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1.
J Dent Educ ; 83(10): 1166-1173, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-31182622

RESUMO

Drug-induced deaths have been accelerating over the last two decades. The aim of this study was to determine if states with high opioid-induced deaths and overall drug-induced deaths were more likely to have continuing education (CE) requirements related to opioid use/pain management than states with fewer opioid-induced deaths. Almost 200 state dental and medical law boards' websites were examined for CE requirements, license renewal periods, and CE requirements for opioid use/pain management in December 2018 and January 2019. Drug-induced death data were obtained from the Centers for Disease Control and Prevention online database. States were categorized into quartiles of opioid-induced deaths per 100,000 population. A similar categorization was created for all drug-induced deaths. The results showed that states in the second, third, and fourth quartiles of opioid-induced deaths were more likely to have dental boards requiring opioid use/pain management CE than states in the first quartile in dentistry. This pattern was not the case with the medical boards' requirements. Dentists and physicians in states with higher all drug-induced deaths per 100,000 population were as likely to be required to attend opioid use/pain management CE as dentists and physicians in states with lower opioid-induced deaths. Although many licensing boards require opioid use/pain management CE in relation to their opioid-induced death rates, there is a need for policies to increase education in substance use disorders to reduce the number of drug-induced deaths.


Assuntos
Analgésicos Opioides/uso terapêutico , Educação Continuada em Odontologia/normas , Licenciamento em Odontologia , Transtornos Relacionados ao Uso de Opioides/mortalidade , Higiene Bucal/educação , Manejo da Dor/métodos , Humanos , Manejo da Dor/normas , Estados Unidos/epidemiologia
2.
J Dent Educ ; 83(10): 1213-1223, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-31182625

RESUMO

The aim of this study was to assess the association among admissions variables, dental school performance, and licensing exam performance for six cohorts of graduates of one dental school. Data from all dental school graduates of Schulich School of Medicine & Dentistry, Western University, Canada, from 2009 to 2014 who had matching National Dental Examining Board of Canada (NDEB) data (N=298) were analyzed. In the results, significant differences between cohorts were found on both the NDEB objective structured clinical examination (OSCE) and written scores. Approximately 18% of the variation in OSCE scores was attributable to cohort differences and 82% to student differences. Approximately 10% of the variation in written scores was attributable to cohort differences and 90% to student differences. Several multilevel models were conducted. The final predictive model for NDEB OSCE scores consisted of age, Canadian Dental Aptitude Test (DAT) reading comprehension scores, year 2 average, and year 4 average. For predicting NDEB written exam scores, the final model consisted of DAT chemistry and year 1, 2, and 4 averages. The findings of this study showed that academic performance on admissions variables and in training predicted performance on dental licensing exams, whereas variables that captured noncognitive or interpersonal skills, such as interview scores, were not predictive. This difference may be due to construct mismatch, such that the outcome variables had no theoretical association with the predictors. Additional outcome measures (including noncognitive) are needed that have greater ecological validity in predicting potential for competence in practice.


Assuntos
Desempenho Acadêmico , Licenciamento em Odontologia , Critérios de Admissão Escolar , Testes de Aptidão , Canadá , Competência Clínica , Avaliação Educacional/métodos , Humanos , Leitura , Faculdades de Odontologia
3.
J Dent Educ ; 83(2): 151-160, 2019 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-30709990

RESUMO

This Point/Counterpoint article examines the need for and potential impact of implementing a national clinical examination for initial licensure in dentistry. Viewpoint 1 supports a national licensure exam that meets the clinical exam's credentialing requirement for licensure in every state. According to this viewpoint, a national exam will reduce costs, enhance portability of graduates, simplify the transition from dental school to practice or specialty training programs, and standardize requirements for licensure between states. Viewpoint 2 opposes a national licensure exam. This viewpoint supports individual states' dental board decision making process, which is based on identifiable state-specific criteria. The ability to prioritize needs at the state level allows for higher exam standards, easier modifications, more focused requirements, and better calibration in specific exam areas. Viewpoint 2 argues that the delicate balance between licensure agencies and organized dentistry in each state, as well as the involvement of dental schools in the licensure process, must be preserved. This Point/Counterpoint concludes with a joint statement about the prospects for adoption of a national licensure exam.


