Use of a Knowledge-Based Governance Approach to Plan a Post-COVID-19 Predoctoral Dental

Area of Science:

• Dental Education
• Curriculum Development
• Higher Education Pedagogy

Background:

• The COVID-19 pandemic necessitated rapid adaptation in dental education, challenging traditional teaching methods.
• Dental schools faced unprecedented disruptions, requiring evaluation of existing curricula and pedagogical approaches.

Purpose of the Study:

• To evaluate the impact of COVID-19 on predoctoral dental education at the University of Washington School of Dentistry.
• To develop recommendations for the future predoctoral dental curriculum based on lessons learned during the pandemic.

Main Methods:

• A knowledge-based governance (KBG) approach was utilized, emphasizing information gathering and structured decision-making.
• Data collection involved literature reviews, focus group interviews, electronic surveys, and analysis of relevant metrics.
• Key areas evaluated included remote didactic delivery, remote assessments, preclinical lab adaptations, and grading scale modifications.

Main Results:

• Focus groups and surveys provided crucial student and faculty input, guiding key recommendations.
• The task force identified non-controversial areas with clear recommendations, alongside a highly debated issue regarding the grading scale.
• The KBG approach proved effective in addressing complex challenges within the dental school environment.

Conclusions:

• The study highlights the adaptability of dental education in response to crises.
• Recommendations derived from a structured, inclusive process will shape the future of dental predoctoral curricula.
• The knowledge-based governance model offers a robust framework for navigating significant changes in academic settings.