Manual for developing and formatting competency statements

Chambers, David W.; Gerrow, Jack D.

doi:10.1002/j.0022-0337.1994.58.5.tb02862.x

Cited by 69 publications

(50 citation statements)

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“…Sin duda, esto afecta el proceso de transición normal de los estudiantes desde un ambiente simulado a uno con pacientes reales. Los docentes, según los comentarios escritos en el cuestionario, esperan un estudiante con competencias de novato, es decir, que 'poseen conocimientos de la teoría subyacente de lo que están haciendo y algunas veces usan las reglas para guiar sus comportamientos, comienzan a reconocer sus errores y algunas ocasiones entienden lo que los han causado, pueden desempeñarse en algunas tareas no ideales, necesitan ayuda para decidir cuándo comenzar una tarea y para determinar cuándo la han terminado de manera exitosa' [11], pero la asignatura PCBMD les entrega estudiantes con competencias de principiante, que se caracteriza porque 'está motivado extrínsecamente, carece de conocimiento profundo de lo que está haciendo, tiene éxito en su tarea cuando una persona con conocimientos estructura situaciones cercanas a la realidad y le ofrece ayuda constantemente y está regido por reglas' [11].…”

Section: Discussionunclassified

Causas que afectan el proceso de transición de los estudiantes desde un ambiente simulado a uno con pacientes reales en la carrera de odontología. Experiencia de la Universidad Diego Portales de Chile

Venegas-Gómez

Ferri-Sánchez

Ortiz-Solarte

et al. 2016

FEM

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Causes aff ecting the normal process of transition of students from a simulated environment to one with actual patients in the career of Dentistry. The experience of the Universidad Diego Portales of Chile Introduction. The following research aimed to identify the causes that aff ect the transition process of students from a simulated environment towards one with actual patients in the career of Dentistry at the Universidad Diego Portales. For this purpose, information was gathered from developed contents, on time delivery of these theoretical and practical contents and guidelines for teachers of the subjects of Dental Biomaterials Preclinical (PCBMD) and Clinical Course of the Adult (CA). Subjects and methods. To collect information, an instrument was created and validated based on a survey which was applied on 18 teachers and 120 students. Results. Teachers from PCBMD declares in 63.6 % to know the contents of the CA program, however 50% of teachers from CA acknowledges the contents of the program PCBMD. PCBMD students declare 95% timely delivery of the theoretical content, only 25% of CA students declare that the theoretical contents are delivered in a timely manner. Students state that there are some conceptual diff erences and practices (treatment of caries lesions 18.5% and 33.8% respectively). CA teachers identify conceptual and practical diff erence criteria (mainly in prosthesis fi xed unit, with 33.3% and 58.3% respectively). Conclusions. The organization department, refl ects a very rigid structure. Students suggest that clinical visits are conducted as support activities for learning, fostering integration of content. It was verifi ed that there was a lack of lineament and lack of programs for teachers of both subjects.

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Section: Discussionunclassified

Causas que afectan el proceso de transición de los estudiantes desde un ambiente simulado a uno con pacientes reales en la carrera de odontología. Experiencia de la Universidad Diego Portales de Chile

Venegas-Gómez

Ferri-Sánchez

Ortiz-Solarte

et al. 2016

FEM

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“…practice while ensuring that the students have gained essential competencies in providing a holistic quality dental treatment. 4,[17][18][19] The dental literature has described competency-based dental education relative to pre-clinical and clinical dental practice 5,20,21 and dental educators have developed these competencies as a framework to prepare and evaluate dental students in technical, diagnostic knowledge, skills and abilities. 8,22,23 It is however important to define, instruct and evaluate competency-based education in Pakistan so as to have a safe dental product.…”

Section: Gap Analysismentioning

confidence: 99%

“…Fresh graduates are believed to be "competent" when they are able to function independently in a realistic practice environment. 20 There is a difference that exists between perceived performance and the actual performance. The identification of this is the discrepancy or a "gap" analysis in which current behavior is compared with a "set" or an "accepted standard of practice" or intended competences.…”

Section: Gap Analysismentioning

confidence: 99%

Outcome-based Dental Education and Identification of Practice Gaps; A Narrative Review

Ghafoor¹,

Khan²

2019

J Pak Dent Assoc

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Undergraduate dental education aims to provide the society with competent dental graduates that are able to serve in the community as independent practitioners. The rotational clinical training provided in our current dental settings do not fully prepare dental graduate for comprehensive dental care as the focus is more on subject areas rather than as a whole. Outcome-based dental education defines certain outcome-competencies that are essential part of dental curriculum and also provide a roadmap for curriculum developers regarding expectation from a beginner dental graduate. These competencies are based on knowledge, skill and attitudes that a beginner dentist is able to practice professionally and ethically. The review focuses on competence of dental graduates and discusses gaps that have been identified by the dental schools elsewhere that have led to valuable insights regarding readiness for comprehensive dental care in a beginner dentist. This information may direct dental policy makers and curriculum developers to focus their goals towards a dentist who is more trained in comprehensive dental care within undergraduate level or in immediate post-graduation level before exit into the community.

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“…Clinical competency can be defined as the behavior or ability essential for the newly qualified practitioners to begin independent, unsupervised dental practice (Chambers and Garrow, 1988). the ability of the students to carryout clinical procedures competently and independently must be adequately assessed prior to their graduation.…”

Section: Introductionmentioning

confidence: 99%

Assessment of feasibility of Objective Structured Clinical Examination for Final BDS students in Conservative Dentistry and Endodontic at Government Dental College and Hospital, Nagpur.

Raina

2019

jaar

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Objective structured clinical examination (OSCE) have become established as reliable, valid and objective methods of assessing practical and clinical skills in dental schools. This study explored the perceptions of dental undergraduates regarding OSCE. After a clinical course in Conservative Dentistry and Endodontics, 32 Final year dental students were assessed summatively, using OSCE. The students were informed beforehand about the assessment formats. The self-assessed clinical competence, study time and strategies (i.e. practice with a manikin, peers and patient case) were evaluated by means of a questionnaire. After a comprehensive dental care course, all 32 students were assessed by OSCE, in which Five stations were included ‘Cavity Preparation’, ‘Base application’ ‘Restoration’, &; educating patients; and; Post-Operative Instructions; Each Student was evaluated separately in each Station with predetermined structured questions. Data was collected and send for statistical analysis. The results were obtained using SPSS-17 and comparison done with Conventional Exam. Implementation of an OSCE in undergraduate Conservative Dentistry and Endodontics Curriculum helps in greater achievement of specific clinical competence and greater level of realistic self-assessment.

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Manual for developing and formatting competency statements

Cited by 69 publications

References 0 publications

Causas que afectan el proceso de transición de los estudiantes desde un ambiente simulado a uno con pacientes reales en la carrera de odontología. Experiencia de la Universidad Diego Portales de Chile

Causas que afectan el proceso de transición de los estudiantes desde un ambiente simulado a uno con pacientes reales en la carrera de odontología. Experiencia de la Universidad Diego Portales de Chile

Outcome-based Dental Education and Identification of Practice Gaps; A Narrative Review

Assessment of feasibility of Objective Structured Clinical Examination for Final BDS students in Conservative Dentistry and Endodontic at Government Dental College and Hospital, Nagpur.

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