By Gary M. DeWood, DDS, MS 

You’ve carefully diagnosed a patient’s dental needs and crafted the perfect treatment plan. The patient seemed interested and engaged; they seemed to be asking for the treatment.  But when you present it, their eyes glaze over, questions remain unanswered, and commitment seems distant. This scenario is all too familiar. But what if, like Disney creating unforgettable experiences, you could make your treatment presentations clear, engaging, and tailored to different learning styles? 

The Power of Multiple Learning Styles 

Just like Mickey caters to both thrill-seekers and story lovers, consider the diverse learning styles of your patients. Here’s how to appeal to each: 

• Visual Learners: Transform your presentation by replacing text-heavy slides with images, clear drawings, and captivating before and after photos. Use visuals as you explain what they are seeing, the benefits of treatment, what can occur if treatment is delayed, and what treatment is possible.  Among the visuals could be hand-drawn illustrations created while the patient is watching, computer images, animations, and videos of procedures. Consider the use of interactive software that allows them to visualize potential outcomes. 

• Auditory Learners: Let your voice and the power of a story build trust.  Avoid dental jargon that they might not understand. Paint an emotive picture of the benefits of treatment, highlight improvements to their oral health, a brighter smile, and help them imagine the increased confidence that comes with health. Incorporate a real patient’s positive experience and outcome with a similar treatment plan.  

• Kinesthetic Learners: Engage their senses for a deeper understanding. Have them hold their dental models while you explain how the treatment will impact their teeth, smile, and bite. Use the 3D representation of their teeth to demonstrate what treatment is possible to create an ideal smile and bite. Utilize interactive software that allows them to visualize their treatment outcomes. Offer samples of dental prosthetics or appliances for them to hold and feel.  

Determining Patient Learning Styles: Clues and Strategies 

While it’s not always possible to pinpoint a learning style definitively, there are several clues we can look for and effective strategies to employ. 

• Verbal Cues: Pay attention to the types of questions they are asking. Visual learners frequently look for diagrams and examples, auditory learners request further explanation or clarification, and kinesthetic learners inquire about physical sensations or experiences trying to imagine “what it will be like”. Listen to how each person explains their understanding of conditions or procedures. Are they using visual metaphors, auditory descriptions, or kinesthetic references? 

• Observations: Observe if the patient creates detailed notes or relies on visual cues during your consultation. Watch closely for nonverbal cues. Visual learners may lean in to better see visuals, auditory learners may nod or shake their head in response to explanations, and kinesthetic learners may gesture or touch objects. 

• Self-Description: Ask patients if they prefer reading, listening, or hands-on activities when learning new information. Alternatively ask, “Do you find it easier to learn through seeing information as you listen, listening to the facts and stories, reading about it, or doing things that involve physical hands-on activities?” 

Transforming Your Treatment Presentations 

Here’s a simple four-step process to tailor your presentations: 

1. Patient Profile: During your initial interview, identify learning style preferences through your conversation with the new patient. 

1. Presentation Prep: Use the tips above to adjust presentation materials and focus based on the patient’s learning style. 

1. Interactive Delivery: Actively engage with patients throughout your discussion of findings and subsequent presentation, answer their questions in a way that matches their learning style, and invite them to participate (e.g., pointing to visuals, discussing their concerns). Focus on what patients are saying and how they are expressing themselves. This can help you tailor your explanations to their learning style. Periodically ask patients for feedback to keep them engaged. 

1. Adapt During the Presentation: Be prepared to adjust your approach based on patient feedback or observations. Ask for feedback and consider using questions that require patients to elaborate on their understanding or preferences. You may get additional insights into their learning style. 

Move from One-Size-Fits-All Presentations to Uniquely Engaging Ones 

The goal is to create a more engaging and effective learning experience for your patients, leading to improved patient satisfaction and involvement in treatment decisions and overall dental health outcomes. When in doubt about a patient’s learning style, incorporate multiple modalities and stay alert for new insights into how they are experiencing your delivery.  

