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Impact of Implementing a Competency-Based Clinical Curriculum: Transitioning a Dental Hygiene Program
Claire S Tucker1, Melissa G Efurd, Robert L Kennedy
1College of Health Professions, University of Arkansas for Medical Sciences, 4301 W. Markham, #609, Little Rock, AR 72205-7199, USA. Tel 501-686-5734, fax 501-686-8519. cstucker@uams.edu.
Journal of Allied Health
|March 6, 2018
Summary
Implementing a competency-based dental hygiene program, despite initial challenges, positively prepared students for practice. Key components like quad scale experiences were valued, while self-assessment faced hurdles.
Area of Science:
- Dental Hygiene Education
- Competency-Based Education
- Clinical Skills Assessment
Background:
- Competency-based education (CBE) is crucial for preparing entry-level practitioners.
- The American Dental Education Association mandates specific competencies for dental hygiene programs.
- This study evaluates a CBE clinical program at the University of Arkansas for Medical Sciences.
Purpose of the Study:
- To assess the implementation of a competency-based dental hygiene clinical program.
- To evaluate student and faculty perceptions of the new program structure.
- To identify effective and less effective components of the CBE program.
Main Methods:
- Surveys administered to 30 students and 5 faculty members.
- Transition from a traditional grade-based to a non-graded competency-based program.
- Utilized Likert-type, ranking, and open-ended questions for data collection.
Main Results:
- Majority of students and faculty expressed confidence in graduates' entry-level skills.
- Quad scale experiences were identified as the most valuable program aspect.
- Reflection and self-assessment were perceived as the least beneficial components.
Conclusions:
- Implementation of the non-graded CBE program presented challenges.
- Initial resistance from students and faculty was observed.
- Overall perceptions of the competency-based program were positive, indicating successful adaptation.
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