Orthodontics rewired: A new approach to predoctoral competency training

Area of Science:

• Dental Education
• Orthodontics
• Medical Pedagogy

Background:

• The COVID-19 pandemic necessitated rapid shifts in educational delivery across disciplines.
• Competency-based education models require careful adaptation to maintain assessment integrity and student engagement.
• The impact of remote learning strategies, such as "cold-calling," on student outcomes in specialized fields like orthodontics remains an area for investigation.

Purpose of the Study:

• To evaluate the impact of pandemic-driven changes on a competency-based orthodontics course.
• To compare student assessment outcomes and survey responses before (in-person) and after (hybrid/remote) course adaptations.
• To specifically assess the effects of remote synchronous learning with "cold-calling" on student preparedness and anxiety.

Main Methods:

• Comparative analysis of D3 student assessment data (pass rates, mean scores) from 2018 (in-person) and 2022 (hybrid/remote).
• Administration and analysis of student surveys using Likert scales to gauge confidence, motivation, and response to "cold-calling."
• Statistical comparisons included t-tests, Z-scores, Cronbach's alpha for internal consistency, Fisher's exact test, and descriptive statistics for new items.

Main Results:

• No significant differences were observed in pass rates (79.8% vs. 80.7%) or mean assessment scores (1.45 vs. 1.50) between the two cohorts.
• Surveys indicated high internal consistency and positive student confidence and motivation (median score ≥4) in both years.
• Remote learning with "cold-calling" was associated with increased student preparedness and anxiety (median score = 4).

Conclusions:

• The competency-based orthodontics curriculum adaptations during the pandemic did not negatively impact assessment outcomes.
• Student confidence and motivation remained high, suggesting successful adaptation to hybrid and remote learning modalities.
• The "cold-calling" technique in remote synchronous sessions was linked to enhanced preparedness and engagement, albeit with increased anxiety.