By incorporating these strategies, you can build trust, improve understanding, and increase treatment acceptance, leading to a practice that thrives on patient satisfaction! 

By Paul A. Henny, DDS  

As presented in Part 1 and 2 of this series, integrating double-loop learning into dental practice, as proposed by dentist Bob Barkley, psychologist Carl Rogers, and organizational psychologist Chris Argyris, offers a pathway to more effective and compassionate patient care.  

Too often we dentists jump to the conclusion that our patients see clinical signs, symptoms, and patterns the same way we do, and therefore understand why we recommend various forms of treatment. Often times, we need to slow down, verify the accuracy of that assumption, and facilitate a more effective learning process so our patients (and even our team members) can understand their situation as we do. 

Before We Can Effectively Lead Our Patients, It’s Important to Understand Them on the Beliefs and Behavioral Levels. 

We all enter new situations with a set of subconscious cognitive biases intended to make decision-making faster and easier. These biases evolved for the purpose of faster, safer and more effective decisions. In life we must be able to make split-second decisions when confronted by potential threats related to safety, management of limited resources, position within various social hierarchies, and so forth.  

Understanding our cognitive biases is extremely helpful in understanding how our patients perceive and respond to our practice culture, shared information and our recommendations. Our cognitive biases influence how we interpret their cognitive biases, and their cognitive biases tend to drive decision-making. This is particularly true early in new relationships when a patient’s perception of safety is key to their willingness to collaborate on the successful resolution of complex problems. 

There are many different types of cognitive bias. For the purpose of this essay, we will focus on three of the most relevant types of bias applicable to the practice of dentistry:  

Confirmation Bias 

Patients inherently seek out information that supports their existing beliefs about dental care —its purpose, the process, and its value to them personally as they currently understand it, while they simultaneously dismiss evidence that contradicts those beliefs. This type of bias often leads toward a skewed and significantly underdeveloped understanding of their dental health status, trends, and the value of various treatment options.  

Confirmation bias is buttressed by the opinions of friends, family, other social influencers, cultural myths, opinions found on the internet, marketing strategies deployed by other practices, minimally understood personal experiences, inaccurately recalled personal experiences, and so forth. As a result, if we fail to create a safe feeling of non-judgmental relationship with each person, they will often choose not to share additional information about their beliefs and therefore concerns about working together. Consequently, when we attempt to move forward with what we believe is appropriate care, the patient will decline, delay, or even disappear for reasons we can’t understand. 

There are two more biases (Anchoring Bias and Availability Bias) I will continue to explain in Part 4 and 5 of this series. 

By Paul Henny, DDS

Bob Barkley’s “learning ladder” concept, akin to Peter Senge’s “ladder of inference,” emphasizes understanding where individuals stand regarding their knowledge, beliefs, and motivations. When patients or dental professionals are “stuck” on this ladder, they tend to rely on outdated or incorrect mental maps, often described as deductive thinking.  

Inductive Thinking Is Double Loop Learning 

Progressing on the learning ladder requires engagement of inductive thinking or double-loop learning, which involves challenging existing mental models and the subsequent development of new and innovative solutions.

How I Facilitate Inductive Learning 

Here’s an example of how I facilitate inductive thinking which leads to more double-loop learning, the patient moving up the learning ladder, and ultimately better decision-making.  

I purchased my practice in 1994 from a retiring dentist, who was competent and capable relative to the state board defined standard of care. He had achieved MAGD status and served in several professional leadership positions. He also had a very confident and caring demeanor, and his patients loved him and believed in his leadership skills. However, he wasn’t comprehensive in his practice philosophy, and subsequently did not spend a lot of time investigating root causes.  

The result was that he was tooth-centered and focused on solving or stabilizing current problems, one at a time. His failure to plan for the future dental health of his patients led to many chronic, slightly-below-the-radar problems that were never diagnosed.  

