Transition to a Competency-informed Dental Hygiene Clinical Evaluation System

Area of Science:

• Dental Education
• Clinical Evaluation Models
• Competency-Based Education

Background:

• Competency-informed clinical education emphasizes demonstrated performance outcomes.
• Evaluating the effectiveness of new clinical evaluation models is crucial for continuous quality improvement.

Purpose of the Study:

• To assess faculty and dental hygiene (DH) student perceptions of a new competency-informed clinical evaluation model.
• To gather feedback for continuous quality improvement in the DH program at UNC Adams School of Dentistry.

Main Methods:

• A mixed-methods approach surveyed 36 senior DH students and 15 clinical DH faculty.
• Surveys included Likert-scale and open-ended questions; debriefing sessions were conducted.
• Descriptive statistics analyzed survey responses; thematic analysis reviewed open-ended comments and debriefing feedback.

Main Results:

• The new evaluation system was preferred and accurately reflected clinical performance.
• Faculty provided more frequent and higher-quality feedback, focusing on patient-centered care.
• Students reported reduced stress and improved confidence in asking questions, though faculty calibration needs continued focus.

Conclusions:

• The competency-informed clinical evaluation system presents both strengths and challenges.
• The transition fostered a learning environment prioritizing patient-centered care over grade-based assessments.