Assuntos
Odontologia/normas , Licenciamento em Odontologia/normas , Conselhos de Especialidade Profissional , Competência Clínica , Conselhos de Especialidade Profissional/legislação & jurisprudência , Estados Unidos
4.
Eur J Dent Educ ; 22(4): e737-e744, 2018 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-30098098

RESUMO

OBJECTIVE: To report the responses of dentists about the effectiveness of continuing education (CE) activities. METHODS: This cross-sectional study involved the administration of a pilot-tested questionnaire amongst dentists from different cities of the eastern province of Saudi Arabia. A calculated sample of dentists (n = 323) was approached in person to collect their responses about CE activities they attended during the last one year. Descriptive statistics and multivariate logistic regression analyses were performed. RESULTS: The response rate was 79.5% as 257 dentists returned completed questionnaires. There were 54.9% male and 45.1% female participants (mean age 31.18 ± 12.4 years). The majority of participants reported an improvement in knowledge (79.8%), a motivation for learning (79.8%), and quality of dental care (73.9%) as a result of CE activities. More than two-thirds recognised the importance of CE courses for maintaining licensure in dentistry, and 91.1% felt the need to increase CE activities. Logistic regression models showed that male participants were less likely (OR = 0.48, P = 0.05) than female counterparts to report an improvement in clinical skills. Having a private job (OR = 2.38 P = 0.005) and >10 years since graduation (OR = 1.84, P = 0.05) were associated with an improvement in clinical skills. Believing in the importance of CE activities for maintaining licensure was significantly associated with the effectiveness of CE activities in improving knowledge (OR = 2.76, P = 0.01), clinical skills (OR = 2.02, P = 0.04) and patient satisfaction (OR = 2.22, P = 0.01). CONCLUSION: The majority of dentists recognised that CE activities were effective in improving their knowledge, clinical practice, quality of patient care and motivation for learning.


Assuntos
Competência Clínica , Assistência Odontológica , Odontólogos/psicologia , Educação Continuada em Odontologia , Aprendizagem , Motivação , Qualidade da Assistência à Saúde , Adulto , Estudos Transversais , Feminino , Humanos , Conhecimento , Licenciamento em Odontologia , Modelos Logísticos , Masculino , Análise Multivariada , Satisfação do Paciente , Projetos Piloto , Arábia Saudita , Inquéritos e Questionários , Adulto Jovem
5.
J Dent Hyg ; 92(3): 31-39, 2018 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-29976791

RESUMO

Purpose: This study examined the knowledge, attitudes, and practices of dental hygienists, licensed in the state of California, regarding polypharmacy and off-label drug use for purposes in dentistry.Methods: A cross-sectional design was used to assess the knowledge, attitudes, and practices (KAP) related to off-label drug use and polypharmacy via an online survey tool. The study sample included licensed dental hygienists, who were members of the Long Beach and Tri-County Dental Hygienists' Associations located in Southern California (n=360). Descriptive statistics were used to assess the participant characteristics. ANOVA was used to assess differences in knowledge, attitudes and practices when compared to three key variables: highest academic/professional degree, experience and license type.Results: One hundred seven electronic surveys (n=107) were returned for a 34% response rate. Over half of respondents (53%) held an associates' degree for their license, most (72%) worked in a general dentistry setting and 46% had practiced 15 years or less. Regarding knowledge of polypharmacy and off-label drug use, the results demonstrated very low knowledge, with 25% of the respondents unable to answer any of the knowledge questions correctly. No significant differences in practices related to off-label drugs or polypharmacy were found based on type of licensure, highest degree achieved, or years of experience. However, participants holding a baccalaureate degree or higher were significantly more confident (p=.011) in discussing polypharmacy with patients and colleagues.Conclusion: Participants showed a general low-level of knowledge related to polypharmacy and off-label drug use in dentistry regardless of their level of education, years of experience, or type of dental hygiene licensure; indicating a need for increased pharmacology content in both entry-level dental hygiene programs and continuing education courses.