For instance, many patients had progressive destruction of their anterior guidance, loss of vertical dimension due to accelerated posterior attrition, and then were fracturing posterior teeth. They had significant occlusal disorders that were causing occlusal disease and the self-destruction of their dentition. 

The challenge: How could I get these patients to better understand why their posterior teeth, restorations, or even the roots of their teeth were fracturing when the apparent problem was in the back of their mouth, and the unknown driver of their problem(s) was in the front of the mouth?  

The solution: We made study models and took occlusal records. and photographs. We then scheduled each patient for an appointment with me that was specifically intended to allow them the opportunity to learn more about their situation, understand why destructive trends were happening, and allow them the opportunity to choose whether or not they wanted to continue in that direction or alternatively engage in a comprehensive restorative process that would render out optimal form, function, and esthetics.  

This type of process creates the opportunity for more double-loop learning, and therefore better decision-making and long-term stability and health in my patient base. 

By David R. Rice, DDS 

Overcoming Initial Challenges 

Dr. Emily had always dreamed of owning her own dental practice. However, the path to achieving this goal was not without its challenges. After years of working as an associate dentist, she decided to purchase a practice from a retiring dentist in her community. 

Securing funding was one of the biggest hurdles she faced. She had to navigate the complex world of loans and financing, working with banks and lenders to secure the necessary capital. Once she had the funding in place, she faced the daunting task of transitioning the practice smoothly. 

Pleasing the existing patients was another priority. She knew that many of them had been loyal to the practice for years and were concerned about the changes that would come with a new owner. Dr. Emily worked hard to reassure patients and maintain continuity of care. She met with each patient personally, listened to their concerns, and assured them that she was committed to providing the same high-quality care they had come to expect. 

Working with the legacy team also presented its challenges. Some team members were resistant to change and unsure about the new direction of the practice. Dr. Emily recognized the importance of building trust and creating a positive work environment. She took the time to get to know each team member individually, understand their concerns, and address their needs. 

Building a Supportive Team Culture 

As Dr. Emily settled into her new practice, she quickly realized that building a strong and supportive team was not as easy as she had anticipated. Her initial team consisted of a few experienced dental assistants and a hygienist, but they seemed to be struggling to work together cohesively. There were frequent disagreements, low morale, and a lack of motivation. Dr. Emily knew that she needed to take action to address these issues and create a positive and productive work environment. 

She started by taking the time to get to know each team member individually. She learned about their strengths, weaknesses, and career goals. This helped her understand their unique perspectives and identify potential areas for growth. 

Dr. Emily also implemented several strategies to foster teamwork and improve communication. She held regular team meetings to discuss challenges, share ideas, and celebrate successes. She encouraged open and honest communication and created a safe space for team members to express their thoughts and concerns without fear of judgment. 

Addressing Conflict and Building Trust 

One of the biggest challenges Dr. Emily faced was managing conflict. She learned that it was important to address disagreements promptly and respectfully. She would often facilitate constructive conversations between team members, helping them to find common ground and resolve their differences. 

Building trust was also essential for creating a positive and supportive team environment. Dr. Emily demonstrated her commitment to her team by being transparent, honest, and supportive. She showed that she valued their contributions and was invested in their success. 

The Rewards of a Strong Team 

As Dr. Emily continued to invest time and effort into building a strong team, she began to see positive changes. Morale improved, productivity increased, and the overall atmosphere in the office became more positive. The team members started to work together more effectively and support one another. 

Dr. Emily realized that building a strong team was an ongoing process. It required constant effort, patience, and a commitment to creating a positive work environment. However, the rewards were well worth it. A strong and supportive team could help her achieve her practice goals, provide exceptional patient care, and create a fulfilling career. 

