A process for developing assessments and instruction in competency-based dental education.
A process for the development of assessments and supporting instructional components in competency-based dental education is described. This process is illustrated using the example of an educational module in the management of malocclusion and skeletal problems at New York University College of Dentistry. The process begins with identifying the final outcome of the skill to be assessed and constructing an assessment that represents a relevant clinical situation. Such an assessment requires students to employ key enabling or foundational knowledge, specified subskills, and evaluative criteria. Once the components essential to mastering the assessment are identified, an instructional module that facilitates attainment of competence can be developed. This module is complemented by a companion piece that is content-specific and directs teachers and students to reach instructional targets. Assessments, supported by the components described in this process, increase the cognizance of the dental educator and provide mechanisms to evaluate student achievement and instructional effectiveness.
Lipp
Mitchell J
MJ
College of Dentistry, New York University, 345 East 24 Street, New York, NY 10010, USA. mjl3@nyu.edu
D002648:Child; D003162:Competency-Based Education; D004497:Education, Dental / Q000379:methods*; D004521:Educational Measurement / Q000379:methods*; D005260:Female; D006801:Humans; D008310:Malocclusion / Q000628:therapy; D017145:Models, Educational; D009518:New York; D009970:Orthodontics / Q000193:education; D016544:Patient Simulation