What question did this study set out to answer?

This research aims to evaluate a curriculum designed to teach communication skills in dental education and assess students' self-evaluation of these skills over time.

April 17, 2026Open Access

A longitudinal curriculum for teaching communication skills in undergraduate dental education: Evaluation and self-assessment

Key Points

This research aims to evaluate a curriculum designed to teach communication skills in dental education and assess students' self-evaluation of these skills over time.
Established a curriculum for the 3rd to 5th year of dental education
Implemented six modules covering theoretical and practical units
Gathered feedback at four time points from students
Assessed communication skills using Berlin Global Rating and empathy using Jefferson Scale of Physician Empathy
29 students participated in all four assessments (18 female, 11 male)
Most students found the curriculum beneficial for patient-dentist communication skills
Female students showed a decrease in empathy but an increase in communication competencies over time
No significant change in communication skills was observed in male students

Abstract

Purpose: Communicative competencies in dentistry can be taught particularly well through longitudinal curricula. The aim of this study was to evaluate a longitudinal curriculum for teaching communication skills in dental education and to examine students’ self-assessment of their communication competencies over the course of the curriculum. Methods: The curriculum was established for the 3rd to 5th year of study of dentistry. Communication skills were taught in six modules. These include theoretical units on communication and practical units, e.g., simulated patient encounters or internships for self-reflection. An evaluation accompanied the continuum of the curriculum. At four time points, students provided feedback on aspects of the curriculum. Furthermore, they assessed the development of their own communication skills via the Berlin Global Rating (BGR) and empathy via the Jefferson Scale of Physician Empathy, Student Version (JSPE-S). Results: 29 students took part at all four time points T1-T4 (n=18 female, n=11 male). Most dental students felt that the curriculum was helpful or very helpful for learning patient-dentist-communication skills. Women described a significant decrease in JSPE-S-empathy over time as well as a significant increase in nonverbal and verbal expression, empathy, and coherence (BGR) over time (p<0.05). No change in communicative competencies was found in male students. Conclusion: The longitudinal, practice-oriented communication curriculum could be successfully integrated into undergraduate dental education. It fostered students’ self-confidence and, among female participants, enhanced perceived communication competencies. The results underline the value of combining simulated patient encounters, video-based peer feedback, and guided self-reflection in preparing dental students for effective patient-centered communication.

Bookmark

View Full Paper