By Gary M. DeWood, DDS, MS 

As a dentist, our role in fostering a learning culture for our team is essential for their thriving success and that of the practice. When there is cultural alignment between the values and priorities, team satisfaction is significantly enhanced. By investing in our team’s growth, we reap numerous benefits, including: 

• Improved Patient Care: When team members are equipped with the latest techniques and information and understand why to use them, they can better help us diagnose and treat our patients. A well-trained and knowledgeable team, empowered with a deep understanding of their role in patient care, will lead to superior outcomes.  

• Increased Efficiency and Productivity: A learning culture can enhance problem-solving skills, improve decision-making, and foster a more efficient workflow. This leads to reduced errors, improved patient turnaround times, and increased productivity. 

• Enhanced Team Morale and Retention: When team members feel valued and supported in their professional development, they are more likely to be engaged and satisfied with their jobs. This leads to improved morale, reduced turnover, and a stronger sense of team cohesion. 

• Financial Benefits: Investing in your team’s development can have a positive impact on your practice’s bottom line. Improved care, increased efficiency, and enhanced team morale can all contribute to increasing revenue and reducing costs. Additionally, a strong learning culture will attract and retain top talent, ensuring the long-term success of your practice. 

Embracing a Learning Philosophy 

To establish a strong learning culture in your dental practice, it’s essential to define your values regarding learning and professional growth. Clearly articulate your commitment to continuous improvement and create a shared vision that inspires your team. Lead by example by demonstrating your own passion for learning.  

Attend conferences, stay updated on the latest dental research, and actively seek out new skills and techniques. This inspires your team to follow suit and prioritize their own professional development.  

Finally, create a supportive learning environment where team members feel comfortable asking questions, making mistakes, and learning from each other. Encourage open communication, provide constructive feedback, and celebrate successes to foster a positive and collaborative atmosphere. 

• Define. 

• Lead. 

• Create. 

Auditing Your Learning Culture 

To assess your practice’s learning culture, identify any barriers that may hinder learning, such as a lack of dedicated time, resources, or support. Prioritize professional development by blocking out time and allocating resources for training and development initiatives. Encourage a culture of knowledge sharing by creating opportunities for team members to share their expertise and learn from each other. This will help foster a supportive and collaborative environment that promotes continuous learning and growth. 

• Identify barriers. 

• Prioritize learning. 

• Encourage knowledge sharing. 

Empowering Your Team 

To foster a flexible and empowering learning environment, offer a variety of learning options to cater to different preferences and support individual development by encouraging team members to set their own goals. To address lack of time, prioritize learning by making it a strategic priority in employee growth interviews and allocating dedicated time for professional development. Then provide necessary resources, and empower them to make informed decisions about their learning paths so they can apply their knowledge in meaningful ways. 

• Offer diverse learning options. 

• Support individual development. 

• Empower self-direction. 

Fostering a Growth Mindset 

To foster a growth mindset, encourage a culture where mistakes are seen as opportunities for learning and growth. Provide supportive and actionable feedback to help team members improve, and recognize their achievements to motivate and inspire them. 

• Celebrate mistakes. 

• Provide constructive feedback. 

• Recognize achievements. 

Leveraging Technology 

To leverage technology for learning and development, explore software and tools that can enhance efficiency and create a library of online resources such as articles, videos, and webinars for team members to access at their convenience. Incorporate microlearning techniques, such as short online modules or podcasts, to fit learning into busy schedules. 

• Utilize dental technology.  

• Share online resources. 

Encouraging Collaboration and Peer Learning 

To foster collaboration and peer learning, facilitate the formation of study groups or learning circles where team members can collaborate and share insights. Additionally, establish mentorship programs to pair experienced team members with newer ones, providing guidance and support for their professional development. 

• Form study groups. 

• Create Mentorship programs. 

Remember 

Investing in your team’s development is a direct and powerful investment in the future of your practice. It takes energy to intentionally get the momentum rolling toward a place with a learning culture that extends beyond yourself. But once the momentum is rolling, these strategies become second nature, empowering your dental team to adapt to change, to enhance their skills, to deliver exceptional patient care, and to create a career for themselves and everyone around them.   

