Introduction
Effective communication is a cornerstone of dental practice, underpinning patient trust, informed consent, and successful treatment outcomes. In dentistry, communication challenges can significantly impact patient care, professional relationships, and personal growth as a practitioner. This essay reflects on a specific incident involving a communication issue encountered during my clinical training as a dentistry student. Utilising the Gibbs Reflective Cycle (1988), I will structure my analysis to explore the experience, evaluate its implications, and identify actionable insights for future practice. The purpose of this reflection is to demonstrate how such an incident prompted a deeper examination of my communication skills and influenced my thoughts and approach to patient interactions. The essay will outline the Gibbs model, describe the incident, and critically assess the lessons learned, ultimately highlighting the importance of reflective practice in personal and professional development within dentistry.
The Gibbs Reflective Cycle: A Framework for Analysis
The Gibbs Reflective Cycle, developed by Gibbs in 1988, provides a structured framework for reflecting on experiences, particularly in healthcare settings. It consists of six stages: Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan. This model is widely used in clinical education for its systematic approach to dissecting events and extracting meaningful insights (Gibbs, 1988). It encourages practitioners to describe an incident objectively, explore emotional responses, evaluate what went well or poorly, analyse underlying causes, draw conclusions, and develop strategies for future improvement. In the context of dentistry, where communication is integral to patient care, this model offers a valuable tool to scrutinise interactions and enhance practice. As Husebø et al. (2015) note, reflective models like Gibbs’ facilitate deeper learning by linking theoretical knowledge with practical application, a point particularly relevant to my experience as a student navigating complex clinical environments.
Description of the Incident
During a clinical placement in my second year of dentistry studies, I encountered a significant communication issue while treating a middle-aged patient for a routine dental check-up. The patient presented with visible signs of anxiety, frequently fidgeting and avoiding eye contact. My task was to explain the need for a small filling due to early caries detected in one of their molars. I proceeded to describe the procedure using technical terms such as “caries progression” and “restorative intervention,” assuming the patient would understand or ask for clarification if needed. However, the patient appeared increasingly uneasy, eventually interrupting to express confusion and fear about what the treatment entailed. I realised I had failed to gauge their level of understanding or address their anxiety, which led to a breakdown in communication. The situation was resolved after I apologised, adjusted my language to simpler terms, and took time to listen to their concerns, but the initial misstep left me questioning my approach to patient interactions.
Feelings and Emotional Response
Reflecting on this incident, I initially felt frustrated with myself for not recognising the patient’s anxiety earlier. I was embarrassed that my use of jargon had caused confusion, and I worried that the patient might have lost trust in me as a practitioner. However, I also felt a sense of relief once I adapted my communication style and saw the patient visibly relax. This emotional journey highlighted my insecurity about balancing technical accuracy with accessibility in patient dialogue. According to Schön (1983), reflection-in-action involves adapting to unforeseen challenges during practice, a skill I clearly needed to develop further at that moment. My feelings of inadequacy prompted a desire to understand how I could better tailor my communication to individual patient needs, particularly in high-stress clinical settings.
Evaluation: What Went Well and What Did Not
Evaluating the incident, there were both positive and negative aspects to my handling of the situation. On the positive side, I eventually recognised the communication barrier and took steps to rectify it by simplifying my explanations and engaging with the patient’s concerns. This adaptability aligns with guidance from the General Dental Council (GDC), which emphasises the importance of clear communication in maintaining patient trust (GDC, 2013). However, the initial failure to assess the patient’s understanding or emotional state was a significant shortcoming. My reliance on technical language without considering the patient’s perspective arguably breached principles of effective communication as outlined in dental education literature (Carey et al., 2010). This evaluation revealed a gap between my theoretical knowledge of communication and its practical application, underscoring the need for greater situational awareness.
Analysis: Understanding the Underlying Issues
Analysing the incident, several factors contributed to the communication breakdown. Firstly, my assumption that the patient would understand technical terms reflected a lack of empathy and awareness of their emotional state. Research suggests that anxiety can impede patients’ ability to process information, necessitating simpler, reassuring communication (Newton and Asimakopoulou, 2015). Secondly, as a student, I was overly focused on demonstrating clinical knowledge, which led me to prioritise accuracy over accessibility. Furthermore, time constraints during the appointment limited my ability to build rapport, a critical component of effective communication in dentistry (Carey et al., 2010). This analysis indicates that my approach lacked patient-centeredness, a core value in modern dental practice as advocated by the NHS frameworks for patient care (NHS England, 2019).
Conclusion: Key Insights Gained
Reflecting through the Gibbs model, I conclude that this incident was a pivotal learning experience in my development as a dental practitioner. It highlighted the importance of tailoring communication to the individual needs of patients, particularly in recognising non-verbal cues such as anxiety. The experience also exposed my tendency to prioritise technical precision over empathetic engagement, a realisation that has reshaped my understanding of effective patient interaction. Indeed, communication in dentistry is not merely about conveying information but about fostering trust and understanding, as supported by numerous studies in the field (Newton and Asimakopoulou, 2015). This reflection has deepened my appreciation for patient-centered care and the role of active listening in overcoming communication barriers.
Action Plan for Future Practice
Moving forward, I have developed a clear action plan to enhance my communication skills in clinical settings. Firstly, I will actively assess patients’ emotional states and understanding by observing non-verbal cues and asking open-ended questions before explaining procedures. Secondly, I will adopt a simpler, jargon-free approach to explanations as a default, only introducing technical terms when necessary and with clarification. Additionally, I plan to engage in further training on patient communication, such as workshops offered through my university or resources provided by the GDC. Finally, I intend to seek regular feedback from supervisors and peers on my interpersonal skills during clinical placements. These steps, grounded in reflective learning, aim to ensure that future interactions are more effective and aligned with best practices in dentistry.
Conclusion
In conclusion, this reflective essay has used the Gibbs Reflective Cycle (1988) to examine a significant communication issue encountered during my dentistry training. The incident revealed critical gaps in my ability to adapt communication to a patient’s needs, prompting a thorough evaluation of my thoughts, feelings, and practice. Through structured reflection, I have gained insights into the importance of empathy, active listening, and patient-centered communication—key tenets of effective dental care. The experience has transformed my approach, encouraging a more mindful and adaptive style of interaction. Ultimately, this reflection underscores the value of continuous learning in dentistry, where communication remains as crucial as clinical expertise. The implications for my future practice are clear: ongoing reflection and skill development will be essential to providing high-quality, compassionate care to diverse patient populations.
References
- Carey, J.A., Madill, A. and Manogue, M. (2010) Communications skills in dental education: a systematic research review. European Journal of Dental Education, 14(2), pp. 69-78.
- General Dental Council (GDC). (2013) Standards for the Dental Team. General Dental Council.
- Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Further Education Unit, Oxford Polytechnic.
- Husebø, S.E., O’Regan, S. and Nestel, D. (2015) Reflective practice and its role in simulation. Clinical Simulation in Nursing, 11(8), pp. 368-375.
- Newton, T. and Asimakopoulou, K. (2015) Managing patients’ dental anxiety: a psychological approach. British Dental Journal, 219(5), pp. 213-217.
- NHS England. (2019) Universal Personalised Care: Implementing the Comprehensive Model. NHS England.
- Schön, D.A. (1983) The Reflective Practitioner: How Professionals Think in Action. Basic Books.
