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Student productivity in a comprehensive care program without numeric requirements.

D C Holmes1, R M Trombly, L T Garcia

  • 1Department of Restorative Dentistry, University of Colorado School of Dentistry, Denver 80262, USA. David.Holmes@uchsc.edu

Journal of Dental Education
|February 24, 2001
PubMed
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Dental students in a competency-based program completed more procedures without numerical requirements. This suggests focusing on skills, not just quantity, enhances dental education productivity.

Area of Science:

  • Dental Education
  • Clinical Competency Assessment
  • Healthcare Training Models

Background:

  • Traditional dental education often relies on numerical clinical requirements.
  • A competency-based curriculum was implemented for the University of Colorado School of Dentistry Class of 2000.
  • This shift aimed to evaluate students based on demonstrated skills rather than procedure counts.

Purpose of the Study:

  • To compare the clinical productivity of dental students under a competency-based model versus a traditional model.
  • To assess whether removing numerical requirements impacts the number of procedures completed by dental students.
  • To evaluate the effectiveness of a competency-based approach in dental clinical training.

Main Methods:

  • A retrospective analysis comparing the Class of 2000 (competency-based) with the Class of 1999 (pre-competency-based).

Related Experiment Videos

  • Data collected on the number of clinical procedures performed by students over six semesters in the Comprehensive Care Clinic.
  • Statistical comparison of mean procedure counts between the two cohorts.

    • Main Results:

    • Students in the Class of 2000 (competency-based) completed an average of 7% more clinical procedures than the Class of 1999.
    • This increase in productivity occurred without explicit numerical procedure requirements for the Class of 2000.
    • Successful performance on competency exams and timely completion of patient treatment were the primary requirements.

    Conclusions:

    • Competency-based dental education can foster greater clinical productivity than traditional numerical requirements.
    • Removing quantitative targets does not necessarily decrease, and may even increase, student output.
    • Focusing on core competencies and timely patient care is an effective model for dental clinical training.