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Alwadei A. Utilizing Evaluation and Development Frameworks to Engineer a College-Wide Evaluation and Reform of an Undergraduate Dental Curriculum. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:145-156. [PMID: 36880092 PMCID: PMC9985396 DOI: 10.2147/amep.s402059] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/31/2022] [Accepted: 02/17/2023] [Indexed: 06/18/2023]
Abstract
PURPOSE To operationalize and analyze a college-wide evaluation of an undergraduate dental curriculum. MATERIALS AND METHODS A descriptive case study design was used with extensive multiple data collection methods that included literature review, document review of existing data, survey questionnaires, focus group semi-structured interviews and observation of clinical and laboratory tasks. This approach was based on Kern's curriculum development model and Fitzpatrick's practical guidelines and evaluation standards. RESULTS The evaluation outcomes indicated that a significant curricular change is needed. In hindsight, a thorough reflection on the evaluation strategy is provided highlighting several contextual factors. Actionable recommendations and comparisons are also drafted to shape a coherent curriculum reform implementation. CONCLUSION The process by which the evaluation was conducted, and the reform implementation is being instituted, while unique to this college, may offer insights for change at other dental colleges. In that, greater emphasis is placed on the general principles that remain applicable to other comparable contexts regardless of the distinctiveness in specificities.
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Affiliation(s)
- Abdurahman Alwadei
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
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2
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Anderson HL, Kurtz J, West DC. Implementation and Use of Workplace-Based Assessment in Clinical Learning Environments: A Scoping Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:S164-S174. [PMID: 34406132 DOI: 10.1097/acm.0000000000004366] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
PURPOSE Workplace-based assessment (WBA) serves a critical role in supporting competency-based medical education (CBME) by providing assessment data to inform competency decisions and support learning. Many WBA systems have been developed, but little is known about how to effectively implement WBA. Filling this gap is important for creating suitable and beneficial assessment processes that support large-scale use of CBME. As a step toward filling this gap, the authors describe what is known about WBA implementation and use to identify knowledge gaps and future directions. METHOD The authors used Arksey and O'Malley's 6-stage scoping review framework to conduct the review, including: (1) identifying the research question; (2) identifying relevant studies; (3) study selection; (4) charting the data; (5) collating, summarizing, and reporting the results; and (6) consulting with relevant stakeholders. RESULTS In 2019-2020, the authors searched and screened 726 papers for eligibility using defined inclusion and exclusion criteria. One hundred sixty-three met inclusion criteria. The authors identified 5 themes in their analysis: (1) Many WBA tools and programs have been implemented, and barriers are common across fields and specialties; (2) Theoretical perspectives emphasize the need for data-driven implementation strategies; (3) User perceptions of WBA vary and are often dependent on implementation factors; (4) Technology solutions could provide useful tools to support WBA; and (5) Many areas of future research and innovation remain. CONCLUSIONS Knowledge of WBA as an implemented practice to support CBME remains constrained. To remove these constraints, future research should aim to generate generalizable knowledge on WBA implementation and use, address implementation factors, and investigate remaining knowledge gaps.
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Affiliation(s)
- Hannah L Anderson
- H.L. Anderson is research associate, Department of Pediatrics, The Children's Hospital of Philadelphia, Philadelphia, Pennsylvania; ORCID: http://orcid.org/0000-0002-9435-1535
| | - Joshua Kurtz
- J. Kurtz is a first-year resident, Department of Pediatrics, The Children's Hospital of Philadelphia, Philadelphia, Pennsylvania
| | - Daniel C West
- D.C. West is professor of pediatrics, The Perelman School of Medicine at the University of Pennsylvania, and associate chair for education and senior director of medical education, Department of Pediatrics, The Children's Hospital of Philadelphia, Philadelphia, Pennsylvania; ORCID: http://orcid.org/0000-0002-0909-4213
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Richardson M. Dental Foundation Training (DFT): does it meet the Francis Report Recommendations? Prim Dent J 2021; 10:57-61. [PMID: 34353158 DOI: 10.1177/20501684211012581] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study evaluates Dental Foundation Training (DFT) in the context of the Francis Report recommendations. Results of questionnaires sent to trainees and educational supervisors involved in DFT highlighted the importance of an educational supervisor as a positive role model, the value of the informal curriculum in developing an organisational culture of professionalism, leadership and ethics, and the developmental benefits of experiential learning. DFT needs to create an optimal learning environment which should promote the benefits of reflection, positive role modelling and active participation by foundation trainees in their professional community and organisational culture. The findings of this study confirm the crucial role DFT plays in the development of safe, ethical and effective practitioners. It also underlines the need for clear and consistent UK wide standards of DFT supported by strong leadership and management, underpinned by skilled, professional educational supervisors, and effectively quality assured.
