Connecting the Pieces: An appreciative inquiry of a didactic training module for pediatric dentistry residents treating children with ASD and their families

Nova Southeastern University, Davie, Florida, USA

Objective The purpose of this study is to understand the impact of a didactic training curriculum for pediatric dentistry residents in the care of children with ASD; specifically, the aspects of the curriculum that allowed the residents to provide a higher quality of care to these patients. Background Children with ASD face numerous barriers to accessing and receiving quality healthcare. Dental care in particular has been found to be an unmet healthcare need among children with ASD due to poor perceived behavior, and a lack of trained dental professionals proficient in treating this specialized group. Methods Data for this study were collected from a grant awarded to NSU aimed at training pediatric dentistry residents to work with families who have a child diagnosed with ASD. Residents who participated in the clinical and didactic training program attended focus groups to identify aspects of the trainings that may have changed their practice with children with ASD. Appreciative inquiry was the chosen method for qualitative analysis. Results Preliminary data revealed that techniques and tools for use in the dental clinic learned during didactic and clinical trainings helped residents to provide the best care to patients with ASD. In addition, involving the parent in the treatment planning process was critical in obtaining more favorable outcomes. Conclusion Preliminary findings provide insight into the curriculum’s potential influence on clinical practices utilized in the treatment of children diagnosed with ASD, shedding light on what works for medical providers in the care of a child with ASD. Grant Number D88HP20126