Paul A. Henny, DDS 

Charisma is the ability to attract and influence others with our ideas and communication style. There are many different types of charismatic styles, with no moral component associated with any of them, which means that some charismatic people are quiet, graceful, and principle-centered like Jackie Kennedy, while others are more extroverted, and self-centered like her husband JFK. In other words, some charismatic people are exuberant like Oprah Winfrey, while others are more introverted Elon Musk. 

Charisma is often said to be a “subjective ineffable quality,” something we either have or we don’t have, with attributes such as confidence, passion for a topic or a cause, optimism, a ready smile, expressive body language, and a friendly voice. In other words, the social characteristics of a charismatic person reflect feelings of someone with high self-regard. 

Is charisma an important attribute if we want to become a more successful, relationship-based, health-centered dentist?  

Simply answered —yes. 

But the basis of our charisma must originate from an “other-centered” world view, because if we use charisma as a strategy to simply get more of what we want out of others (act in a manipulative fashion), then it won’t work well for us long-term, because empathetic patients are able to detect insincerity very quickly, and the perception of insincerity will cause them to steer away from us. 

On the two-way street where relationship-based, health-centered practices live, both charisma and empathy are essential. Even if we’re introverted (most dentists are), we can still be charismatic if we present ourselves and our message in a fashion that’s “other-centered,” sincerely helping, and in an “I’m willing to give-before-I-receive” fashion.

L.D. Pankey, Bob Barkley, F. Harold Wirth, Peter Dawson, Mike Schuster, Richard A. Green, Frank Spear, John Kois, Lee Ann Brady, and other stars who shine in our dental firmament all had/have different personalities and communication styles. In common, they all shared/share their deep love for others and an insatiable desire to help others learn and become better at helping others. We know them because they have drawn us in. They have engaged our attention and inspired us to push our personal envelope and follow their lead.

By Barry F. Polansky, DMD 

These thoughts were first published in May of 2021 on my blog Stoic Dentistry. Parts one and two of this blog series tell the story of how The Pankey Institute provided me with inspiration that shaped my career and provided me with purpose to live a meaningful life. 

——————– 

I first attended The Pankey Institute in the late eighties. I was at the lowest point of my career. Admittedly times were a bit easier for a young dentist back then, but in many fundamental ways they were the same. The fundamentals never change; but how best to use them is something you must always stay on top of. Over the years, things have changed but the fundamental wisdom of dental practice has stayed the same. 

For that reason, I believe the best and really the only way to have a fulfilling career in dentistry is through comprehensive, relationship based, fee-for-service practice. 

My First Day at the Institute 

On the first morning at the Institute, I remember feeling overwhelmed. It was like the first time I sat down to write a book…I was focused on the herculean tasks of creating the practice of my dreams…an unbearable project. Every moment of that first week tested my competence and potential to succeed…and then there was the comparisons and contrasts I made with the other students. But I paid attention and took notes. 

In a lecture late in the week, the instructor was discussing how to schedule this new type of practice. He told us to reserve just a morning to practice what we were learning. I returned home and secured every Thursday morning for practicing the Pankey way. That included a lot of new techniques for me and my staff. It was an easy way to introduce the new school of thought to my staff. 

How do you eat an elephant? I used to ask myself…one bite at a time. 

The lecturer that day, Dr. Irwin Becker, who later became my mentor, was righter than he even knew. 

The Self-Determination Theory of Human Motivation 

Just about the same time, during the eighties, two psychologists, Edward Deci and Richard Ryan from the University of Rochester were beginning to formulate their now groundbreaking self-determination theory of human motivation. 

Let’s face it, writing a book or designing a fee for service dental practice takes a lot of energy and motivation. Back then and sadly today, the advice came down to “Just Do It.” Deci and Ryan put some science behind human motivation for me…and then I backed into it…but years later, while studying positive psychology, I was gratified that I took Dr. Irwin Becker’s advice; otherwise, I may not have had an accomplished and fulfilling career. 

