Competence, competency‐based education, and undergraduate dental education: a discussion paper

Chuenjitwongsa, Supachai; Oliver, R. G.; Bullock, Alison Deborah

doi:10.1111/eje.12213

Cited by 88 publications

(88 citation statements)

References 57 publications

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“…An alternative method suggested by Silverman is known as the agenda‐led outcome‐based analysis (ALOBA) approach (Silverman et al, , ). In this method, students initially identify issues that they require help with (de Paiva et al, ), and the discussion is directed toward achieving those goals by encouraging self‐assessment (Rosenman et al, ; Chuenjitwongsa et al, , b) and identification of the skills necessary to achieve these outcomes (Marks, ; Roemer, ; Nuffer et al, ; Khalil et al, ).…”

Section: Stimulating Intrinsic Motivation In Millennial Studentsmentioning

confidence: 99%

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

Chaudhuri

2019

Anatomical Sciences Ed

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There has been a fundamental change in health care pedagogy to address the demands and challenges posed by the present generation of millennial students. There is also a growing recognition of the role of intrinsic motivation as a catalyst in a positive learning experience. The term intrinsic motivation refers to energizing behavior that comes from within an individual and develops due to an inherent interest in the activity at hand. However, stimulating intrinsic motivation in the present generation of millennial health care students is a daunting task, considering their diverse and disparate nature. In addition, the inherent generational differences between educators and students, and an increasing emphasis on technological tools have resulted in a dichotomy in the educational environment leading to the development of a greater incidence of burnouts among students. Hence, numerous innovative techniques have been introduced in health care education to enhance the levels of intrinsic motivation in these students. Unfortunately, most of these approaches have only been moderately successful due to their limited ability to address the unique educational expectations of millennial students. The cumulative evidence suggests that specific approaches to stimulate intrinsic motivation should aim at nurturing the learning efforts of students, bridging the generational barriers between educators and students, and ameliorating the stress associated with health care education. Hence, the specific aim of this narrative review is to suggest empirically proven curricular strategies and institutional reforms to enhance intrinsic motivation in health care students belonging to the Millennial Generation.

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Section: Stimulating Intrinsic Motivation In Millennial Studentsmentioning

confidence: 99%

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

Chaudhuri

2019

Anatomical Sciences Ed

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“…A recent paper by Chuenjitwongsa et al . brought the discussion about the dental school curriculum back into the spotlight, and some other educators have been thinking about approaches to reforming the dental curriculum that go beyond past and present strategies.…”

Section: Reconsidering How We Design the Dental Curriculummentioning

confidence: 99%

Are dental students ready for supercomplex dental practice?

Leadbeatter

Peck

2017

Eur J Dental Education

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Contemporary dental practice requires practitioners who are able to draw upon varying interconnected knowledge and skills, in order to make judgments and take action when faced with multiple, often contradictory, ways of interpreting a situation. However, the curricula that prepare students for dental practice are traditionally based on the theoretical knowledge and technical skills to be gained by students. This is despite evidence in the dental literature of a collective desire for graduates to have more range and depth in their repertoire. Examination of contemporary dental practice through the lens of supercomplexity (Higher Education, 40, 409 and 2000) provides contextual understanding and a platform to explore the types of learning and curriculum approaches that can best prepare students for professional practice. From the insights offered by examples from other professional fields, we, as dental educators, can begin to conceptualise learning dentistry as much more than competency frameworks or descriptions of what students need to know and be able to do. Rather, to equip graduates for contemporary dental practice, the dental curriculum needs to become a vehicle for students to develop personally and professionally as well as teaching the theoretical and technical aspects of dentistry.

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“…This further highlights a strong focus on assessment and fitness for practice among the dental profession (especially at the undergraduate level), potentially due to dental students' involvement in invasive procedures at an earlier stage. 16 In certain European countries there is a need for newly graduated dentists to be independent on graduation, 26 which contrasts with the more structured and lengthier postgraduate training pathways offered in medical education.…”

Section: Summary Of Key Findingsmentioning

confidence: 99%

Developing a national dental education research strategy: priorities, barriers and enablers

et al. 2017

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ObjectivesThis study aimed to identify national dental education research (DER) priorities for the next 3–5 years and to identify barriers and enablers to DER.SettingScotland.ParticipantsIn this two-stage online questionnaire study, we collected data with multiple dental professions (eg, dentistry, dental nursing and dental hygiene) and stakeholder groups (eg, learners, clinicians, educators, managers, researchers and academics). Eighty-five participants completed the Stage 1 qualitative questionnaire and 649 participants the Stage 2 quantitative questionnaire.ResultsEight themes were identified at Stage 1. Of the 24 DER priorities identified, the top three were: role of assessments in identifying competence; undergraduate curriculum prepares for practice and promoting teamwork. Following exploratory factor analysis, the 24 items loaded onto four factors: teamwork and professionalism, measuring and enhancing performance, dental workforce issues and curriculum integration and innovation. Barriers and enablers existed at multiple levels: individual, interpersonal, institutional structures and cultures and technology.ConclusionsThis priority setting exercise provides a necessary first step to developing a national DER strategy capturing multiple perspectives. Promoting DER requires improved resourcing alongside efforts to overcome peer stigma and lack of valuing and motivation.

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Competence, competency‐based education, and undergraduate dental education: a discussion paper

Abstract: Understanding competence, competency-based education, and institutional and external factors will help to improve educational quality, define roles and professional development for the dental educator, and inform further research.

Cited by 88 publications

References 57 publications

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

Are dental students ready for supercomplex dental practice?

Developing a national dental education research strategy: priorities, barriers and enablers

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