Review of competency-based education in dentistry

Yip, HK; Smales, Roger J.

doi:10.1038/sj.bdj.4800758

Cited by 74 publications

(38 citation statements)

References 19 publications

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“…Conventional methods of dental education have typically utilized didactic, discipline-based curricula to teach students those skills and professional values in a subject centred matter [1], [2]. The effectiveness of those conventional methods has been questioned in order to equip graduates with a wide range of dental competencies [3].…”

Section: Introductionmentioning

confidence: 99%

Job requirements compared to dental school education: impact of a case-based learning curriculum

Keeve

Gerhards²,

Arnold³

et al. 2012

GMS Zeitschrift Für Medizinische Ausbildung; 29(4):Doc54; ISSN 1860-3572

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Section: Introductionmentioning

confidence: 99%

Job requirements compared to dental school education: impact of a case-based learning curriculum

Keeve

Gerhards²,

Arnold³

et al. 2012

GMS Zeitschrift Für Medizinische Ausbildung; 29(4):Doc54; ISSN 1860-3572

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“…Operating within an outcome-based/competency-based philosophy, universities need to change and align their operation within this framework (1,2). Lecturers need to formulate explicit learning outcomes and assessment criteria, which are aligned with the exit level outcomes of the programme.…”

Section: Introductionmentioning

confidence: 99%

Changing assessment practice through in situ faculty development

Pickworth

Snyman

2011

Eur J Dental Education

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The aim of this article is to describe the process of an in situ staff development process with the objective to influence change in assessment practice. An in situ training course focusing on writing questions for written examinations, but also including some contextual aspects of assessment practice, was therefore developed and implemented. The anticipated change was measured against Kirkpatrick’s four levels for evaluating training programmes. As a whole, the reaction from the participants was positive (Kirkpatrick Level 1), and in a number of instances, learning, which includes changes in attitude, knowledge and skills (Kirkpatrick Level 2) and change in behaviour (Kirkpatrick Level 3), was observed. To conclude, the staff development initiative in the form of in situ assessment training facilitated change resulting in an improvement in assessment practice in the School in a relatively short period of time.

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“…There has been a recent drive within dentistry and medicine towards competency-based education for the undergraduate and postgraduate (1)(2)(3)(4)(5). In dentistry competence in clinical skills has been assessed by either a longitudinal assessment of performance, or a structured clinical objective test (6)(7)(8)(9). The impetus behind this type of assessment is the need to openly demonstrate that graduates are competent to carry out a procedure.…”

Section: Introductionmentioning

confidence: 99%

The influence of staffing and timetabling on achieving competence in surgical extractions

Moore

Durham

Corbett

et al. 2009

Eur J Dental Education

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Introduction: Competence based education is becoming more important in dentistry and medicine. In dentistry clinical skills are assessed using longitudinal assessments or structured objective clinical tests. We have previously presented the assessment of competence in surgical extractions however the success rate for this was poor. The opportunity to alter staffing levels and timetabling arose and we present the influence of this on the achievement of competence. Methods: The competence assessments and portfolios of two consecutive years of dental undergraduates were examined after completing their surgical extraction course. The first cohort received 9 sessions of teaching spread over 2 years with one staff supervisor per session. The second cohort received 10 sessions with varying numbers of staff supervisors. Results: The first cohort required 210 staff sessions and performed 275 surgical extractions (mean 4), and 23% achieved competence. The second cohort required 240 staff sessions and performed 403 surgical extractions (mean 6), and 66% achieved competence. Thirty six extra sessions were provided for students in the second cohort who failed to complete their competence during the allocated blocks and following this 99% of the second cohort achieved competence. These differences are significant (P < 0.01). Conclusion: It is possible to demonstrate competence in large numbers of undergraduates in surgical extraction. The process can be influenced by staffing and timetabling changes which focus student experience and learning.

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Review of competency-based education in dentistry

Cited by 74 publications

References 19 publications

Job requirements compared to dental school education: impact of a case-based learning curriculum

Job requirements compared to dental school education: impact of a case-based learning curriculum

Changing assessment practice through in situ faculty development

The influence of staffing and timetabling on achieving competence in surgical extractions

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