Use of scenarios with people with disabilities and their families in dental education

Abstract

The aim of this study was to use a scenario involving people with disabilities, their families, and dental students to assess students’ perceptions of the needs of people with disabilities. This is a qualitative cross-sectional study that included 60 dental students enrolled in the discipline of Integrated Clinical Care of Patients with Special Needs. Focus groups were formed and each group received a semi-structured questionnaire with questions about aspects of the care provided to people with disabilities and about their routine. A scenario was then used in which students interacted with people with disabilities and their families. In the last phase of the study, the groups formulated hypotheses about the care of these patients. The data collected in three time periods were grouped into categories and themes and analyzed using the Atlas Ti software. The results obtained were categorized according to the students' perception before and after the creation of the scenario. After the qualitative analysis, the data revealed that, before the creation of the scenario, the students placed themselves at the center of the discussion, arguing that attending to people with disabilities would be an opportunity to develop their skills without worrying about people with disabilities themselves. After the creation of the scenario, there seems to have been an important change in the students' perception of these people and of their families and the words ‘respect’ and ‘empathy’ appeared frequently in the texts produced by the students. Bringing students closer to the reality experienced by people with disabilities and their families seems to be an alternative to educate dental students.