Expert consensus on Didactic Clinical Skills Development for orthodontic curricula

Vesna Lea S. Ferrer; Christopher Van Ness; Laura R. Iwasaki; Jeffrey C. Nickel; Shankar Rengasamy Venugopalan; Cynthia C. Gadbury-Amyot

doi:10.1002/jdd.12559

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Expert consensus on Didactic Clinical Skills Development for orthodontic curricula

Journal article

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Peer reviewed

Expert consensus on Didactic Clinical Skills Development for orthodontic curricula

Vesna Lea S. Ferrer, Christopher Van Ness, Laura R. Iwasaki, Jeffrey C. Nickel, Shankar Rengasamy Venugopalan and Cynthia C. Gadbury-Amyot

Journal of dental education, Vol.85(6), pp.747-755

06/01/2021

DOI: 10.1002/jdd.12559

PMID: 33598917

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Abstract

Purpose/objective Competence is expected of each beginning dentist and orthodontist. However, the broad definition of competence presents a challenge to academic programs in identifying the level of cognition for students to achieve competence. This study aimed to determine the Didactic Clinical Skills Development curriculum content and competency in predoctoral and advanced education orthodontic programs. Method A modified Delphi method with a consensus threshold of 70% was employed using an expert panel of academic orthodontists. Results Round One (n = 26) identified that all topics proposed by a focus group were necessary, except for predoctoral Appliances, which was at 65%. Round Two (n = 23) included subtopics of Appliances to confirm the lack of consensus, plus subtopics of all the other topics and the level of cognition required for each subtopic. The expert panel reached a consensus that all 24 subtopics, hence all topics, were necessary. In Round Three, subtopic responses in Round Two were assigned a value between 1 (remember) and 6 (create) to generate a hierarchical level-of-learning scale. Mean values were calculated for each subtopic response. For all subtopics, the mean level of cognition for predoctoral education was at understand; for advanced education, it was at evaluate. Conclusion This consensus suggests that, to be deemed competent, beginning dentists must learn these topics and subtopics in the cognitive domain of understand, and beginning orthodontists in the cognitive domain of evaluate. This study showed an expert consensus on Didactic Clinical Skills Development orthodontic curriculum content and a panorama of educational objectives that could be used as a template for curriculum design.

Dentistry, Oral Surgery & Medicine

Life Sciences & Biomedicine

Science & Technology

Details

Title: Subtitle: Expert consensus on Didactic Clinical Skills Development for orthodontic curricula
Creators: Vesna Lea S. Ferrer - University of California, Los Angeles
Christopher Van Ness - University of Missouri–Kansas City
Laura R. Iwasaki - Oregon Health & Science University
Jeffrey C. Nickel - Oregon Health & Science University
Shankar Rengasamy Venugopalan - University of Iowa
Cynthia C. Gadbury-Amyot - University of Missouri–Kansas City
Resource Type: Journal article
Publication Details: Journal of dental education, Vol.85(6), pp.747-755
DOI: 10.1002/jdd.12559
PMID: 33598917
NLM abbreviation: J Dent Educ
ISSN: 0022-0337
eISSN: 1930-7837
Publisher: Wiley
Number of pages: 9
Grant note: American Association ofOrthodontists Foundation
Language: English
Date published: 06/01/2021
Academic Unit: Orthodontics
Record Identifier: 9984367722002771

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