1.3 Development of professional competences (original) (raw)
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Competence, competency-based education, and undergraduate dental education: a discussion paper
Introduction: The aim of undergraduate dental education is to provide competent dentists to serve societal needs and improve population oral healthcare. Competencybased education has influenced the development of dental education for decades but this term is problematic. This article explores components of competency-based undergraduate health professional education in order to help the dental profession have a better understanding of the context and purposes of undergraduate dental education. Methods: This is a discussion paper based on a wide reading of the literature on the education of health professionals with a specific focus on competency-based undergraduate education. Results and Discussion: Competence comprises an integration of knowledge, skills and attitudes indicating a capability to perform professional tasks safely and ethically. The process of becoming a competent practitioner is complex. Four characteristics of competency-based education are: curriculum components and content shaped by societal needs; focused on student-centred learning; learning achievement; and limited attention to time-based training and numerical targets. Alongside a competency-based approach, undergraduate dental education can be influenced by institutional features and external factors but these receive little consideration in the literature. Conclusion: Understanding competence, competency-based education, and institutional and external factors will help to improve educational quality, define roles and professional development for the dental educator, and inform further research.
Towards a Competency-Based Dental Education Framework: Defining Competencies
2012
The objective of this study was the validation of competencies by all stakeholders and to group them into manageable, measurable, reproducible and identifiable dental graduate capabilities. Dental faculty, students of all academic years in institutions affiliated with University of Health Sciences and the public were administered a 30 item questionnaire listing the graduate dental competencies in 2011. Data was entered into Statistical Package for Social Sciences (SPSS) v.16 and analyzed by using Confirmatory Factor Analysis (CFA) with Varimax Rotation under the conditions of Eigenvalues > 1 and loadings ≥ 0.2. Parametric tests were applied to the responses of all stakeholders. 'Agree' response was given a score of '1' and 'disagree' was given a score of '0' for each question/characteristic. These scores were added up to compute a new variable as total score of the respondents. p 0.05 was considered as significant. 2037 questionnaires were collected (1789 from students, 88 from faculty and 160 from the public. The value of Kaiser-Meyer-Olkin (KMO) was 0.924, where Bartlett's Test of Sphericity was significant (p-value<0.05). In Confirmatory Factor analysis (CFA), five components were extracted with Kaiser Eigenvalues greater than 1 accounting for 40.58% of variance. Total 30 items had internal consistency reliability of 0.876 (Cronbach's Alpha). Analysis of Variance (ANOVA) showed a significant difference in Response scores of various stakeholders (F=113.2, p<0.05). Post Hoc Tukey Test revealed that General public scored significantly lower than the students and faculty. Graduate dental outcomes are not wholly generic; there are cultural, societal and structural variations that affect the desired regional final competencies. It is therefore important for Pakistan to design its own outcomes for the program rather than to import them from the West. Competency-based dental education, outcome-based curriculum, competencies, baccalaureate of dental surgery How to cite this article:
Reviewing Competency in Dental Education
2011
Abstract The minimum requirements to practice as a competent dentist have always been under the scanner. While universities and dental boards around the world have constantly endeavored to produce and maintain a quality dentist, there have often been questions on how the respective skills are to be assessed. Presently competency-based education focuses on developing the professional skills, which are necessary for the comprehensive practice of dentistry within a community.
Competence based education in dentistry
2012
The aim of this assignment is to explore competency-based education (CBE) in dental education. This work has been divided in two parts. The first one aims to review the concept of competence, competency and competency-based curriculum CBC) and to revise the main advantages and disadvantages of this educational approach in health education. The second part aims to denote the presence of this model in the ‘First Five Years’ (FFY) General Dental Council (GDC) publication and in the expected one for 2010. I will also explain the importance of embrace CBC as a part of the teaching and educational process finally what is expected for the future of competency based education in dentistry.
