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Preliminary evidence for a general competency hypothesis.

D W Chambers1

  • 1School of Dentistry, University of the Pacific, San Francisco, CA 94115, USA. dchambers@uop.edu

Journal of Dental Education
|January 5, 2002
PubMed
Summary
This summary is machine-generated.

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Predoctoral dental competency may be a general skill set, not just discipline-specific ones. General competency models accurately identify students needing support early in dental education.

Area of Science:

  • Dental Education
  • Competency-Based Education
  • Clinical Skills Assessment

Background:

  • Predoctoral dental education typically uses discipline-specific teaching and evaluation.
  • Uncertainty exists whether essential practice competencies are learned generally or in discipline-specific groups.
  • Existing literature offers partial support for both general and discipline-specific competency models.

Purpose of the Study:

  • To investigate whether general or discipline-specific competencies are more predictive of overall graduation competency in predoctoral dental students.
  • To analyze faculty ratings of student clinical competency to determine the validity of different prediction models.

Main Methods:

  • Analysis of 64,000 faculty ratings of student clinical competency.
  • Utilized a Year x Quarter x Discipline x Model design.

Related Experiment Videos

  • Employed multiple repeated measures ANOVA to assess the predictive validity of four different competency models.

    • Main Results:

    • Models based on general skills (technical skills, clinical judgment, patient management) predicted graduation competency better than discipline-specific ratings.
    • Predictive accuracy increased as the time gap between assessment and graduation decreased, reaching an asymptote mid-final clinical year.
    • General competency models identified students needing intervention or enrichment as accurately as discipline-specific models.

    Conclusions:

    • Preliminary evidence supports a general competency hypothesis in predoctoral dental education.
    • General competency evaluation models can effectively identify students needing support early in clinical training.
    • Further research is needed to understand the learning and practice of dental competencies holistically.