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Developing a group practice comprehensive care education curriculum.

Frank W Licari¹, G William Knight

¹Department of Pediatric Dentistry, University of Illinois at Chicago, IL 60546, USA.

Journal of Dental Education

|January 22, 2004

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The University of Illinois at Chicago College of Dentistry

Area of Science:

Dental Education
Clinical Curriculum Design
Competency-Based Education

Background:

Traditional dental education models often place primary patient care responsibility on students.
A shift in responsibility can impact educational outcomes and clinical productivity.
The University of Illinois at Chicago College of Dentistry sought to optimize its clinical education curriculum.

Purpose of the Study:

To evaluate the impact of a new Group Practice Comprehensive Care Clinical Education Curriculum implemented in fall 2002.
To assess changes in student learning, patient care responsibility, and clinical outcomes.
To determine the effectiveness of competency-based education and varied student evaluation methods.

Main Methods:

Implementation of a Group Practice Comprehensive Care Clinical Education Curriculum.

Related Experiment Videos

Shift of primary patient care responsibility from students to faculty and staff.

Utilization of competency-based education with diverse evaluation methods (self-evaluation, OSCE, portfolio) and formative assessments.

Main Results:

On-time graduation rates increased significantly from 60-70% to 96%.
Regional board first-time pass rates were maintained at over 90%.
Predoctoral clinical productivity increased by over $300,000 in the first year.

Conclusions:

The Group Practice Comprehensive Care Clinical Education Curriculum effectively improved student outcomes and graduation rates.
Shifting patient care responsibility to faculty and staff enhanced the learning environment and clinical productivity.
Competency-based education with comprehensive evaluation methods is a successful model for dental training.