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A Competency-Based Dental Education Framework for Postgraduate Orthodontic Training: A Comprehensive Review for
Hitesh R Sawant1, Harsh A Mishra1, Parag Gangurde1
1Department of Orthodontics and Dentofacial Orthopedics, Bharati Vidyapeeth (Deemed to be University) Dental College and Hospital, Navi Mumbai, IND.
None:
Due to the shift in focus on outcomes, instead of time-bound training, competency-based models have become widely accepted in health professions education. In the context of orthodontic diagnostic procedures and biomechanical challenges, specialty-specific skills such as designing and treatment planning are critical for health practitioners. The latest literature has recognized the core competencies pertinent to postgraduate orthodontic training in the field, yet there continues to be notable variability in program quality, clinical knowledge, and competency tests between training programs. The objective of this review is to design an integrated competency-based dental education (CBDE) model for postgraduate orthodontic training that encompasses the management of students' competencies by correlating competency domains with specific program outcomes (POs) and course outcomes (COs), introducing entrustable professional activities (EPAs) to translate competencies into clinical practice, aligning assessment strategies, and utilizing systematic curriculum mapping to ensure coherence and comprehensive competency attainment. To synthesize the evidence surrounding competency-based dental education (CBDE) and competency frameworks in postgraduate orthodontic training, a narrative review of the literature was conducted focusing on CBDE, postgraduate orthodontic education, competency domains, curriculum design, assessment strategies, and EPAs. Relevant references were determined from the orthodontic education consensus studies, CBDE literature, and systematic reviews. In total, 10 orthodontic competency areas, 10 POs, and 11 COs were identified methodically. Ten essential EPAs associated with independent orthodontic practice were then created to operationalize these competencies in clinical practice settings. With this in mind, a three-year curriculum was designed, rooted in elements that aligned with CBDE principles to include competency mapping, assessment techniques, and introducing digital technologies to support teaching, learning, and assessment. This proposed framework provides a clear, distinct, and structured solution to training orthodontic specialties, which would enable it to be embraced as a reference structure for the reform in curriculum on an international level as well. Recent evidence supports the call for standardized orthodontic competencies and a competency-based method of assessment to promote uniformity and quality of postgraduate orthodontic education.
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