Let’s look at the science. 

Deci and Ryan defined motivation as the “energy required for action.” How many times do we attempt to accomplish a worthy goal but run out of steam. We need drive. Many people never even try. Installing a fee-for-service practice is difficult…if we dare to do it. It requires resources like drive and energy. 

Deci and Ryan went on to further describe the elements of the drive and motivation they were describing. Firstly, they noted the difference between extrinsic and intrinsic motivation. The extrinsic drives were the material rewards we are all familiar with, as well as status and recognition. The intrinsic drives included passion, curiosity and purpose. What they found was that intrinsic motivation was more effective in every tested situation, excluding when our basic needs haven’t been met. (See Maslow’s Hierarchy of Needs.)  

Then something interesting occurred to them. They separated motivation again into controlled motivation, a form of extrinsic motivation and autonomous motivation, a form of intrinsic motivation. If it is work you have to do or are being forced to do, that’s controlled. Autonomous motivation is doing work you choose to do. Deci and Ryan found that, in every case, autonomous motivation destroys controlled motivation.  

The psychologists further explained autonomy by saying it occurs when we are doing what we are doing because of “interest and enjoyment” and because “it aligns with our core values and beliefs.” In other words, it is in alignment with the other intrinsic drives: curiosity, passion and purpose. 

To be continued in Part 2. 

By Paul A. Henny, DDS 

The Case for Setting Boundaries 

When we are financially or emotionally dependent on patients saying “yes,” we crave acceptance which comes at cost: we are fearful of offending the person if we say, suggest, or do something that might trigger a “no,”—so we strategically modify our behavior to avoid rejection. 

On the other hand, independence allows us to adopt a course of action—a purpose that’s clearly justified in our mind, and accepting of the fact that some people might disagree and therefore their opinions will not influence how we feel about ourselves. So, independence involves respecting how others feel AND how we feel—a critical issue that’s known as psychological boundary. 

What’s Our Goal? 

Our goal should be to help others as much as possible—but not to manipulate them into making decisions or taking actions they would otherwise not make. If we feel like we cannot help someone, or if we believe helping a person in the way they are demanding is harmful long-term, then we simply need to find a way to respectfully agree-to-disagree, and move on. No need for moralistic stands. No need for judgment. We just need to continue our search for others who are in closer alignment with our purpose. 

As we become masterful at the execution of our purpose, we become known for it —we become “branded.” Once branded, more like-minded people can find us in the sea of other options and then make a higher level decision than “he/she is in my network.”  

Start with Personal Leadership 

Relationship-based, health-centered dentistry therefore starts with personal leadership and personal power. Who am I? What am I willing to stand for? What am I willing to share with the world? What am I unabashedly willing to promote because I believe in its value so deeply that I simply must promote it. And critically, HOW can I best promote it so that more people will be able to make better decisions for themselves that are more in alignment with our purpose, and that move them closer to an optimized health? 

“Know Thyself,” the ancient Greek appeal to greater self-awareness, is one of the four principles incorporated into L. D. Pankey’s “Cross of Dentistry.” But following this sage advice isn’t easy, as we’re pulled and pushed around by the environment; we’re constantly challenged to either adapt, resist, surrender or lead. 

Being Authentic Requires Regular Introspection 

Leading is only possible in patient-centered dentistry through authenticity—through clarified values aligned with a congruent vision and ACTION. Hence, without self-awareness, the seductions of life—the temptation to take shortcuts, and the trappings of materialism, can easily lead us away from our authentic self. What makes this process even more challenging is that when we feel threatened or rejected, we tend to do more of those things while blocking out how we truly feel. We lose ourselves in our pursuit of things that we think will sooth our anxiety.  

