Bridging patient compliance and interpersonal skills in modern orthodontics and in orthodontic education

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Abstract in foreign language

Traditional orthodontic education has historically prioritized technical proficiency, often at the expense of structured training in interpersonal and psychological skills. However, patient compliance, treatment adherence, and overall satisfaction are heavily influenced by communication effectiveness and psychological support. This dissertation synthesizes findings from three interrelated studies to propose an integrated educational framework that combines clinical expertise with psychological and communication training. A randomized controlled trial was conducted to evaluate the impact of expectation management and psychological communication training on orthodontic patient compliance. Additionally, two systematic literature reviews were conducted using PubMed, Cochrane Library, ERIC, and CINAHL, identifying 531 studies on simulation-based training and 526 studies on communication strategies, with 11 and 21 studies included in the final analysis, respectively. The systematic reviews examined psychological and communication strategies in improving patient trust and cooperation, as well as simulation-based methods for refining technical skills in orthodontic education. Findings demonstrated that patients who received structured expectation-setting interventions reported significantly lower treatment-related anxiety (p < .05), higher adherence to prescribed orthodontic regimens (p < .01), and improved satisfaction scores (p < .05) compared to the control group. The systematic review on simulation-based training found that typodonts, 3D models, and virtual reality significantly enhanced students’ technical proficiency, procedural confidence, and diagnostic accuracy. The review on communication strategies demonstrated that motivational interviewing, expectation management, and empathy-based training improved patient adherence, treatment satisfaction, and overall engagement in orthodontic care. Despite these benefits, barriers such as institutional resistance, cost constraints, and faculty training limitations hinder widespread adoption. This dissertation underscores the necessity of integrating communication and simulation-based education within orthodontic curricula to produce well-rounded practitioners capable of both clinical excellence and effective patient engagement. By bridging technical training with psychological and interpersonal competencies, orthodontic programs can better prepare students for the complexities of real-world practice, ultimately improving both professional satisfaction and patient care.

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