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Competency-based dental education in context

D W Chambers1

  • 1School of Dentistry, University of the Pacific, San Francisco, California 94115, USA.

European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe
|May 20, 1998
PubMed
Summary
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Competency-based education defines learning by functional situations, not just knowledge. Dental education must evolve beyond novice stages to foster independent practice and lifelong professional growth.

Area of Science:

  • Dental Education
  • Competency-Based Education
  • Professional Development

Background:

  • Competency-based education (CBE) defines learning through functional application rather than knowledge accumulation.
  • Professional growth is viewed as a progression from novice to expert stages.
  • Competence signifies independent practice capability and responsibility for ongoing professional development.

Purpose of the Study:

  • To describe the theoretical underpinnings of competency-based education.
  • To examine the application and implications of competency in dental education.
  • To question the efficacy of traditional methods in advancing dental professionals to full competence.

Main Methods:

  • Theoretical analysis of competency-based education principles.

Related Experiment Videos

  • Review of professional growth models.
  • Discussion of competency's role in dental curriculum design and evaluation.

    • Main Results:

    • Competence is defined as the ability to practice independently and manage one's own professional growth.
    • Dental education effectively supports early-stage development but may not adequately prepare for advanced competence.
    • The "more of the same" approach is insufficient for achieving full professional competence.

    Conclusions:

    • Rethinking dental education is necessary to move beyond novice stages and foster true competence.
    • Competency-based education offers a framework for independent practice and continuous professional development.
    • Implications for curriculum, evaluation, and the political landscape of dentistry require careful consideration.