‘It is relevant, it is useful and we won't be scared to ask': the response of undergraduate dental students to suicide awareness education

Abstract

Introduction There are over 6,000 deaths by suicide each year in the United Kingdom. National suicide prevention strategies seek to improve the way services assess those who are suicidal. It was highlighted that undergraduate dental students lack confidence when assessing individuals for suicide risk and there is an appetite for education on this topic. Aims To design, deliver and evaluate a brief teaching intervention on suicide awareness for undergraduate dental students using NHS Model for Improvement methodology. Methodology A scoping literature search found no formal framework or evaluation on suicide awareness teaching for undergraduate dental students. Following development and delivery of a pilot teaching intervention, an anonymised questionnaire was distributed with free-text boxes to capture qualitative feedback. Analysis informed subsequent improvement cycles and teaching. Results The vast majority of students felt the teaching was relevant, useful, and reported increased confidence and awareness of how to signpost following disclosures of suicidal ideation. Qualitative feedback was overall very positive, with the importance and universal impact of the topic highlighted. In total, 98% of students felt this topic should continue to be taught at undergraduate level and an appetite was expressed for further teaching. Conclusions There is strong support for further suicide awareness teaching at undergraduate level and scope for a unified approach to suicide prevention teaching in the United Kingdom. Consideration of the lived or living experience of those who have been affected by suicide, alongside input from national experts and charities, will be crucial in the development and delivery of this educational material.