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An approach on defining competency in evidence-based dentistry.

T A Marshall1, C L Straub-Morarend1, S Guzman-Armstrong1

  • 1University of Iowa College of Dentistry & Dental Clinics, Iowa City, Iowa, USA.

European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe
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Developing clear competency criteria for evidence-based dentistry (EBD) is crucial for dental education. This study provides measurable outcomes to assess student progression in EBD skills.

Keywords:
competency-based educationcurriculumdental educationevidence-based dentistryteaching

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Area of Science:

  • Dental Education
  • Evidence-Based Dentistry

Background:

  • Current assessment of evidence-based dentistry (EBD) knowledge and behavior in dental education lacks explicit competency criteria.
  • This deficiency hinders effective instructional design and the accurate assessment of student development.

Purpose of the Study:

  • To identify knowledge and cognitive domains for educational objectives within a pre-doctoral dental program across the EBD five-step process.
  • To articulate educational objectives and behavioral expectations for skill acquisition at each EBD step.
  • To establish outcome evaluation criteria for assessing student progression from novice to expert.

Main Methods:

  • Identified knowledge and cognitive domains for each level of the EBD five-step process.
  • Defined educational objectives with behavioral expectations for skill acquisition.
  • Developed outcome evaluation criteria to measure progressive skill acquisition.

Main Results:

  • Presented educational objectives, knowledge types, and cognitive processes for each EBD step.
  • Detailed the 'Ask' step objectives, including formulating clinical questions and articulating PICO components.
  • Established outcome criteria for competent clinicians, emphasizing clear PICO articulation linked to clinical situations.

Conclusions:

  • Assessment strategies for EBD competency are limited by the complexity of evaluating knowledge and behaviors.
  • The EBD academic community needs to define competency expectations for entry into general dental practice.
  • A proposed framework offers measurable outcome criteria to address current EBD assessment gaps.