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Supervising Dentists’ Perspectives on the Effectiveness of Community‐Based Dental Education
Author(s) -
Nayar Preethy,
McFarland Kimberly,
Lange Brian,
Ojha Diptee,
Chandak Aastha
Publication year - 2014
Publication title -
journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.53
H-Index - 68
eISSN - 1930-7837
pISSN - 0022-0337
DOI - 10.1002/j.0022-0337.2014.78.8.tb05784.x
Subject(s) - accreditation , competence (human resources) , medical education , medicine , dental education , workforce , nursing , psychology , social psychology , economics , economic growth
The Commission on Dental Accreditation recently implemented new predoctoral standards that require dental schools in the United States to provide students with community‐based dental education (CBDE) experiences. The objective of this study was to examine the perspectives of supervising dentists (also known as dental preceptors) at rural CBDE sites regarding the University of Nebraska Medical Center program's effectiveness in improving the competencies of dental students. Surveys were sent to all forty‐three preceptors in two subsequent years: nineteen responded to all questions in 2012 and sixteen in 2013, for a total of thirty‐five participants. These preceptors evaluated the effectiveness of the program based on the American Dental Education Association (ADEA) Competencies for the New General Dentist. Overall, these preceptors rated the CBDE program as effective (excellent or very good) in improving the students’ competence in five of the six ADEA domains: Critical Thinking, Professionalism, Communication and Interpersonal Skills, Health Promotion, Patient Care: Assessment, Diagnosis, and Treatment Planning, and Patient Care: Establishment and Maintenance of Oral Health. Practice Management and Informatics was found to be the least effective domain of competence. CBDE provides a unique opportunity to develop a competent dental workforce with an appreciation for the value of community service. Applying a competency‐based framework to program evaluation can provide valuable information on program effectiveness to program administrators, educators, and the dental preceptors.