-parents. Given that the dentist-child relationship directly part of clinical activity this is the one that has received the most attention from the teaching point of view, and therefore has become more emphasis during the clinical practice of the students.
Then the student has received prior instruction in different techniques about the child control of behavior in dental office, which later had to be applied during their clinical practice. However, the relationship established with parents has been undervalued, regardless that in most cases is directly related to the success or failure of the care process. It is important that the student is aware of the importance of this relationship.

Objectives:
To contribute to the acquisition and development of communication skills for Dentistry students, in their relationship with the child's parents, designing and making tutorial videos;
Reinforce the student knowledge using regulated scales evaluation procedures to quantify the parents behaviours observed.

Methodology:
Phase 1: Preparation of a list of communication skills. We have compiled (with reference Kalamazoo Consensus Conference) a checklist that identifies the key points of this relationship. The list includes 7 items competencies that we consider fundamental to develop a climate of confidence in the student-parent relationship. These main competencies are developed in 24 sub competences of communication (observable behaviours).
Phase 2: Making a video tutorial student-parent meeting. Follow the guidelines and the work simulation, to develop a video that reproduces the interview of a mother with the professional.
Phase 3: The development of a tool for evaluation of communication skills acquired. Reinforce the acquisition of these skills by the student. A Likert- type rating scale with 3 levels of achievement will allow teachers carry out an objective assessment of the observed behaviours. It will allow teachers carry out an objective assessment of the observed behaviours.

Results:
We present a checklist “model” that collecting skills and communication sub competences related to the initial interview between parents and professional (student). From the model list, we made 3 videos that simulate the 3 key points in the interview: the beginning of the relationship; the interview and the presentation of the treatment plan and obtaining informed consent. The audio-visual message will provide a closer approximation to the reality and facilitate learning communication skills by the student. Finally, given that the assessment determines learning, we developed a Likert-type rating scale for the assessment of the meeting. In the list are 3 levels of achievement explained for each of the behaviours observed.

Conclusions:
The acknowledgment that communication skills are a main part of the clinical activity of paediatric dentistry student and part of a proper educational planning. We consider that such planning must include two key aspects. First, develop tools to approach the clinical reality to the student. Second, to include an objective evaluation that can help to certify their achievement by the student. The video tutorials and assessment scales that communicate to the students the achievement expectations, that allows use these referents for the student in the progress of their own work.