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Dental Educators' Perceptions of Educational Learning Domains.

Eileen R Hoskin1, David C Johnsen2, Yun Saksena2

  • 1Eileen R. Hoskin is Director, Division of Operative Dentistry, Rutgers School of Dental Medicine; David C. Johnsen is Dean, University of Iowa College of Dentistry & Dental Clinics; Yun Saksena is Associate Dean for Education and Associate Professor, Adult Restorative Dentistry, University of Nebraska Medical Center College of Dentistry; Zsuzsa Horvath is Assistant Professor and Director of Faculty Development, University of Pittsburgh School of Dental Medicine; Tracy de Peralta is Clinical Associate Professor, University of Michigan School of Dentistry; Neal Fleisher is Clinical Professor of General Dentistry, Director of Predoctoral Periodontology, and Director of Faculty Development, Henry M. Goldman School of Dental Medicine, Boston University; Teresa A. Marshall is Associate Professor, Department of Preventive and Community Dentistry, University of Iowa College of Dentistry & Dental Clinics; and Cataldo Leone is Associate Dean for Academic Affairs and Professor of Periodontology, Henry M. Goldman School of Dental Medicine, Boston University. hoskiner@sdm.rutgers.edu.

Journal of Dental Education
|January 3, 2019
PubMed
Summary
This summary is machine-generated.

Dental educators prioritize knowledge and technical skills, but struggle to define outcomes for critical thinking, ethics, and interprofessional education. Further research is needed to improve dental education strategies.

Keywords:
academic performanceaccreditationassessmentcritical thinkingdental educationeducational measurement

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Area of Science:

  • Dental Education Research
  • Curriculum Development
  • Professional Competency Assessment

Background:

  • Dental education emphasizes various learning domains for future dentists.
  • Understanding educators' perspectives on these domains is crucial for curriculum refinement.

Purpose of the Study:

  • To assess dental educators' views on the importance and outcomes of key learning domains.
  • To evaluate the perceived effectiveness of dental schools in guiding learning within these domains.

Main Methods:

  • A national survey of American Dental Education Association (ADEA) members was conducted in 2017.
  • Participants rated and ranked learning domains and answered open-ended questions.

Main Results:

  • Knowledge was ranked highest, followed by critical thinking and technical skills.
  • Educators expressed high confidence in defining and guiding learning for knowledge and technical skills.
  • Significant uncertainty exists regarding the definition and outcomes for critical thinking, ethics, and interprofessional education/practice (IPE/IPP).

Conclusions:

  • Dental educators perceive knowledge and technical skills as paramount but face challenges in defining outcomes for higher-order competencies.
  • There is a need for improved strategies to articulate, guide, and assess learning outcomes in U.S. dental schools, particularly for critical thinking, ethics, and IPE/IPP.