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The influence of staffing and timetabling on achieving competence in surgical extractions
1Oral and Maxillofacial Surgery, School of Dental Science, Newcastle University, Framlington Place, Newcastle, UK. u.j.moore@ncl.ac.uk
Introduction:
Competence based education is becoming more important in dentistry and medicine. In dentistry clinical skills are assessed using longitudinal assessments or structured objective clinical tests. We have previously presented the assessment of competence in surgical extractions however the success rate for this was poor. The opportunity to alter staffing levels and timetabling arose and we present the influence of this on the achievement of competence.
Methods:
The competence assessments and portfolios of two consecutive years of dental undergraduates were examined after completing their surgical extraction course. The first cohort received 9 sessions of teaching spread over 2 years with one staff supervisor per session. The second cohort received 10 sessions with varying numbers of staff supervisors.
Results:
The first cohort required 210 staff sessions and performed 275 surgical extractions (mean 4), and 23% achieved competence. The second cohort required 240 staff sessions and performed 403 surgical extractions (mean 6), and 66% achieved competence. Thirty six extra sessions were provided for students in the second cohort who failed to complete their competence during the allocated blocks and following this 99% of the second cohort achieved competence. These differences are significant (P < 0.01).
Conclusion:
It is possible to demonstrate competence in large numbers of undergraduates in surgical extraction. The process can be influenced by staffing and timetabling changes which focus student experience and learning.