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A process for developing assessments and instruction in competency-based dental education.

Mitchell J Lipp¹

¹College of Dentistry, New York University, 345 East 24 Street, New York, NY 10010, USA. mjl3@nyu.edu

Journal of Dental Education

|May 6, 2010

Summary

This study outlines a process for creating assessments and instructional materials in competency-based dental education. It ensures assessments align with clinical situations, enhancing both student learning and educator evaluation.

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Area of Science:

Dental Education
Competency-Based Education
Assessment Development

Background:

Traditional dental education models face challenges in assessing practical skills.
Competency-based education (CBE) requires robust assessment tools.
Developing effective assessments aligned with clinical practice is crucial.

Purpose of the Study:

To describe a systematic process for developing assessments and instructional components in CBE for dentistry.
To illustrate this process using an example module on malocclusion and skeletal problems.
To enhance the evaluation of student achievement and instructional effectiveness.

Main Methods:

Identify the desired skill outcome.
Construct assessments reflecting relevant clinical scenarios.
Define foundational knowledge, subskills, and evaluation criteria.
Develop complementary instructional modules and guidance materials.

Main Results:

A structured process for assessment and instructional component development was established.
The process facilitates the creation of assessments requiring foundational knowledge and specific subskills.
Instructional modules were designed to support the attainment of identified competencies.

Conclusions:

The described process provides a framework for developing effective assessments in dental CBE.
These assessments improve dental educators' understanding of student progress.
The process offers mechanisms for evaluating both student performance and teaching effectiveness.