Competence profiles in undergraduate dental education: a comparison between theory and reality
BMC Oral Health
Background: Competence profiles are purposed to provide a blueprint in support to develop and/or benchmark the learning outcomes of undergraduate dental curricula. This study aims to investigate whether a competence profile as proposed by academic-and clinical experts is able to represent the real clinical reality. Methods: A questionnaire was developed including questions about gender and age, perception about required competences, and educational organisation and was distributed among Flemish dentists via email and on paper during a symposium. The data was analysed using descriptive statistics, Chi-square and non-parametric Mann-Whitney U-tests. Results: A total of 312 questionnaires were completed (=6.5% of dentist population, with similar gender and age characteristics). All competences in the European competence profile were rated between 7.2 and 9.4 on a 10-point scale. In dentists under 50 years, females rated the importance of identifying/managing anxiety and abnormal patient behaviour; and promoting/improving oral health as significantly higher than males. In dentists of 50 years and above, females rated 8 competences significantly higher than males, including obtaining/recording a complete history; identifying/managing anxiety and abnormal patient behaviour; obtaining/interpreting radiography; identifying temporomandibular and associated disorders; identifying orthodontic needs; awareness of own limitations/when to refer; managing dental urgencies; and basic-life-support/defibrillation. Clinical practice management was most frequently reported as additional competence to address in dental education. Furthermore, the respondents suggested an undergraduate dental curriculum based on 34% theoretical education, 26% preclinical skills training, and 40% clinical education and 86% agreed with a duration of 5 years. Finally, the respondents also illustrated the dynamic nature of dentistry including a reduction of amalgam fillings, a shift from individual practice to group practices, an increased administrative load, and more assertive patients. Conclusion: Findings in the present study suggest the validation of the proposed competences for graduating European dentists within the clinical reality of dental professionals in daily practice. Nevertheless, the results have also demonstrated heterogeneity regarding gender and age within the dentist population and emphasised a continuously evolving dental profession and required competences. Hence, to maintain high quality of dental care, a strategy should be developed in which dental curricula are continuously benchmarked against an evolving clinical reality.
BMC Medical Education
Background The development of competencies in dentistry is a complicated process that calls for the development of not just cognitive and psychomotor abilities but also behaviors and attitudes that change as technical proficiency increases and meaningful patient encounters occur. This study examined the relationship between the number of clinical requirements completed by dental students and subsequent performance on tests of competence. The null hypothesis stated there would be no significant linear relationship different from zero between absolute clinical requirements and grades attained in various tests of clinical competence. Methods Retrospective assessment data for 81 students were used in this analysis. Data included the amounts of clinical requirements completed for operative dentistry, endodontics, periodontics, and fixed prosthodontics together with data on the respective performance in tests of competence. Correlation was ascertained between grades for tests of competenc...
Assessment of competence in dentistry : the expectations, perceptions, and predictions
2018
How students' perception of competency changes with time Expectation from the Foundation year Role of the outreach clinics Do different assessment styles reflect how competent a student is? Does feedback on assessment have a role in making students competent? DISCUSSION LIMITATIONS OF THE STUDY CONCLUSIONS 4 ASSESSMENT IN COMPETENCY-BASED DENTAL EDUCATION 4.1 ROLE OF ASSESSMENT IN A CBDE CURRICULUM 4.2 WHAT WE KNOW AND WHAT WE DON'T KNOW A SURVEY OF THE ASSESSMENT METHODS USED IN THE UK DENTAL SCHOOLS
2003
This document reviews the best practices and principles in competency-based dental and allied dental education that can be used to improve the dental hygiene curriculum of the ADS program at JUST, and to develop the dental hygiene profession in Jordan by graduating competent entry-level dental hygienists. The main purpose is to encourage ADS curriculum revision and to propose a competency-based curriculum development plan that can be used by the ADS director and faculty. Competency-based education is defined as education based on a curriculum planned and organized from an analysis of a practitioner's actual roles and responsibilities in modem society. Competency-based education proposed that learning to become competent is a progression through the five stages of the competency continuum: novice, beginner, competent, proficient, and expert. Different learner's characteristics at each phase suggest that vaiiant learning and evaluation strategies must be used, at each learning level, and sequentially arranged to help students progress through the five stages of the competency continuum. In competency-based education, three fundamental questions must be addressed by educators: what competencies must graduates possess as entrylevel professionals, what learning experiences and curriculum content will help students attain these competencies, and what evaluation methods are appropriate to assess studentf competencies? Four features characterize and differentiate competency-based education Hygiene.