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Affiliation(s)
- Mark Richardson
- Assistant Head Dental Operations and Chief Dental Officer (Defence), Headquarters Defence Primary Healthcare, Defence Medical Services Whittington, Lichfield
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4
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An evaluation of civilian and military dental foundation training. Br Dent J 2020; 229:615-619. [PMID: 33188345 DOI: 10.1038/s41415-020-2275-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2020] [Accepted: 06/10/2020] [Indexed: 11/08/2022]
Abstract
Background and aim There is little available material relating to the quality of continuing professional development for dental professionals and no studies to investigate whether dental foundation training (DFT) is meeting its aims and objectives. This study aimed to evaluate the components of DFT within the military and Oxford deaneries from the perspective of the educational supervisors (ESs) and foundation trainees (FTs).Method Questionnaires were sent to all 124 FTs and ESs involved in DFT in the Oxfordshire and military deaneries between 2012 to 2015. Following thematic analysis of the free text from the questionnaires, an interview guide was produced which mapped the main themes for a series of semi-structured interviews.Results Sixty-six questionnaires were returned (53% response rate) from 18 military and 3 Oxford ESs (21), and 30 military and 15 Oxford FTs (45). Eighteen interviews were carried out (6 ES/12 FT). The questionnaires highlighted the educational benefit of workplace-based assessments, joint clinical sessions and the importance of an ES as a positive role model, while the interviews highlighted the facilitative benefit of effective supervision, timely feedback, practice-wide teamwork, appropriate assessments and formal/informal peer review.Conclusions This study demonstrates the benefit of creating an optimal learning environment for DFT within the context of professional and ethical organisational support and appropriate clinical resources. ESs have a critical part to play as professional and clinical role models, and in ensuring an accountable and formal educational delivery, targeted learning goals, flexible delivery and timely feedback.
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Uma E. Workplace-Based Assessment: A Valuable Tool in Undergraduate Dental Education. Int J Appl Basic Med Res 2020; 10:223-225. [PMID: 33376693 PMCID: PMC7758789 DOI: 10.4103/ijabmr.ijabmr_255_20] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2020] [Revised: 06/11/2020] [Accepted: 08/30/2020] [Indexed: 11/22/2022] Open
Affiliation(s)
- Eswara Uma
- Department of Pediatric Dentistry, Melaka Manipal Medical College, Malacca, Malaysia
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Brierley DJ, Farthing PM, Zijlstra-Shaw S. Assessors' and trainees' perceptions of workplace-based assessments in histopathology. J Clin Pathol 2018; 71:1100-1107. [PMID: 30196274 DOI: 10.1136/jclinpath-2018-205361] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2018] [Revised: 08/17/2018] [Accepted: 08/20/2018] [Indexed: 11/04/2022]
Abstract
AIM Workplace-based assessments (WBAs) are an integral part of specialist medical and dental training in the UK. Histopathology represents a very different training environment to the surgical specialities so it is important to know that the current WBAs are fit for purpose. A literature search revealed very little evidence regarding the perception of WBAs in histopathology. The aim of this study was therefore to assess the current perception of WBAs in histopathology by assessors and trainees. METHODS A questionnaire was sent to all histopathology assessors and trainees on the Royal College of Pathologists database. Data were analysed using basic descriptive statistics. Free text comments were analysed by thematic analysis. RESULTS The questionnaire was completed by 242/2175 assessors (response rate 11.1%) and 91/519 trainees (response rate 17.5%). There was no significantly different perception of WBAs between trainers and trainees (p>0.05). Key findings included respondents stating that they strongly disagreed or disagreed WBAs identify diagnostic competence (68% of trainees; 62% of assessors), identify trainees in difficulty (69% of trainees; 64% of assessors) or accurately reflect trainee progress (62% of trainees; 59% of assessors). Analysis of free text comments identified three main issues related to WBAs: their utilisation, purpose and design. CONCLUSION There was an overall negative perception of WBAs, particularly their perceived regulatory nature. It appears that the current WBAs do not always meet the criteria of a useful test in that they are perceived as being applied variably, produce results with questionable validity and have little apparent educational value.