Assuntos
Atitude do Pessoal de Saúde , Higienistas Dentários/psicologia , Conhecimentos, Atitudes e Prática em Saúde , Uso Off-Label , Polimedicação , California , Estudos Transversais , Currículo , Higienistas Dentários/educação , Humanos , Licenciamento em Odontologia
6.
J Dent Hyg ; 92(3): 40-46, 2018 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-29976792

RESUMO

Purpose: The purpose of this study was to examine the differences in educational preparation and practical educational experiences between dental and dental hygiene students in the administration of local anesthesia (LA) and management of LA related complications in the state of California.Methods: Course instructors responsible for teaching LA or the program directors of the 6 dental schools and 29 dental hygiene programs in California (n=35) were invited to participate in this study. A computer-based descriptive survey, a comparative checklist of LA instruction requirements and semi-structured interviews were used for the data collection. Descriptive statistics were used to analyze results.Results: Eighteen LA course instructors or program directors participated in the study for a response rate of 51%. One respondent was from a dental school while 17 were from dental hygiene programs. The majority of the dental hygiene (n=16) respondents reported teaching 12 types of intraoral injections; the dental school respondent reported teaching seven injection types. Fewer student-to-student injection experiences per injection type were required by the dental school (n=7) than the dental hygiene schools (n=12) and the dental school did not indicate a minimum number of student-to-patient injection requirements for graduation. Analysis of a checklist of required elements of LA instruction and individual syllabi revealed common elements of all courses; students are expected to choose the proper local anesthetic, identify the proper injection type, and manage any LA complications. The majority of the interview participants perceived that dental hygiene students had more educational preparation in LA than their dental student cohorts and that dental hygienists were educationally prepared to administer LA safely without direct supervision.Conclusions: Dental hygiene students in California programs appear to be well prepared through their education experiences to administer and manage complications related to local anesthesia. Consideration should be given to supporting changing the supervision requirements for the administration of local anesthesia by dental hygienists licensed in the state of California.


Assuntos
Anestesia Dentária , Anestesia Local , Competência Clínica , Higienistas Dentários/educação , Higienistas Dentários/normas , Anestesia Dentária/efeitos adversos , Anestesia Local/efeitos adversos , California , Lista de Checagem , Currículo , Humanos , Injeções , Entrevistas como Assunto , Licenciamento em Odontologia , Inquéritos e Questionários
7.
J Dent Educ ; 82(3): 246-251, 2018 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-29496802

RESUMO

This Point/Counterpoint article addresses a long-standing but still-unresolved debate on the advantages and disadvantages of using live patients in dental licensure exams. Two contrasting viewpoints are presented. Viewpoint 1 supports the traditional use of live patients, arguing that other assessment models have not yet been demonstrated to be viable alternatives to the actual treatment of patients in the clinical licensure process. This viewpoint also contends that the use of live patients and inherent variances in live patient treatment represent the realities of daily private practice. Viewpoint 2 argues that the use of live patients in licensure exams needs to be discontinued considering those exams' ethical dilemmas of exposing patients to potential harm, as well as their lack of reliability and validity and limited scope. According to this viewpoint, the current presence of viable alternatives means that the risk of harm inherent in live patient exams can finally be eliminated and those exams replaced with other means to confirm that candidates are qualified for licensure to practice.


Assuntos
Licenciamento em Odontologia/ética , Simulação por Computador , Assistência Odontológica/ética , Assistência Odontológica/métodos , Assistência Odontológica/normas , Avaliação Educacional/métodos , Humanos , Licenciamento em Odontologia/normas , Segurança do Paciente
8.
J Dent Educ ; 82(3): 252-259, 2018 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-29496803

RESUMO

An Integrated National Board Dental Examination (INBDE) combining basic, behavioral, and clinical sciences will be implemented in 2020 to replace the current two-part National Board Dental Examination required for all candidates who seek to practice dentistry in the U.S. The aims of this study were to determine how U.S. dental schools are preparing for implementation of the INBDE and to assess their top administrators' attitudes about the new exam. A total of 150 deans, academic deans, and other administrators at all 64 U.S. dental schools with graduating classes in 2016 were emailed a 19-question electronic survey. The survey questions addressed the respondents' level of support, perceived benefits and challenges, and planned preparation strategies for the INBDE. The individual response rate was 59%, representing 57 of the 64 schools. Approximately 60% of the respondents either agreed or strongly agreed that they support the integrated exam, while roughly 25% either somewhat or strongly disagreed. While most respondents (72%) reported that their institutions would be prepared for the INBDE, 74% reported that the merged exam created additional strain for their institutions. Respondents reported viewing content integration and clinical applicability as benefits of the INBDE, while required curriculum changes and student preparedness and stress were seen as challenges. Most of the respondents reported their schools were currently employing strategies to prepare for the INBDE including meetings with faculty and students and changes to curricula and course content. The beginning of the fourth year and the end of the third year were the most frequently reported times when schools planned to require students to take the INBDE, although almost half of the respondents did not yet know what it would be required at their school. Several schools were reconsidering using the boards as a passing requirement. This study found that support for the INBDE was not universal, but strategies are under way to prepare students, faculty, and curricula for this new means of assessment.


