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

Ghafoor, Sarah; Khan, Junaid Sarfraz

doi:10.25301/jpda.281.41

Cited by 6 publications

(8 citation statements)

References 53 publications

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“…It is not limited to executing a few dental procedures; rather, it includes knowledge, experience, critical thinking, problem-solving skills, professionalism, technical and procedural skills [ 7 ]. All the components mentioned above are required in combination to provide holistic patient care [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

Self-perceived competence of dental students regarding the management of orofacial pain: a cross-sectional study

et al. 2021

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Background There is limited data on Pakistani dental students perceived competence in managing orofacial pain (OFP). This study aims to evaluate dental students self-perceived competence regarding the management of orofacial pain. Methods This cross-sectional study was conducted in Karachi at randomly selected two public and four private dental schools. This survey was conducted online from November 2020 to December 2020 in six dental schools. A questionnaire link was sent to the 475 students. A chi-square test and independent-sample t-test were conducted to assess the frequency distribution and compare mean scores of knowledge, diagnosis, and management parameters. Results Of the 475 students, 280 students filled the online survey leaving a response rate of 59%. A significant number of fourth-year students, 65 (51%, p = 0.005), feels knowledgeable regarding neuropathic pain compared to third-year students. The majority of the fourth-year students, 100 (78%, p = 0.010), feel comfortable managing intraoral pain. Almost all the students reported thinking that they need more knowledge related to five types of OFP. The fourth-year students had high mean scores related to knowledge, comfort in diagnosing and managing OFP categories. Conclusion This study found that dental students perceived competence regarding orofacial pain management varies in relation to specific categories, being lowest for psychogenic pain.

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Section: Introductionmentioning

confidence: 99%

Self-perceived competence of dental students regarding the management of orofacial pain: a cross-sectional study

et al. 2021

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“…However, CBE pattern of assessment came in agreement with the recommendations of Deogade & Naitam, 2016 about the outcome‐based assessment methods, and as found by Khanna and Mehrotra (2019) the CBE exposed the students to variable clinical challenges that improved their critical thinking and decision making. Khanna and Mehrotra (2019) and Ghafoor (2019) further confirmed that the CBE help the students to evolve from the discipline‐based and teacher‐centered TE, to a student‐centered, outcome‐based process that would gain their interest. In addition, Ben‐Gal et al.…”

Section: Discussionmentioning

confidence: 84%

“…Competency‐based education dictates a shift from the TE which is teacher‐centered, examination‐driven, time‐based, and discipline‐based (Khanna & Mehrotra, 2019; Taleghani et al., 2004; Yip & Smales, 2000), to a student‐centered education that enriches the students' skills in critical thinking, problem‐solving, and autonomous self‐assessment, which further help them perform better comprehensive patient care and develop ethical values and professionalism for better community‐based services (Behbehani, 2003; Deogade & Naitam, 2016; Field, Cowpe, & Walmsley, 2017; Ghafoor, 2019; Hendricson & Cohen, 1999; Hsu et al., 2015; Khanna & Mehrotra, 2019; Puryer, Woods, Terry, Sandy, & Ireland, 2018; Roudsari, 2018; Whitney, Walton, Aleksejuniene, & Schönwetter, 2015; Yip & Smales, 2000).…”

Section: Introductionmentioning

confidence: 99%

Competency‐based education in undergraduate clinical prosthodontics: A paradigm shift in training

Alkhodary

Farah

Ghobashy

2020

J of Competency-Based Ed

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Introduction Competency‐based education (CBE) is thought to improve the quality of dental graduates than traditional education (TE). This study compared the students' final scores in clinical training of prosthodontics using CBE versus TE. Materials and Methods This study enrolled 459 fourth‐ and fifth‐year undergraduate students. Of the participants, 231 students (143 males and 88 females) attended TE and 228 (128 males and 100 females) attended CBE. This study considered the final scores that the students achieved for their competency cases and compared it with the scores achieved during the TE process. Statistical analysis of results used the Mann–Whitney U test for nonparametric numbers. Results The mean score of the clinical examination for all students in clinical prosthodontics courses was 81.4 (maximum and minimum scores: 95.0 and 41.3, respectively). The mean scores in the traditional and competency‐based education groups were 79.9 ± 6.48 and 82.9 ± 6.87, respectively. Scores in the competency education group (mean rank = 265.08) were statistically significantly higher than in the conventional education group (mean rank = 195.38) with U = 18,336, z = −5.631, and p < .001. Conclusions The application of CBE allowed the students to achieve higher scores in prosthodontics than the TE.

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“…A review of scholarly works supporting outcomes and OBE curriculum development as a transformational school reform process has been widely published over the last five years (Yen, Sekar & Ansari, 2016;Alkatheri et al, 2017;Bateman et al, 2017;D'cruz, 2017 Edaño, Umayan, 2017;Kasturi, 2017;Vivek, 2017;Nakkeeran et al, 2018;Liebelt et al, 2018;Ayyappan et al, 2019;Ghafoor & Khan, 2019;Gunarathne et al, 2019;Jeppesen et al, 2019;Khanna & Mehrotra, 2019;Iqbal, 2020;Li, 2020;Prihantoro, 2020;Rao, 2020). The variations in the processes in the selected studies are suggestive of different sources considered in formulating the outcomes.…”

Section: Introductionmentioning

confidence: 99%

The Sources of Outcomes in Outcomes Based Education Curriculum Development: A Closer Look

Cahapay

2021

pijtel

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Outcomes Based Education, widely known as OBE, has become a curriculum byword across the disciplinary spectrum in higher education. However, despite the growing scholarly effort to account for the processes undertaken in developing a curriculum that is hinged on the outcomes, a functional synthesis of the sources of outcomes has not been made. This paper attempted to synthesize the sources of outcomes drawn from the field. Following the systematic review method, relevant studies were searched, collected, and analyzed. It emerged in the result that multiple sources were considered in making decisions about the outcomes. These sources of outcomes include regulatory bodies, institutional philosophy, industry demands, subject matter experts, curriculum benchmarks, and learning frameworks. It further found out that, in considering particular sources of outcomes in curriculum development, the unique contexts play an essential role. Thus, it is recommended that an examination of the experiences, resources, and demands should be carefully made, so that appropriate sources of outcomes may be considered. The implications to theory, practice, and research are discussed in the paper.

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

Cited by 6 publications

References 53 publications

Self-perceived competence of dental students regarding the management of orofacial pain: a cross-sectional study

Self-perceived competence of dental students regarding the management of orofacial pain: a cross-sectional study

Competency‐based education in undergraduate clinical prosthodontics: A paradigm shift in training

The Sources of Outcomes in Outcomes Based Education Curriculum Development: A Closer Look

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