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Affiliation(s)
- Daniel J Brierley
- Academic Unit of Oral and Maxillofacial Medicine, Pathology and Surgery, School of Clinical Dentistry, The University of Sheffield, Sheffield, UK
| | - Paula M Farthing
- Academic Unit of Oral and Maxillofacial Medicine, Pathology and Surgery, School of Clinical Dentistry, The University of Sheffield, Sheffield, UK
| | - Sandra Zijlstra-Shaw
- Academic Unit of Oral Health, Dentistry and Society, School of Clinical Dentistry, The University of Sheffield, Sheffield, UK
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Schüler IM, Heinrich-Weltzien R, Eiselt M. Effect of individual structured and qualified feedback on improving clinical performance of dental students in clinical courses-randomised controlled study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:e458-e467. [PMID: 29424934 DOI: 10.1111/eje.12325] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/09/2018] [Indexed: 06/08/2023]
Abstract
AIM Analysis of the effect of individual structured and qualified feedback (FB) on practical skills development of dental students during clinical courses. METHODS Fifty-three final-year dental students at Jena University Hospital participated in this prospective randomised controlled interventional study. Two calibrated assessors evaluated 128 pre- and post-assessments of 4 different dental treatment steps performed by dental students during the integrated clinical course in restorative dentistry and prosthodontics and the clinical course paediatric dentistry. The assessment included direct observation, graded and non-grading evaluation and was documented with a specific FB assessment tool. Dental students in the intervention group (IG) received an elaborated, structured and qualified FB after the pre-assessment that focussed on individual strengths and weaknesses, providing specific suggestions for improvement and establishing a personal learning goal. Participants were randomly allocated to the IG and the control group (CG). RESULTS In both groups, dental students significantly enhanced their performance, but the difference was higher in the IG than in the CG. Large effect sizes (ES) were observed in all observed items, but FB had largest effect size in improving technical skills (ES = 1.6), followed by management (ES = 1.3) and communication skills (ES = 0.8). Factors with the highest influence on FB in enhancing dental students' clinical performance were their insight into their own mistakes or omissions, the observed dental treatment step and the duration of FB. CONCLUSION Individual structured and qualified FB is an effective method to enhance dental students' professional performances and to individually guide the learning process.
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Affiliation(s)
- I M Schüler
- Department of Preventive and Paediatric Dentistry, Jena University Hospital, Jena, Germany
| | - R Heinrich-Weltzien
- Department of Preventive and Paediatric Dentistry, Jena University Hospital, Jena, Germany
| | - M Eiselt
- Deanery, Medical Faculty, Friedrich-Schiller-University Jena, Jena, Germany
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Field JC, Walmsley AD, Paganelli C, McLoughlin J, Szep S, Kavadella A, Manzanares Cespedes MC, Davies JR, DeLap E, Levy G, Gallagher J, Roger-Leroi V, Cowpe JG. The Graduating European Dentist: Contemporaneous Methods of Teaching, Learning and Assessment in Dental Undergraduate Education. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2017; 21 Suppl 1:28-35. [PMID: 29205776 DOI: 10.1111/eje.12312] [Citation(s) in RCA: 37] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/11/2017] [Indexed: 06/07/2023]
Abstract
It is often the case that good teachers just "intuitively" know how to teach. Whilst that may be true, there is now a greater need to understand the various processes that underpin both the ways in which a curriculum is delivered, and the way in which the students engage with learning; curricula need to be designed to meet the changing needs of our new graduates, providing new, and robust learning opportunities, and be communicated effectively to both staff and students. The aim of this document is to draw together robust and contemporaneous methods of teaching, learning and assessment that help to overcome some of the more traditional barriers within dental undergraduate programmes. The methods have been chosen to map specifically to The Graduating European Dentist, and should be considered in parallel with the benchmarking process that educators and institutions employ locally.