Gaining greater self-awareness through regular introspection is the starting point of a process that essentially never ends, but it represents the only pathway toward authentic leadership. Authentic leadership is an inside-out process that’s at the very core of patient-centered dentistry, which is why Dr. Pankey inscribed “happiness” as the outcome of his developmental philosophy. 

By Paul A. Henny, DDS 

The word “prescriptive” recently got stuck in my head. It made me think about the important distinction between a relationship that’s primarily focused around “giving directions or injunctions” versus mutually goal-oriented and collaborative. It’s all too easy in the middle of a busy day to reduce our patients’ complex problems down to prescriptive responses so we can move on to the next problem or obligation on our schedule.  

The reality of dentistry was brilliantly stated long ago by Bob Barkley, “Our goal is to design dentistry that will fail at the slowest possible rate.” This humble statement should always sit at the center of our practice philosophy: We aren’t gods; hence we aren’t perfect, and we can’t control the future. The best we can do is learn, practice, and do our best with the best of intentions. The rest will be up to the patient and fate.  

If our patients choose to not assertively take charge of their oral microbiome through appropriate oral hygiene and diet management, then all of our skills and good intentions will be undercut, and the failures sometimes blame-shifted onto us. That thought brings me around to the central reason behind why I’m writing today: We can’t be successful unless we are also good teachers and leaders. We have to want our patients to be successful on a very deep level. 

Last year my daughter Allison graduated at the top of her high school class, and it was easy to think “Wow! Look at what she did!” Yet it wasn’t just her efforts that made it happen, so the thought should be “Wow! Look at what WE did!” as the effort was communal and very philosophically-driven. It’s clear that Allison’s Principal and teachers LOVED her enough to invest a significant part of themselves in her development. You could feel it, see it, and hear it in their words. 

Are we similarly invested in our patients success? Are we doing a whole lot more than just being prescriptive? Are we investing a significant part of ourselves in our patients’ lives because we want to see them succeed? Can they feel it, see it, and hear it?  

By Paul A. Henny, DDS 

Effective leadership in dentistry requires open-mindedness and empathy, while at the same time, assertiveness, consistency, adaptableness, and resilience.  

That’s a tall order! 

Many of us struggle to be assertive and empathetic at the same time, particularly when we are under pressure. All too often, we lean into our positional power and superior knowledge and don’t stop to ask ourselves: 

• How does the patient feel about my message? 

• Does the patient understand the long-term implications of the information I have presented? 

It’s important to remind ourselves that decision-making is a two-step process: 

Step 1: The recognition of accurate, relevant, timely, and important new information 

Step 2: Reasoning to make choices that align with values and goals 

Few people fully understand the nature of their problems, needs, and the complex processes necessary to realize their goals when they first come into our dental offices. Patients often behave dogmatically or too emotionally, which leads them to choices that result in more failure and frustration. 

Our ability to facilitate learning in others and lead them to decisions with predictably better outcomes can be developed. This is good news! With understanding, practice, and reinforcement through successful experiences, we can all learn how to become more effective leaders and develop a more successful practice. 

The 6 Key Steps to Effectively Guiding Our Patients 

1. Slow down and manage your time more strategically to spend more time with each patient.
2. Demonstrate empathy. Stay in conversation and ask questions to understand what they know and how they feel about the information you are giving them. 
3. Create a safe and effective environment for learning. This entails slowing down your delivery of information into the bite sizes that are appropriate for the patient and pausing often for their minds to catch up and for them to experience self-discoveries.  
4. Show deference for the fact that each person is the best expert regarding themselves, their feelings, values, and goals. Let them know you will support them in their process and invite them to learn more and weigh their new knowledge against their values, priorities, and long-term goals.
5. Give each person enough time to make complex decisions as well as work through the logistics necessary to make their decisions fit into their life.
6. 6. Remain clear and assertive about what is in the patient’s best health interests and consistent with your values. Only proceed with treatment decisions that are mutually agreed upon as appropriate.