The development of an assessment system for dental vocational training and general professional training: a Scottish approach

Prescott, Lynda; McKinlay, Patrick F.; Rennie, James

doi:10.1038/sj.bdj.4800879

Cited by 20 publications

(2 citation statements)

References 9 publications

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“…El problema principal es la respuesta a la pregunta que es competencia (en la práctica médica). Hay una falta de defi nición de competencias, la debilidad e incoherencia de la lógica y base epistemológica de EBC, y la consecuencia de esta en la aventura educacional (3,5,7,20). Existe una confusión no solo en el rango de defi niciones de conocimiento en la literatura que trata de capacidades sino que en la clase de conocimiento se asume de ser relacionado a competente, y de cómo es esta relación (4).…”

Section: Algunas Desventajas Y Ventajas De La Ebc Desventajasunclassified

Educación dental basada en competencias

Marroquin

2014

Rev Estomatol Herediana.

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Section: Algunas Desventajas Y Ventajas De La Ebc Desventajasunclassified

Educación dental basada en competencias

Marroquin

2014

Rev Estomatol Herediana.

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“…The existing literature emphasizes the need for a competency-driven model that encompasses a wider range of evaluations, focusing on real-world work experiences and interactions with patients. 4 There is a pressing demand to assign explicit importance to communication skills, especially in patient interactions. Numerous recommendations have been put forth in the literature regarding the content that should be included in evaluations to effectively assess all areas of performance.…”

Section: Introductionmentioning

confidence: 99%

An overview of current evaluation methods of postgraduate dental specialty residents

Ringer,

Chapple,

Ballard

et al. 2023

Journal of Dental Education

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PurposeA lack of contemporary dental literature exists on evaluating dental residents in postgraduate education, with no standardized criteria or information on technology adoption. This study aims to understand current evaluation methods in dental residency programs and compare them to existing literature.MethodsA survey with 22 questions was sent to program directors of 749 ADA/CODA (American Dental Association/Commission on Dental Accreditation)‐accredited postgraduate dental residencies. The questions focused on evaluation frequency, faculty involvement, submission methods, and electronic software usage.ResultsThe survey response rate was 30.2% (226 responses). Results show that 98% of program directors are involved in evaluations, but require more support from auxiliary faculty. Evaluations are typically submitted twice or four times a year, with 12% of programs wanting increased frequency. Face‐to‐face delivery of feedback is considered crucial. While desktop computers are widely used for evaluation submission, 55% of programs utilize mobile devices, which correlates with higher program director satisfaction. The most popular evaluation software includes New Innovations, MEd Hub, and Qualtrics. Overall, 86.96% of program directors are satisfied with current evaluation practices. Areas needing improvement are non‐program director faculty involvement, resident response/feedback, and software navigation.ConclusionThis study found that a majority of program directors of the postgraduate dental education system are using electronic technology for their resident evaluation systems and are satisfied with their current mechanism of evaluation.

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Evaluation of Postgraduate Dental Specialty Residents: A Survey of Program Directors

Jolly

Armbruster

Hagan

et al. 2012

Journal of Dental Education

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The professional dental literature is lacking in information concerning the use of technology in evaluation procedures utilized in postgraduate dental education. The purpose of this study was to identify the methods of evaluation of U.S. postgraduate specialty residents currently in place. The study also sought to determine if there were any patterns among programs more likely to utilize electronic submission in the evaluation process. An electronic survey consisting of eighteen questions was sent to the program directors of all accredited U.S. dental specialty programs (n=416). The survey yielded 150 responses, for a 36 percent response rate. The results showed that the majority of responding program directors (68 percent) evaluate their residents using a hardcopy evaluation instrument, while a minority of directors (32 percent) reported using an electronic evaluation instrument. The majority of respondents (58 percent) said they require faculty members to formally evaluate residents semiannually. Fifty percent of responding program directors reported a need for improvement in their current evaluation system. Those reporting a need for improvement were less likely to be using an electronic format. There was no statistical signiicance between faculty responsiveness and the mode of evaluation used. With many program directors reporting room for improvement in their current evaluation system, innovation in the evaluation systems of postgraduate dental education is needed.

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The development of an assessment system for dental vocational training and general professional training: a Scottish approach

Cited by 20 publications

References 9 publications

Educación dental basada en competencias

Educación dental basada en competencias

An overview of current evaluation methods of postgraduate dental specialty residents

Evaluation of Postgraduate Dental Specialty Residents: A Survey of Program Directors

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