Assuntos
Licenciamento em Odontologia , Faculdades de Odontologia , Conselhos de Especialidade Profissional , Atitude do Pessoal de Saúde , Humanos , Licenciamento em Odontologia/normas , Faculdades de Odontologia/organização & administração , Conselhos de Especialidade Profissional/organização & administração , Conselhos de Especialidade Profissional/normas , Inquéritos e Questionários , Estados Unidos
9.
Artigo em Alemão | MEDLINE | ID: mdl-29294179

RESUMO

The Study of dentistry in Germany is in need of reform. The actual regulation on licensing dentists in Germany is from 1955, with the last changes made in 1993. Recently there have been different initiatives related to reform: a national catalogue of competency-based learning objectives in dental education (NKLZ), changes and stipulations in the respective rules relating to undergraduate curriculum in dental medicine, and an initiative of the Germany Ministry of Health to tackle and reorganize dental education in Germany.This article presents and reflects on these reform efforts in the context of actual teaching in Germany, Europe, and the United States.The reform process is an opportunity for dental education in German faculties of medicine. New dentistry programs are allowed at all faculties with model educational programs in medicine. Therefore, an example of actual reform efforts are presented based on the experiences of Hamburg. Research on dental educational programs revealed interesting approaches in dental education in other European faculties of medicine. Selected faculties were visited. These experiences led to the formulation of five main goals of reform: interdisciplinary study, problem- and symptom-based learning, early patient contact, science-based education, and communication training. The main goal is a dental education program designed along science-based, prevention-oriented, multidisciplinary, and individualized dental care that contributes to the life-long oral health of patients.


Assuntos
Comparação Transcultural , Educação em Odontologia/tendências , Reforma dos Serviços de Saúde/tendências , Internacionalidade , Competência Clínica/legislação & jurisprudência , Competência Clínica/normas , Currículo/normas , Currículo/tendências , Educação em Odontologia/legislação & jurisprudência , Educação em Odontologia/organização & administração , Previsões , Alemanha , Reforma dos Serviços de Saúde/legislação & jurisprudência , Reforma dos Serviços de Saúde/organização & administração , Humanos , Licenciamento em Odontologia/legislação & jurisprudência , Licenciamento em Odontologia/normas , Licenciamento em Odontologia/tendências , Aprendizagem Baseada em Problemas/legislação & jurisprudência , Aprendizagem Baseada em Problemas/organização & administração , Aprendizagem Baseada em Problemas/tendências , Faculdades de Medicina/legislação & jurisprudência , Faculdades de Medicina/normas , Faculdades de Medicina/tendências
10.
J Dent Hyg ; 91(1): 24-29, 2017 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-29118147

RESUMO

Purpose: The purpose of the study is to assess which dental hygiene program admission variables contribute to the selection of students who are successful in passing the National Board Dental Hygiene Examination (NBDHE) and a clinical dental hygiene board examination.Methods: A retrospective study was conducted by investigating 121 educational records and application forms from graduates through the years 2008 to 2011 from one educational institution. Predictor variables included re-application status, student GPA, age, race/ethnicity, type of school attended for pre-requisite coursework, number of times the pre-requisite courses needed to be retaken, course load while taking the pre-requisites, previous degrees obtained, American College Test (ACT) scores and student participation in the university's lower division (LD) or upper pre-placement (UPP) program. Graduate success is defined by NBDHE scores and clinical board scores.Results: The data was analyzed using univariate analyses and multivariate regression statistical techniques. Univariate analyses did not identify any predictor variables to be significantly associated with the dental hygiene student's clinical board score. However, the variables of ACT scores and type of student, specifically the UPP students, demonstrated a significant relationship with NBDHE scores.Conclusion: ACT scores are a variable that is positively associated with higher NBDHE results. Results indicate that UPP students benefit from participating in supportive educational services while fulfilling requirements for admissions in the dental hygiene program. Results also indicate that there were no significant variables identified to predict clinical board scores.


