Teaching methodologies for improving dental students' implementation of ergonomic operator and patient positioning

Objectives Musculoskeletal disorders (MSDs) related to operator and patient positioning are prevalent among dentists. Knowledge of correct operator and patient positioning promotes safe working postures that can prevent the development of MSDs. The aim of this study was to assess the impact of inter-professional teaching on the application of those skills associated with correct operator and patient positioning in dental settings. Methods A randomized case-control study was conducted with 83 first-year dental students at the UNC-Chapel Hill Adams School of Dentistry in 2019. Forty-one (n = 41) of the students solicited for the project participated. All 83 students in the cohort participated in a didactic lecture on ergonomics and correct operator and patient positioning, along with a pre-clinical practice session with peer patients. During the clinical practice session, students in the case group received an additional 10 minutes of 1-on-1 instruction by a trained physical therapy student or dental faculty member. Two weeks later, the final cohort (n = 41) was assessed by 2 faculty members using a scored rubric on operator and patient positioning for restorative work on an anterior tooth, posterior mandibular tooth, and posterior maxillary tooth. Results There was a statistically significant difference between the 2 groups with respect to the composite ergonomic positioning score (P = 0.006), operator shoulder abduction position (P = 0.03), and lateral flexion of the spinal column (P = 0.02). Conclusions Hands on instruction with physical therapists and trained dental faculty positively affects ergonomic compliance and provides students with tailored feedback that can be applied to clinical practice.