Expert Consensus on Growth and Development Curricula for Predoctoral and Advanced Education Orthodontic Programs

Abstract

Dental students and orthodontic residents must demonstrate competence in various areas prior to graduation. However, the Commission on Dental Accreditation (CODA) deinition of competence is broad. The aims of this study were to obtain expert consensus on Growth and Development topics and subtopics in predoctoral and advanced education programs in orthodontics and to determine the level of cognition on the subtopics necessary to demonstrate learner competence. A modiied Delphi method with a consensus threshold of 70% was used. In Round One, academic orthodontists who met the expert panel inclusion criteria were surveyed to determine whether a topic was necessary to the curricula. Round Two identiied the subtopics under each topic and the level of cognition necessary to demonstrate learner competence using Bloom's taxonomy, which deines the ascending levels of remember, understand, apply, analyze, evaluate, and create. Round Three involved analyses and interpretation of Round Two results. The academic orthodontists determined that six topics (n=24) and 29 subtopics (n=15) were necessary for Growth and Development curricula. For all subtopics, they determined the mean level of cognition for predoctoral education was understand; for advanced education, it was analyze. This consensus on Growth and Development curricular content suggests that these levels are necessary for a beginning dentist and a beginning orthodontist to be deemed competent. Findings from this study can serve to guide curricular development and instruction by using the identiied learning objectives to build instructional and assessment measures.

Expert consensus on Didactic Clinical Skills Development for orthodontic curricula

“…1,2 This broad definition presents a challenge to academic programs in identifying the levels of cognition required in predoctoral and advanced education orthodontic curricula for learners to reach competence. 5 Resultantly, didactic content and essential clinical experience vary among programs, and, presumably, so do competencies and outcomes assessment. [5][6][7][8] In 1993, the "Curriculum Guidelines for Orthodontics" 9 (henceforth referred to as 1993 Guidelines) for predoctoral education was published by the American Dental Education Association (ADEA), then known as the American Association of Dental Schools.…”

“…5 Resultantly, didactic content and essential clinical experience vary among programs, and, presumably, so do competencies and outcomes assessment. [5][6][7][8] In 1993, the "Curriculum Guidelines for Orthodontics" 9 (henceforth referred to as 1993 Guidelines) for predoctoral education was published by the American Dental Education Association (ADEA), then known as the American Association of Dental Schools. The 1993 Guidelines outlined the predoctoral orthodontic curriculum content in three levels: (level 1) Growth and Development; (level 2) Preclinical Orthodontics; and (level 3) Clinical Experience.…”

“…9 The technological and scientific strides in the past 27 years demand an update of the 1993 Guidelines to meet the challenges of modern dental practice. 5 In 2009, the World Federation of Orthodontists (WFO) issued guidelines 10 (henceforth referred to as WFO Guidelines) to be used by advanced education programs in orthodontics and related institutions around the world to "measure their respective curriculum against a worldwide standard." 10 These guidelines included educational topics and outcomes assessment among other items and conditions essential for a graduate program in orthodontics.…”

Establishment of an evaluation index system of competencies for graduating students in general practice medicine

“…However, research on the comprehensive quality of graduating students in general practice medicine is rare, and evaluation methods suitable for measuring quality do not exist in China and cannot further guide the reform of talent cultivation and reform in general medicine in colleges and universities. In this study, we co-opted the theories and methods of Bloom et al for the measurement of competencies of graduating students in general practice medicine [7]. The competencies were divided into three aspects: knowledge level, working skill and professional accomplishment.…”

Developing a preliminary questionnaire for the faculty development programme needs of medical teachers using Delphi technique

“…A study has found that an effective FDP increases the participants' motivation 14 through enhancement of knowledge and skills related to the principles of relationship-centred care 15 and well-understood instructional practices in an interactive teaching environment 16 . The Delphi technique is widely used in many sub-disciplines; as well as in assessments, 17 , 18 curriculum development, 19 , 20 and questionnaire development 18 , 21, 22, 23, 24, 25…”