Assuntos
Sucesso Acadêmico , Higienistas Dentários/educação , Licenciamento em Odontologia , Critérios de Admissão Escolar , Estudantes de Odontologia , Humanos , Estudos Retrospectivos , Adulto Jovem
11.
J Dent Hyg ; 91(2): 23-31, 2017 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-29118253

RESUMO

Purpose: Dental hygiene students nearing completion of their educational programs are required to take written and clinical examinations in order to be eligible for licensure. The written licensure exam, the National Board Dental Hygiene Examination (NBDHE), is administered by the Joint Commission of National Dental Examinations (JCNDE). Failing a licensing examination is a costly experience for students and has the potential for a negative impact on a program's accreditation status. Nursing programs have published extensively on strategies used to prepare students for licensure examinations. However, there appears to be a gap in the literature as to how dental hygiene programs prepare their students to take the NBDHE. The purpose of this study was to conduct a national survey of U.S. dental hygiene program directors to determine what strategies their programs employ to prepare students to take the NBDHE and to explore the viewpoints of dental hygiene program directors regarding student preparation methods for the NBDHE.Methods: An survey instrument was developed, pilot tested, revised and mailed to directors of the 335 CODA accredited U.S. dental hygiene programs. The survey consisted of a combination of response formats including forced choice, multiple allowable answered, and open-ended written comments.Results: A total of 154 surveys were returned, yielding an overall response rate of 45% (154/341). The vast majority of directors (93%) reported they use specific methods and practices to prepare students for the NBDHE. The top two strategies identified were dental hygiene review texts (84%) and a board review course (83%). The majority of directors (84%) reported supporting student participation in non-mandatory, commercial review courses. In regard to mock board exams, directors "agreed/strongly agreed" (75%) that the mock board exam is a useful coaching tool in the overall process of NBDHE preparations. A majority (65%) indicated they were not concerned with failure rates, and 43% reported failure rates do reflect on the program.Conclusion: These results suggest that the majority of dental hygiene programs are utilizing strategies to prepare students for the NBDHE with board review textbooks and board review courses named as the top two strategies.


Assuntos
Higienistas Dentários/educação , Licenciamento em Odontologia , Competência Clínica , Docentes de Odontologia , Humanos , Estudantes , Inquéritos e Questionários , Estados Unidos
13.
Artigo em Inglês | MEDLINE | ID: mdl-28900069

RESUMO

PURPOSE: This study aimed to investigate current issues and areas for improvement in the Korean Dental Hygienist National Licensing Examination (KDHNLE) through an expert Delphi survey. METHODS: A Delphi survey was conducted from May through August 2016 in Korea. This Delphi survey included 20 persons representing the field of dental hygiene (7 groups from various dental hygiene-related organizations). The Delphi survey was administered through e-mail as 3 rounds of questionnaire surveys regarding the issues facing the KDHNLE and potential solutions to those challenges. The primary Delphi survey was an open questionnaire. In each round, subjects' responses were categorized according to the detailed themes of their responses. The minimum value of the content validity ratio of the survey results was determined by the number of panels participating in the Delphi survey. RESULTS: Issues facing the KDHNLE were identified from the results of the Delphi survey. The following 4 items had an average importance score of 4.0 or higher and were considered as important by over 85% of the panels: the failure of the practical test to reflect actual clinical settings, the focus of the practical test on dental scaling, the gap between the items evaluated on the national examination and actual practical work, and insufficiency in strengthening the expertise of licensed dental hygienists. The following items were suggested for improvement: more rigorous rater training, adjustment of the difficulty of the licensing examination, the introduction of a specialized dental hygienist system, and more rigorous refresher training for licensed dental hygienists. CONCLUSION: Based on the above results, the KDHNLE should be improved according to the core competencies of dental hygienists, including on-site clinical practice experience.


Assuntos
Competência Clínica/normas , Higienistas Dentários , Avaliação Educacional/normas , Licenciamento em Odontologia/normas , Higiene Bucal/educação , Avaliação Educacional/métodos , Humanos , República da Coreia
14.
J Dent Educ ; 81(8): eS81-eS87, 2017 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-28765459

RESUMO

This review of U.S. dental schools' clinical curricula suggests that the basic structure of clinical education has not changed significantly in the past 60 years, although important developments include the introduction of competency-based education and community-based clinical education. Most dental schools still have a two-year preclinical curriculum and a two-year clinical curriculum, and most schools still operate a large clinical facility where students receive the bulk of their clinical education and assessment for graduation. In those clinics, dental students are the main providers of patient treatment, with faculty serving in supervisory roles. In addition, a major portion of the entire dental curriculum continues to be dedicated to student education on the restoration of a single tooth or replacement of teeth. This article was written as part of the project "Advancing Dental Education in the 21st Century."


