ABSTRACT Objective This study aims to comprehensively evaluate the communication skills of dental students at the University of Colorado over a 7‐year period (2016–2022). The study hypothesis is that communication skills will remain consistent over the 7‐year period. This study uses standardized patients (SPs) from the Center for Advanced Professional Excellence (CAPE) and the Interprofessional Anschutz Communication Skills Toolbox (I‐ACT) to assess students' communication skills. Methods A longitudinal analysis of third‐year dental students and first‐year advanced‐standing students interacting with SPs was conducted. SPs utilized the I‐ACT toolbox to assess students' communication skills. Fifteen questions were designed to evaluate key aspects of communication. SPs scored student performance using a scale of 1.0 ( Yes ), 0.5 ( Partial ), and 0.0 ( No ). Data were collected from 2016 to 2022 and analyzed using descriptive statistics and linear regression, with time as the dependent variable. Results The analysis showed consistent performance in the “Introduction,” “Sharing Information,” and “Sustaining Relationship” domains, with low F ‐values indicating minimal variance over time. However, the “Gathering Information,” “Sustaining Structure,” and “Closing Session” domains exhibited notable variability. The “Closing Session” domain, particularly for Patient 3, showed the highest variability with substantial changes in student performance over time in a positive direction. Conclusion The study highlights strengths and areas for improvement in dental students' communication skills. Consistent performance in several communication domains suggests that current training methods are effective.
Tiwari et al. (Fri,) studied this question.