Browsing by Author "Buente, Bryce B."

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    Dental Workforce Report of Indiana University School of Dentistry Graduates and Other Practicing Dentists in Indiana
    (2014-05) Kochhar, Komal; Zollinger, Terrell W.; Saywell, Robert M. Jr; Buente, Bryce B.
    All dentists who renewed their Indiana licenses on - line in 2010 or 2012 were asked to complete a voluntary survey instrument that ha d a 95.4% response rate 1 in 2010 and 80.7% response rate 2 in 2012. The purpose of this study was to describe the dental workforce in Indiana with a focus on comparing graduates from the Indiana University School of Dentistry (IUSD) to all other practicing ( n on - IUSD ) dentists in Indiana. Of primary interest is how well the graduates of IUSD are meeting the oral health needs of the population of the state, particularly in the rural and underserved areas. Using data from the Office of Alumni Relations at IUPUI, license numbers of IUSD alumni were matched to the license numbers of individuals in the 2010 or 2012 Indiana Dentist Licensure Survey datasets. Individuals whose license numbers matched with the alumni list were identified as “IUSD” graduates and those that did not match were identified as “non - IUSD” graduates. This report compares responses between 2,203 IUSD and 835 n on - IUSD graduates who renewed their licenses and completed the Indiana Dentist Licensure Surveys in 2010 or 2012, respectively. Lastly, most of the differences between groups were found to be statistically significant due to the large sample size of IUSD graduates compared to non - IUSD graduates. Thus, for the purposes of this report if the differences between groups were noted to be at least 10 percent they were considered remarkable and reported as such.
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    Effect of an Educational Intervention on Medical Student Scripting and Patient Satisfaction: A Randomized Trial
    (eScholarship, 2018-05) Pettit, Katie E.; Turner, Joseph S.; Pollard, Katherine A.; Buente, Bryce B.; Humbert, Aloysius J.; Perkins, Anthony J.; Hobgood, Cherri D.; Kline, Jeffrey A.; Emergency Medicine, School of Medicine
    Introduction: Effective communication between clinicians and patients has been shown to improve patient outcomes, reduce malpractice liability, and is now being tied to reimbursement. Use of a communication strategy known as "scripting" has been suggested to improve patient satisfaction in multiple hospital settings, but the frequency with which medical students use this strategy and whether this affects patient perception of medical student care is unknown. Our objective was to measure the use of targeted communication skills after an educational intervention as well as to further clarify the relationship between communication element usage and patient satisfaction. Methods: Medical students were block randomized into the control or intervention group. Those in the intervention group received refresher training in scripted communication. Those in the control group received no instruction or other intervention related to communication. Use of six explicit communication behaviors were recorded by trained study observers: 1) acknowledging the patient by name, 2) introducing themselves as medical students, 3) explaining their role in the patient's care, 4) explaining the care plan, 5) providing an estimated duration of time to be spent in the emergency department (ED), and 6) notifying the patient that another provider would also be seeing them. Patients then completed a survey regarding their satisfaction with the medical student encounter. Results: We observed 474 medical student-patient encounters in the ED (231 in the control group and 243 in the intervention group). We were unable to detect a statistically significant difference in communication element use between the intervention and control groups. One of the communication elements, explaining steps in the care plan, was positively associated with patient perception of the medical student's overall communication skills. Otherwise, there was no statistically significant association between element use and patient satisfaction. Conclusion: We were unable to demonstrate any improvement in student use of communication elements or in patient satisfaction after refresher training in scripted communication. Furthermore, there was little variation in patient satisfaction based on the use of scripted communication elements. Effective communication with patients in the ED is complicated and requires further investigation on how to provide this skill set.
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    Medical student use of communication elements and association with patient satisfaction: a prospective observational pilot study
    (BioMed Central, 2016-05-23) Turner, Joseph S.; Pettit, Katie E.; Buente, Bryce B.; Humbert, Aloysius J.; Perkins, Anthony J.; Kline, Jeffrey A.; Department of Emergency Medicine, IU School of Medicine
    BACKGROUND: Effective communication with patients impacts clinical outcome and patient satisfaction. We measure the rate at which medical students use six targeted communication elements with patients and association of element use with patient satisfaction. METHODS: Participants included fourth year medical students enrolled in an emergency medicine clerkship. A trained observer measured use of six communication elements: acknowledging the patient by name, introducing themselves by name, identifying their role, explaining the care plan, explaining that multiple providers would see the patient, and providing an estimated duration of time in the emergency department. The observer then conducted a survey of patient satisfaction with the medical student encounter. RESULTS: A total of 246 encounters were documented among forty medical student participants. For the six communication elements evaluated, in 61% of encounters medical students acknowledged the patient, in 91% they introduced themselves, in 58 % they identified their role as a student, in 64% they explained the care plan, in 80% they explained that another provider would see the patient, and in only 6% they provided an estimated duration of care. Only 1 encounter (0.4%) contained all six elements. Patients' likelihood to refer a loved one to that ED was increased when students acknowledged the patient and described that other providers would be involved in patient care (P = 0.016 and 0.015 respectively, Chi Square). Likewise, patients' likelihood to return to the ED was increased when students described their role in patient care (P = 0.035, Chi Square). CONCLUSIONS: This pilot study demonstrates that medical students infrequently use all targeted communication elements. When they did use certain elements, patient satisfaction increased. These data imply potential benefit to additional training for students in patient communication.