The Art and Science of Educating to Competency

Report
2013 Predoctoral Educators Workshop
The Art and Science of Educating to
Competency
Eros S. Chaves, DDS, MS, DMD, MBA
Diplomate, American Board of Periodontology
Professor and Chair Department of Periodontics
The Art and Science of Educating to Competency
Dental Education Program (DEP) Standards
Competent – The levels of knowledge, skills
and values required by the new graduates to
begin independent, unsupervised dental
practice
Competency - Written statement describing
the levels of knowledge, skills and values
expected of graduates
Cultural Competence – having the ability to provide care to patients with diverse
backgrounds, values, beliefs and behaviors, including tailoring delivery to meet patient’s
social, cultural and linguistic needs
The Art and Science of Educating to Competency
New CODA Pre-Doctoral Standards
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Critical Thinking
Lifelong and Self Directed Learning
Humanistic Environment
Scientific Discovery and the Integration of Knowledge
Evidenced-Based Oral Health Care
Assessment
Faculty Development
The Health Care Team
Diversity
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Standard 2 – EDUCATIONAL PROGRAM
Instruction
Curriculum Management (clinical exams – OSCE,
availability of patients)
Critical Thinking
Self Assessment
Biomedical and Behavioral Sciences
Practice Management and Health Care Systems
Ethics and Professionalism
Clinical Sciences
The Art and Science of Educating to Competency
New CODA Pre-Doctoral Standards
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Critical Thinking
Lifelong and Self Directed Learning
Humanistic Environment
Scientific Discovery and the Integration of Knowledge
Evidenced-Based Oral Health Care
Assessment
Faculty Development
The Health Care Team
Diversity
Standard 2 – Education program
2-5 The dental education program must employ
student evaluation methods that measure its
defined competencies.
Examples:
Objective structured clinical examination (OSCE)
Clinical Skills testing
The Art and Science of Educating to Competency
1. Prevalence of periodontitis
underestimated in this country
by as much as 50%.
CODA - Scientific Discovery,
Integration of knowledge, Critical
thinking, lifelong and self-directed
learning, assessment, diversity
The Art and Science of Educating to Competency
1. Prevalence of periodontitis
underestimated in this country
by as much as 50%.
The AAP has been stressing the
need for Comprehensive
Periodontal Examination
The Art and Science of Educating to Competency
1. Prevalence of periodontitis
underestimated in this country
by as much as 50%.
Expected Action - requiring
competency in CPE in predoctoral
education
The Art and Science of Educating to Competency
Challenges
Electronic periodontal charting leading to incorrect CAL and Periodontal Diagnosis
The Art and Science of Educating to Competency
Challenges
Faculty calibration – aggressive periodontitis recommended Tx in predoctoral clinic
Initiall
The Art and Science of Educating to Competency
2. Potential mechanisms, epidemiologic
evidence and association between
periodontitis and systemic conditions
CODA – Faculty Development, Scientific
Discovery and integration of Knowledge,
Lifelong and Self-Directed Learning, The Health
Care Team, Evidence-Based Oral Health Care.
The Art and Science of Educating to Competency
2. Potential mechanisms, epidemiologic
evidence and association between
periodontitis and systemic conditions
The AAP has been instrumental in organizing
national and international meetings among
experts, discussing the role of periodontal
infection and inflammation in systemic
conditions and future research.
The Art and Science of Educating to Competency
2. Potential mechanisms, epidemiologic
evidence and association between
periodontitis and systemic conditions
Expected Action – Educating our dental
students to competency in diagnosis,
prevention, risk assessment, treatment plan
and initial therapy of periodontal diseases
including comprehensive care and referral.
The Art and Science of Educating to Competency
Challenges
Maintenance of periodontal disease in predoctoral clinic – no referral
Periodontal maintenance
for more than 2 years in the
undergraduate periodontal
clinic
3 weeks after proper
scaling and root planing
The Art and Science of Educating to Competency
3. Changing periodontal referral patterns or
GP’s tendency to refer patients in late stages of
periodontitis to the periodontist.
CODA – Health Care Team, Diversity, Evidence
Based Oral Health care, Critical Thinking
The Art and Science of Educating to Competency
3. Changing periodontal referral patterns and
GP’s tendency to refer late stages of periodontitis
to the periodontists.
AAP has been creating opportunities for
periodontists to maintain a closer contact with
general dentists and other specialists
The Art and Science of Educating to Competency
3. Changing periodontal referral patterns or GP’s
tendency to refer late stages of periodontitis to the
periodontists.
Expected Action – Educating our dental students to
competency in periodontal referrals at the initial,
reevaluation and maintenance visits (comprehensive
periodontal examination) and increasing elective
periodontal seminars for dental students and their
interactions with periodontal residents
The Art and Science of Educating to Competency
Periodontal Competencies including
periodontal referrals was presented and
discussed before by the AAP, Education
Committee and Predoctoral Educators in 2002
The Art and Science of Educating to Competency
2009 AAP PreDoctoral Program Directors Organization
Workshop
“Periodontal Diagnosis, Classification and Guidelines for
Referral: Are We all on the Same Page”
What has prevented us (predoctoral educators) to
implement the periodontal competencies discussed in
2002, and proper diagnosis and referrals in 2009?
The Art and Science of Educating to Competency
What has prevented us to implement value in periodontal competencies and referrals?
Are we leaning to a culture of
conformity in periodontal
education?
Are we supporting periodontal
faculty and students to truly be
what they should and can be?
Are we just creating “stupid rules”?
The Art and Science of Educating to Competency
Groups and Discussion – Avoiding “Stupid Rules”
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Keep competencies and assessments simple - Critical errors, Pass/Fail, S/U, 2nd. attempts etc.
Competencies are clear and apply equally to everyone
Competencies are meaningful and with a purpose – All involved know what the rules are for
Competencies have value
Competencies provide chance for development
Students should desire to exceed our minimum clinical competencies
Students and faculty should believe that they are accomplishing something worthwhile
Adapted from “Creating the Best Workplace on Earth” in HBR, pg.99-106, May 2013
The Art and Science of Educating to Competency
Groups and Discussion
After Perio + Ortho + Prostho
• Be creative, be innovative and direct Clinical Competencies
towards the goals of periodontal education and clinical
periodontics, and not only national and regional testing agencies.
• “..we (periodontists) must lead the conversation with our dental
colleagues and establish ourselves as their resource to help them
better manage their patients and therefore see the value of
referral and working together for optimal outcomes”.
Dr. Donald Clem III, AAP President Address 2009

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