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Affiliation(s)
- J C Field
- The University of Sheffield, Sheffield, UK
| | | | | | | | - S Szep
- University of Frankfurt, Frankfurt, Germany
| | | | | | | | - E DeLap
- Trinity College Dublin, Dublin 2, Ireland
| | - G Levy
- Paris Descartes University, Paris, France
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An investigation of the clinical experiences of dentists within the national dental foundation training programme in the North West of England. Br Dent J 2016; 221:323-8. [DOI: 10.1038/sj.bdj.2016.683] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/18/2016] [Indexed: 11/08/2022]
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Massie J, Ali JM. Workplace-based assessment: a review of user perceptions and strategies to address the identified shortcomings. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2016; 21:455-73. [PMID: 26003590 DOI: 10.1007/s10459-015-9614-0] [Citation(s) in RCA: 77] [Impact Index Per Article: 9.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/24/2014] [Accepted: 05/13/2015] [Indexed: 05/12/2023]
Abstract
Workplace based assessments (WBAs) are now commonplace in postgraduate medical training. User acceptability and engagement is essential to the success of any medical education innovation. To this end, possessing an insight into trainee and trainer perceptions towards WBAs will help identify the major problems, permitting strategies to be introduced to improve WBA implementation. A review of literature was performed to identify studies examining trainee and trainer perceptions towards WBAs. Studies were excluded if non-English or sampling a non-medical/dental population. The identified literature was synthesised for the purpose of this critical narrative review. It is clear that there is widespread negativity towards WBAs in the workplace. This has negatively impacted on the effectiveness of WBA tools as learning aids. This negativity exists in trainees but also to an extent in their trainers. Insight gained from the literature reveals three dominant problems with WBA implementation: poor understanding as to the purpose of WBAs; insufficient time available for undertaking these assessments; and inadequate training of trainers. Approaches to addressing these three problems with WBA implementation are discussed. It is likely that a variety of solutions will be required. The prevalence of negativity towards WBAs is substantial in both trainees and trainers, eroding the effectiveness of learning that is consequent upon them. The educational community must now listen to the concerns being raised by the users and consider the range of strategies being proposed to improve the experiences of trainees, and their trainers.
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Affiliation(s)
- Jonathan Massie
- School of Clinical Medicine, University of Cambridge, Cambridge, UK
| | - Jason M Ali
- Department of Surgery, University of Cambridge, BOX 202, Addenbrookes Hospital, Cambridge, CB2 0QQ, UK.
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Sia JY, Harrison JE. Trainers' and trainees' perceptions of workplace-based assessment in orthodontics. J Orthod 2015. [DOI: 10.1179/1465313315y.0000000015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Affiliation(s)
- Jye Y. Sia
- Department of Orthodontics, Liverpool University Dental Hospital and School of Dentistry, Pembroke Place, Liverpool L3 5PS, UK
| | - Jayne E. Harrison
- Department of Orthodontics, Liverpool University Dental Hospital and School of Dentistry, Pembroke Place, Liverpool L3 5PS, UK
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An explanation of workplace-based assessments in postgraduate dental training and a review of the current literature. Br Dent J 2013; 215:519-24. [DOI: 10.1038/sj.bdj.2013.1098] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/16/2013] [Indexed: 11/08/2022]
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