Core clinical competencies for dental graduates in Taiwan: Considering local and cultural issues

Hsu, Tien-Pen; Tsai, Shih-Li; Chang, Jenny Zwei-Chieng; Yu, Szu-Hsien; Lai, Eddie Hsiang-Hua; Lin, Chang‐Ching

doi:10.1016/j.jds.2014.05.005

Cited by 18 publications

(18 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is strongly relevant to one of the core nonoperational competencies, that is, patientdentist discourse (querying patients and responding to questions), which has been suggested by the Association for Dental Sciences for dental graduates in Taiwan. 6 The OSCE covers a broad range of aspects such as communication, problem-solving, decision-making, and patient management abilities. 7 It can effectively evaluate students' essential noncognitive skills, especially through the standardized patient test.…”

Section: Introductionmentioning

confidence: 99%

“…Further, social skills are related to various positive interactions with others, including having good communication skills, showing empathy to other people, having good friends, and cooperating with other individuals. It is strongly relevant to one of the core nonoperational competencies, that is, patient‐dentist discourse (querying patients and responding to questions), which has been suggested by the Association for Dental Sciences for dental graduates in Taiwan 6 …”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Effects of anxiety on dental students' noncognitive performance in their first objective structured clinical examination

Lee

et al. 2020

The Kaohsiung J of Med Scie

View full text Add to dashboard Cite

Patient-dentist discourse is a core nonoperational competency in dental education. The skills of querying patients and responding to questions are noncognitive attributes, and their evaluation by the standardized patient objective structured clinical examination (OSCE) is particularly necessary. However, it is not clear whether students' test anxiety affects these attributes. This study aims to examine the relationship between dental students' state-trait anxiety, noncognitive performance, and examination results during their first OSCE. A single dental school cohort (n = 226) of 5 year students attending their first clinical examination from 2014 to 2017 was studied. Participants completed the Chinese Mandarin Version State-Trait Anxiety Inventory Y form before taking the OSCE. The difference between state and trait anxiety levels was compared by paired t test. Gender differences and the effect of age group in these anxiety levels were analyzed using multivariate analysis of variance. Moreover, gender, age group, state anxiety, and trait anxiety scores were compared with the OSCE items of noncognitive performance using a chi-square test. Students showed significantly higher state anxiety than trait anxiety levels; moreover, women showed significantly higher state anxiety than men. Furthermore, gender, age group, state anxiety, and trait anxiety had no association with the noncognitive performance examination results. Most participants showed moderate state and trait anxiety levels during their first OSCE. Further, the state-trait anxiety had no significant effect on their noncognitive performance. However, 26.5% of participants did not pass the examination; therefore, dental educators should increase communication skill training courses during clerkship training to improve students' noncognitive attributes.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effects of anxiety on dental students' noncognitive performance in their first objective structured clinical examination

Lee

et al. 2020

The Kaohsiung J of Med Scie

View full text Add to dashboard Cite

show abstract

“…Competency‐based education dictates a shift from the TE which is teacher‐centered, examination‐driven, time‐based, and discipline‐based (Khanna & Mehrotra, 2019; Taleghani et al., 2004; Yip & Smales, 2000), to a student‐centered education that enriches the students' skills in critical thinking, problem‐solving, and autonomous self‐assessment, which further help them perform better comprehensive patient care and develop ethical values and professionalism for better community‐based services (Behbehani, 2003; Deogade & Naitam, 2016; Field, Cowpe, & Walmsley, 2017; Ghafoor, 2019; Hendricson & Cohen, 1999; Hsu et al., 2015; Khanna & Mehrotra, 2019; Puryer, Woods, Terry, Sandy, & Ireland, 2018; Roudsari, 2018; Whitney, Walton, Aleksejuniene, & Schönwetter, 2015; Yip & Smales, 2000).…”

Section: Introductionmentioning

confidence: 99%

Competency‐based education in undergraduate clinical prosthodontics: A paradigm shift in training

Alkhodary

Farah

Ghobashy

2020

J of Competency-Based Ed

View full text Add to dashboard Cite

Introduction Competency‐based education (CBE) is thought to improve the quality of dental graduates than traditional education (TE). This study compared the students' final scores in clinical training of prosthodontics using CBE versus TE. Materials and Methods This study enrolled 459 fourth‐ and fifth‐year undergraduate students. Of the participants, 231 students (143 males and 88 females) attended TE and 228 (128 males and 100 females) attended CBE. This study considered the final scores that the students achieved for their competency cases and compared it with the scores achieved during the TE process. Statistical analysis of results used the Mann–Whitney U test for nonparametric numbers. Results The mean score of the clinical examination for all students in clinical prosthodontics courses was 81.4 (maximum and minimum scores: 95.0 and 41.3, respectively). The mean scores in the traditional and competency‐based education groups were 79.9 ± 6.48 and 82.9 ± 6.87, respectively. Scores in the competency education group (mean rank = 265.08) were statistically significantly higher than in the conventional education group (mean rank = 195.38) with U = 18,336, z = −5.631, and p < .001. Conclusions The application of CBE allowed the students to achieve higher scores in prosthodontics than the TE.

show abstract

“…The results of OSCE can provide educationists with valuable information regarding the planning of clinical dental education programs even though no correlation has been found between training outcome evaluation and future clinical performance 9, 10, 11, 12. Numerous related studies have been conducted in Taiwan, and the aim of this study is to investigate the correlation between OSCE and the results of clinical training during internship among dentistry students 13, 14, 15. Thus, the following aspects are evaluated: (1) the predictability of OSCE in representing a student's actual ability in a clinical environment and (2) whether OSCE could be used to provide instructors with better ideas to guide an individual student in a certain field.…”

Section: Introductionmentioning

confidence: 99%

Summative objective structured clinical examination as a reference of learners’ need before entering their internship

Lai

Chang

Wang

et al. 2018

Journal of Dental Sciences

View full text Add to dashboard Cite

Background/purpose Objective structured clinical examination (OSCE) has found increasingly wide use in the education of clinical dentistry in recent years. The objectives of this study were to find the predictability of OSCE in representing a student's actual ability in a clinical environment and to provide instructors with better ideas to guide an individual student in a certain field. Materials and methods Thirty-one dentistry students’ qualification OSCE scores were obtained after the conclusion of their dental clerkship in December 2014. The OSCE scores were compared with the various scores given by instructors from different departments during their internship a year later. The correlation was investigated between these two scores. Results The scores of the first station of OSCE—explaining a treatment plan for the restoration of a missing tooth—were correlated with the scores of prosthodontics in the internship. The scores of the fourth station of OSCE—explaining to a mother regarding the obtainment of a radiograph of her child's tooth—were correlated with the scores of orthodontics. In addition, the total score of the six OSCE stations was correlated with the scores of orthodontics, oral surgery, and pediatric dentistry during dental internship. Conclusion The results of clerkship qualification OSCE could provide instructors with insights into the needs of the students before their entering internship.

show abstract

Core clinical competencies for dental graduates in Taiwan: Considering local and cultural issues

Cited by 18 publications

References 11 publications

Effects of anxiety on dental students' noncognitive performance in their first objective structured clinical examination

Effects of anxiety on dental students' noncognitive performance in their first objective structured clinical examination

Competency‐based education in undergraduate clinical prosthodontics: A paradigm shift in training

Summative objective structured clinical examination as a reference of learners’ need before entering their internship

Contact Info

Product

Resources

About