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J Dent Educ. 2019 May;83(5):546-552. doi: 10.21815/JDE.019.064. Epub 2019 Mar 11.

Expert Consensus on Growth and Development Curricula for Predoctoral and Advanced Education Orthodontic Programs.

Author information

1
Vesna-Lea S. Ferrer, DMD, PhD, is Assistant Clinical Professor, Department of Orthodontics and Dentofacial Orthopedics, School of Dentistry, University of Missouri-Kansas City; Christopher Van Ness, PhD, is Associate Research Professor and Director of Assessment, School of Dentistry, University of Missouri-Kansas City; Laura R. Iwasaki, DDS, MSc, PhD, is Associate Professor and Chair, Department of Orthodontics, Oregon Health & Science University; and Cynthia C. Gadbury-Amyot, MS, EdD, is Associate Dean and Professor, School of Dentistry, University of Missouri-Kansas City. vesnaferrer@gmail.com.
2
Vesna-Lea S. Ferrer, DMD, PhD, is Assistant Clinical Professor, Department of Orthodontics and Dentofacial Orthopedics, School of Dentistry, University of Missouri-Kansas City; Christopher Van Ness, PhD, is Associate Research Professor and Director of Assessment, School of Dentistry, University of Missouri-Kansas City; Laura R. Iwasaki, DDS, MSc, PhD, is Associate Professor and Chair, Department of Orthodontics, Oregon Health & Science University; and Cynthia C. Gadbury-Amyot, MS, EdD, is Associate Dean and Professor, School of Dentistry, University of Missouri-Kansas City.

Abstract

Dental students and orthodontic residents must demonstrate competence in various areas prior to graduation. However, the Commission on Dental Accreditation (CODA) definition of competence is broad. The aims of this study were to obtain expert consensus on Growth and Development topics and subtopics in predoctoral and advanced education programs in orthodontics and to determine the level of cognition on the subtopics necessary to demonstrate learner competence. A modified Delphi method with a consensus threshold of 70% was used. In Round One, academic orthodontists who met the expert panel inclusion criteria were surveyed to determine whether a topic was necessary to the curricula. Round Two identified the subtopics under each topic and the level of cognition necessary to demonstrate learner competence using Bloom's taxonomy, which defines the ascending levels of remember, understand, apply, analyze, evaluate, and create. Round Three involved analyses and interpretation of Round Two results. The academic orthodontists determined that six topics (n=24) and 29 subtopics (n=15) were necessary for Growth and Development curricula. For all subtopics, they determined the mean level of cognition for predoctoral education was understand; for advanced education, it was analyze. This consensus on Growth and Development curricular content suggests that these levels are necessary for a beginning dentist and a beginning orthodontist to be deemed competent. Findings from this study can serve to guide curricular development and instruction by using the identified learning objectives to build instructional and assessment measures.

KEYWORDS:

Delphi technique; advanced dental education; curriculum; dental education; growth and development; orthodontics

PMID:
30858279
DOI:
10.21815/JDE.019.064
[Indexed for MEDLINE]

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