{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,18]],"date-time":"2026-08-18T00:48:50Z","timestamp":1787014130707,"version":"build-2736575974"},"reference-count":27,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2020,5,7]],"date-time":"2020-05-07T00:00:00Z","timestamp":1588809600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Eur J Dental Education"],"published-print":{"date-parts":[[2020,8]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>An understanding of how dentists develop patient support techniques for use with adults with intellectual developmental disorders (IDD) may lead to a better understanding of how these techniques can be taught. In this study, we explored how skilled dentists developed non\u2010physical, non\u2010pharmacological patient support techniques (nPSTs) for use with adults with IDD.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Materials and methods<\/jats:title>\n                    <jats:p>Adopting a qualitative descriptive design, a synchronous online group interview was undertaken with six dentists. Informants were subsequently contacted in pairs, or individually, for further interview. All data were analysed using thematic content analysis. Author biases and rigour are considered.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Three categories emerged:\n                      <jats:italic>Motivation to learn<\/jats:italic>\n                      ;\n                      <jats:italic>Formal learning;<\/jats:italic>\n                      and\n                      <jats:italic>Informal learning<\/jats:italic>\n                      , and the latter had three subcategories:\n                      <jats:italic>Observation<\/jats:italic>\n                      ;\n                      <jats:italic>Trial; and error<\/jats:italic>\n                      and\n                      <jats:italic>Experience<\/jats:italic>\n                      . Motivators to learn PST skills included perceived empathy and a sense of responsibility towards patients with IDD. Formal undergraduate learning was lacking leaving dentists to rely on paediatric training \u201c\n                      <jats:italic>A paediatric model from your training\u2026 needs to be restructured and re\u2010emphasised with people with disabilities as they progress through the lifespan<\/jats:italic>\n                      .\u201d, whereas specialist training was reported to be helpful where available. Over time, practitioners developed an individualised skillset through observation, trial and error and experience. \u201c\n                      <jats:italic>You learn. Just like any job, you learn on the job. You learn a lot from experience and mistakes.<\/jats:italic>\n                      \u201d\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>Essential patient support skills appear to be acquired in an ad hoc manner. How dentists learn their skills has implications for dental training for future and current dental professionals.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>Specific recommendations to improve education are made.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/eje.12534","type":"journal-article","created":{"date-parts":[[2020,4,22]],"date-time":"2020-04-22T15:48:45Z","timestamp":1587570525000},"page":"535-541","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":6,"title":["How dentists learn behaviour support skills for adults with intellectual developmental disorders: A qualitative analysis"],"prefix":"10.1111","volume":"24","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-7797-1126","authenticated-orcid":false,"given":"Caoimhin","family":"Mac Giolla Phadraig","sequence":"first","affiliation":[{"name":"Department of Child and Public Dental Health Dublin Dental University Hospital Dublin Ireland"},{"name":"School of Dental Science Trinity College Dublin Dublin Ireland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Colin","family":"Griffiths","sequence":"additional","affiliation":[{"name":"School of Nursing and Midwifery Trinity College Dublin Dublin Ireland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Philip","family":"McCallion","sequence":"additional","affiliation":[{"name":"School of Nursing and Midwifery Trinity College Dublin Dublin Ireland"},{"name":"Temple University Philadelphia PA USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Mary","family":"McCarron","sequence":"additional","affiliation":[{"name":"School of Nursing and Midwifery Trinity College Dublin Dublin Ireland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Michael A.","family":"Wride","sequence":"additional","affiliation":[{"name":"Centre for Academic Practice and eLearning Trinity College Dublin Dublin Ireland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"June H.","family":"Nunn","sequence":"additional","affiliation":[{"name":"Department of Child and Public Dental Health Dublin Dental University Hospital Dublin Ireland"},{"name":"School of Dental Science Trinity College Dublin Dublin Ireland"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2020,5,7]]},"reference":[{"key":"e_1_2_9_2_1","doi-asserted-by":"publisher","DOI":"10.1111\/scd.12434"},{"key":"e_1_2_9_3_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1468-3148.2008.00478.x"},{"key":"e_1_2_9_4_1","doi-asserted-by":"crossref","first-page":"1165","DOI":"10.1007\/978-3-319-18096-0_97","volume-title":"In: Health Care for People with Intellectual and Developmental Disabilities Across the Lifespan","author":"Feldberg I","year":"2016"},{"key":"e_1_2_9_5_1","doi-asserted-by":"publisher","DOI":"10.1111\/cdoe.12365"},{"key":"e_1_2_9_6_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1600-0579.2012.00736.x"},{"key":"e_1_2_9_7_1","doi-asserted-by":"publisher","DOI":"10.2174\/1874210601509010455"},{"key":"e_1_2_9_8_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1754-4505.2012.00269.x"},{"issue":"1","key":"e_1_2_9_9_1","first-page":"21","article-title":"Ethics on the dental treatment of patients with mental disability: results of a Netherlands \u2013 Belgium survey","volume":"30","author":"Marks L","year":"2012","journal-title":"J Forensic Odontostomatol"},{"key":"e_1_2_9_10_1","doi-asserted-by":"publisher","DOI":"10.1111\/eje.12054"},{"key":"e_1_2_9_11_1","unstructured":"International Association for Disability and Oral Health.Special Care Dentistry Postgraduate Curriculum Guidance. 2014;http:\/\/iadh.org\/wp\u2010content\/uploads\/2014\/10\/iADH\u2010post\u2010graduate\u2010curriculum\u20102014.pdf. 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