Interactive value‐based curriculum: a pilot study

Peterson, Jill; Duffy, Briar L.; Duran, Alisa; Gladding, Sophia P.

doi:10.1111/tct.12771

Cited by 1 publication

(2 citation statements)

References 7 publications

(10 reference statements)

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“…While there is limited research on implementing a health outcome focus using a VBC framework in dental education, dentistry can learn from value-based medical education programs. 35,36 Two medical schools utilized case-based methods to incorporate VBC into their curriculum. 36,37 These studies align with the suggestions from the faculty interviews that real-life experiences should be used to teach VBC.…”

Section: Discussionmentioning

confidence: 99%

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Pre‐doctoral dental faculty perceptions toward value‐based care: An exploratory study

Mcleod¹,

Kornegay

Tiwari³

et al. 2022

Journal of Dental Education

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Objectives: To explore pre-doctoral faculty perceptions toward implementation of value-based care (VBC) in didactic and clinical teaching.Methods: This project was a collaborative effort between CareQuest and the University of North Carolina at Chapel Hill, Adams School of Dentistry introducing VBC to pre-doctoral dental faculty as part of a new curriculum. Following a faculty development session on VBC in June 2021, faculty and subject matter experts were invited to participate in qualitative interviews. Subject matter experts were interviewed to establish a baseline for VBC knowledge and understanding. Interviews were recorded and transcribed verbatim. Analysis was conducted by two analysts using ATLAS.ti and a thematic analysis approach. Results: Six faculty and two subject matter experts participated in interviews. Although dental faculty demonstrated some understanding of VBC, they recognized that more training is required to build in-depth knowledge and implementation strategies for teaching dental students. Faculty discussed value-based concepts such as prevention-focused teaching, person-centered care, and disease management over invasive restoration of teeth, and how VBC is bringing about a paradigm shift in dentistry that needs to be reflected in dental education. They acknowledged a disconnect between VBC in didactic teaching versus clinical instruction. Those interviewed believed it would take time to shift faculty mindset and readiness to teach VBC, and continued efforts are needed at the leadership and faculty level for acceptance and implementation. Conclusions: Although dental faculty recognize that VBC can bring a shift in dental practice, more training and guidance to implement it in didactic and clinical teaching is needed.

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Section: Discussionmentioning

confidence: 99%

“…35,36 Two medical schools utilized case-based methods to incorporate VBC into their curriculum. 36,37 These studies align with the suggestions from the faculty interviews that real-life experiences should be used to teach VBC. Holtzman et al suggest that VBC curricula include elective coursework, seminar series, and formal dual degrees.…”

Section: Discussionmentioning

confidence: 99%