Biomedical subjects

Judith Skelton

Publications and source records attributed to Judith Skelton.

7 recordsLinked to original sources

PubMed2005

Family medicine residency directors' knowledge and attitudes about pediatric oral health education for residents.

The Surgeon General's report on oral health called for improved education about oral health, a renewed understanding of relationships between oral and overall health, and an interdisciplinary approach to oral health involving primary care providers. This study examined the following: 1) family medicine residency directors' knowledge of preventive dental care, 2) status of an oral heath curriculum in family medicine residencies, and 3) the likelihood of initiating an oral health curriculum. We conducted a fifty-item survey of family medicine program directors emphasizing pediatric oral health assessed demographics, knowledge of preventive procedures, existing oral health curriculum, composition, and time commitment for an oral health curriculum. Directors returned 208 (45 percent) surveys. Approximately 95 percent agreed that oral health knowledge should be a component of residency training. Most programs are teaching anticipatory guidance. The mean time program directors felt should be given to an oral health curriculum was four hours. Program directors lack knowledge of preventive dental procedures and oral health care recommendations. Oral health care knowledge is felt to be an important component of residency training. Program directors need faculty development for a successful delivery of an oral health curriculum.

Attitude of Health Personnel↗

PubMed2004

Physicians' oral health education in Kentucky.

OBJECTIVES: The Physicians' Oral Health Education in Kentucky (POHEK) curriculum was developed to teach family medicine residents to (1) perform oral health screening and risk assessment and (2) recognize and manage common oral conditions for children ages 5 years and under. METHODS: Family medicine residents in urban and rural settings received didactics and hands-on experience providing oral screening, risk assessments, and counseling for their pediatric patients. EVALUATION: Residents were evaluated by comparing pretest and posttest means of surveys that assessed attitudes and knowledge. Chart audits were also performed. CONCLUSIONS: Residents' knowledge and attitudes improved in the oral health care of their pediatric patients.

Attitude of Health Personnel↗

PubMed2003

Service learning in the medical curriculum: developing and evaluating an elective experience.

BACKGROUND: Medical educators are seeking ways to nurture the service commitments of their medical students while promoting interactions with the communities they serve. Service learning is a pedagogy that links community service with academic experience. DESCRIPTION: The University of Kentucky College of Medicine has developed and implemented an experiential service learning elective. The elective is based in local community agencies where small groups of students perform an asset-needs assessment and design a service project based on their findings. The elective is linked to a behavioral science course that provides accompanying biopsychosocial instruction. EVALUATION: Over the 2-year project period, we used multiple methods (i.e., surveys, interviews, reflection questionnaires, evaluations of student performance, and course evaluations) to gather information on the motivations, observations, and assessments of students, faculty preceptors, and community agency partners. CONCLUSION: Linking a service learning elective to a pre-existing course worked well, achieved its objectives, and will be continued

Community Health Planning↗

PubMed2002

How we implemented a service-learning elective.

This paper describes the process used to introduce a service-learning course into the medical curriculum at the University of Kentucky College of Medicine. The rationale for taking the initiative to begin such a project is outlined and curriculum planning considerations are reviewed, including how to identify project team members, choose community agency partners, develop the instructional plan, and define roles and responsibilities of the participants. The importance of understanding the philosophy of service learning and taking time for reflection are underscored. Also discussed are program evaluation issues and strategies are suggested for evaluating service learning, obtaining information relevant to the continuation of the project, and disseminating information about the service learning outcomes.

Community-Institutional Relations↗

PubMed2002

Phase 1 of a comprehensive course review process: program innovation.

A systematic college-wide course review process can serve as an effective and efficient vehicle for both curricular management and faculty development. The purpose of this paper is to describe Phase I of an evolving course review process at the University of Kentucky College of Dentistry (UKCD). Phase 1 was designed to provide the foundation necessary to ultimately achieve an overall program of continuous evaluation that will produce sustainable curricular improvement and faculty renewal. The course review process includes elements of self-assessment and collaborative peer review. Elements of the current system include emphasis on both the curriculum as a whole and individual course characteristics. It encourages faculty to view their courses as part of the whole and to develop sensitivity to the impact their courses have on other parts of the curriculum. Equally important are the elements that focus on individual course elements and educational methodologies used.

Accreditation↗

PubMed2002

Survey of undergraduate esthetic courses in U.S. and Canadian dental schools.

U.S. and Canadian dental schools were surveyed regarding curriculum issues related to undergraduate dental esthetic restorative courses. A one-page survey instrument was sent to deans of academic affairs (n=59) of dental schools to complete or forward to the most appropriate faculty at their respective schools who would be knowledgeable about the esthetic restorative curriculum. Responses were received from forty-two dental schools (42/59) for a response rate of 72.9 percent. The first part of the survey asked if a specific esthetic restorative course was offered at their school, if it was mandatory or elective, and details of the course length and content. The second part of the survey asked whether selected esthetic restorative procedures were included in the curriculum. Respondents to this survey indicated that most types of esthetic restorative procedures are taught whether or not an esthetic course is included in the curriculum.

Canada↗

PubMed2002

Improving the oral health knowledge of osteopathic medical students.

Due to a complex set of circumstances including culture, poverty, low educational achievement, and limited access to dental care, the oral health of rural Appalachians is poorer than that of people in other parts of Kentucky. Limited health care dollars go to primary medical care which may be the only contact these individuals have with the health care system. Consequently, primary care physicians can help improve oral health. The University of Kentucky College of Dentistry (UKCD) and the Pikeville College School of Osteopathic Medicine (PCSOM) developed an oral health education block for third-year PCSOM students. Eleven UKCD faculty and one PCSOM faculty participated in the two-day, sixteen-hour oral health curriculum. Knowledge retention data from the post-tests was collected four months after the educational program. Students significantly improved their performance in six of the topic areas, with performance staying the same in one area and dropping significantly in one area. Focus groups were conducted with sixteen (two groups of eight) randomly selected students one year after the educational program. Students reported using the knowledge and oral exam techniques included in the course and felt that it was a valuable addition to their curriculum.

Adult↗