RESUMO
BACKGROUND: More than 60 years after the enactment of the first Licensing Regulations for Dentists (ZÄPrO), a new Licensing Regulations for Dentists, the ZApprO, was implemented in 2020. The aims of this study were to evaluate and compare the "Course in Technical Propaedeutics" (TPK) with the course "Dental Propaedeutics with a Focus on Dental Technology" (ZPDT), which are based on different legal foundations. METHODS: The following parameters were compared after completion of the courses: (1) theoretical and practical knowledge, (2) regular department-internal learner evaluation, and (3) special evaluation of learning conditions by the learners and (4) by the instructors. The theoretical and practical exams and the questionnaires were analyzed in terms of their test-statistical characteristics (difficulty, discrimination index, internal consistency). Group comparisons between TPK and ZPDT were conducted using ttests for independent groups. RESULTS: Significant differences were only detected in the students' evaluation of their learning conditions, with theoretical and practical knowledge transfer being rated lower in the TPK than in the ZPDT. DISCUSSION: The comparable results of the knowledge assessments and the regular learner evaluation, triangulated with the comprehensive learner and instructor evaluation, allowed a broad assessment of both courses. The significant differences identified provide opportunities for optimization of the newly implemented ZPDT course.
Assuntos
Educação em Odontologia , Avaliação Educacional , Humanos , Alemanha , Avaliação Educacional/métodos , Inquéritos e Questionários , CurrículoRESUMO
AIM: At the annual meeting of German dentists in Frankfurt am Main in 2013, the Working Group for the Advancement of Dental Education (AKWLZ) initiated an interdisciplinary working group to address assessments in dental education. This paper presents an overview of the current work being done by this working group, some of whose members are also actively involved in the German Association for Medical Education's (GMA) working group for dental education. The aim is to present a summary of the current state of research on this topic for all those who participate in the design, administration and evaluation of university-specific assessments in dentistry. METHOD: Based on systematic literature research, the testing scenarios listed in the National Competency-based Catalogue of Learning Objectives (NKLZ) have been compiled and presented in tables according to assessment value. RESULTS: Different assessment scenarios are described briefly in table form addressing validity (V), reliability (R), acceptance (A), cost (C), feasibility (F), and the influence on teaching and learning (EI) as presented in the current literature. Infoboxes were deliberately chosen to allow readers quick access to the information and to facilitate comparisons between the various assessment formats. Following each description is a list summarizing the uses in dental and medical education. CONCLUSION: This overview provides a summary of competency-based testing formats. It is meant to have a formative effect on dental and medical schools and provide support for developing workplace-based strategies in dental education for learning, teaching and testing in the future.
Assuntos
Educação em Odontologia , Educação Médica , Aprendizagem , Odontólogos , Humanos , Reprodutibilidade dos TestesRESUMO
Orofacial rehabilitation in maxillary aplasia but the premaxilla requires, beyond addressing the oronasal communication, facial functional-aesthetic and dental prosthetic reconstruction.The report of a now 42-year-old patient, born with maxillary aplasia, presenting for surgical rehabilitation in 2002 (at 33 years old), further elaborates this complex challenge.A staged approach that included velopharyngoplasty was performed on the patient in 2002; alternatively to a preformed fibula, 2 zygomatic fixtures were later inserted bilaterally to the malar bone, and premaxillary teeth were retained. Subapical mandibular alveolar osteotomy was performed to reposition the malaligned alveolar process and teeth. Augmentation from the iliac crest to the left congenitally hypoplastic mandible followed, its alveolar nerve running atypically lingual and outside the bone. The maxilla was rehabilitated by telescoped coverdenture on ceramic primary crowns, the mandible with all ceramic crowns on standard implants after orthodontic tooth-arch harmonization.A most satisfying result was obtained regarding chewing, speaking, and swallowing. The good phonation and pharyngeal control that was shown by the patient after velopharyngoplasty was retained. Visual analog scale showed enhanced patient satisfaction from 4 to 8, and oral health impact profile 14G decreased from 16 to 7 impairment scores. Zygomatic implants and ceramic galvano-telescoped coverdenture were shown to be reliable, eventually for similar cases, combined if necessary with orthodontics, orthognathic surgery, and standard implants.
