TABLE 2.

Education studies in dentistry

Publication (first author, year, citation, article title)	Teaching methods or behavioral interventions	Results	Author conclusions
Carey JA (2010) 53 UK Communication skills in dental education: A systematic research review	Teaching methods: didactic behavioral sciences teaching, and role‐play scenarios with feedback given to the learner after the interaction Interventions: communication skills training for dental undergraduates by a variety of methods	No. of included studies: 11 studies No meta‐analysis was performed The evidence for learning and assessment of communication skills in dentistry appears to be of variable quality and indicates that most students are receptive to communication skills learning and to the use of simulated patient interactions as a pedagogic tool The use of video‐reviewing in learning and assessment seems to be a valuable tool for both learner and tutor The outcome measures were a student evaluation questionnaire in 3 studies, interview rating tools in 6 studies, a Dental Consultation Communications Checklist developed in 1 and evaluated in 2 studies, a multiple‐choice questionnaire to test student knowledge in 1 study, and video‐taping in several studies Studies were assessed based on the scoring criteria presented in the review	Extensive use of didactic learning and clinical role‐play using simulated patients was found in dental education studies analyzed Reported assessment methods focused mainly on observer evaluation of student interactions at consultation. Patient involvement in training was found to be minimal, and it was proposed that patients should play a more active role in future training There is evidence to suggest that enhancement of communication skills among undergraduate dental students may decline between learning episodes