Assuntos
Odontologia Comunitária/educação , Odontologia Comunitária/tendências , Currículo/tendências , Educação em Odontologia/tendências , Faculdades de Odontologia/tendências , Competência Clínica , Educação Baseada em Competências/tendências , Clínicas Odontológicas/tendências , Humanos , Licenciamento em Odontologia , Estados Unidos
16.
Artigo em Inglês | MEDLINE | ID: mdl-28552900

RESUMO

PURPOSE: In addition to dental education, a system for the evaluation and management of dental licensing and certification is required to meet the growing societal demand for more competent dentists. In this study, the Delphi technique was used to gather opinions from a variety of professionals on the problems of and remedies for the dental license management system in Korea. METHODS: Delphi surveys were conducted from April 2016 to October 2016 in South Korea. A variety of dental professionals were included and categorized into 3 groups according to their expertise as follows: the basic dentistry group, the clinical dentistry group, and the policy group. The Delphi technique was conducted in 3 rounds of e-mail surveys, each with different questions that probed with increasing depth on the dental license management system. In each successive round, the responses were categorized, scored on a Likert scale, and statistically analyzed. RESULTS: After categorizing the results of the first survey and ranking the results of the second survey using the Delphi technique, regulation by a licensing authority was found to be the most critical issue. This was followed by the license renewal system, continuing education, a tiered licensure system, improvement of foreign license approval, and utilization of retirees, in decreasing order of importance. The third Delphi survey showed a similar ranking, with regulation by a licensing authority being the major concern. Opinions regarding the dental license management system were provided as open-ended responses. The responses of the 3 groups showed statistically significant differences in the scores for the issue of regulation by a licensing authority. After re-grouping into the dentistry group and the policy group, the issue received a significantly higher score in the dentistry group. CONCLUSION: The quality of dental treatment should be managed to protect patients and dental professionals. For this purpose, the establishment of an independent license regulation authority along with legislative changes is required.


Assuntos
Competência Clínica/normas , Técnica Delfos , Odontólogos/legislação & jurisprudência , Licenciamento em Odontologia/normas , Educação em Odontologia , Educação Continuada em Odontologia , Avaliação Educacional , Correio Eletrônico , Humanos , Coreia (Geográfico) , República da Coreia , Inquéritos e Questionários
17.
J Dent Educ ; 81(2): 178-189, 2017 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-28148608

RESUMO

The development and dissemination of meaningful and useful performance reports associated with examinations involved in the licensure process are important to the communities of interest, including state boards, candidates, and professional schools. Discussions of performance reporting have been largely neglected however. The authors recognize and reinforce the need for such discussions by providing prototypes of performance reporting in dentistry with examples and recommendations to guide practice. For illustrative purposes, this article reviews and discusses the different reporting models used over the past ten years with Part I and Part II of the National Board Dental Examination (NBDE). These reporting models are distinguished by such features as the following: 1) scores in each discipline covered on the exam (four for Part I and nine for Part II) and an overall average are reported in a standard-score metric; 2) a single overall score in a standard-score metric is reported; and 3) performance on the exam is reported as pass/fail. Standard scores on the NBDE range from 49 to 99, with 75 being a passing score. Sample data, without identifying information, are used to illustrate the reporting models.


Assuntos
Educação em Odontologia/normas , Avaliação Educacional/estatística & dados numéricos , Licenciamento em Odontologia/estatística & dados numéricos , Modelos Estatísticos , Faculdades de Odontologia/estatística & dados numéricos , Educação em Odontologia/estatística & dados numéricos , Humanos , Estados Unidos
18.
J Dent Educ ; 81(1): 54-64, 2017 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-28049678

RESUMO

Research on the effectiveness of clinical mock boards for future oral health professionals is conflicting and limited. Despite this, U.S. dental hygiene programs rely on clinical mock board experiences as essential components for preparing students for their clinical board examinations. Differences in programs' mock board characteristics may relate to board exam outcomes. The validity and reliability of mock boards can be questioned when deviations from exam criteria and procedures are made and grading mechanisms are not consistent. The aim of this study was to determine which mock board characteristics were critical in preparing students by exploring the relationships between programs' dental hygiene, local anesthesia, and restorative mock boards and their 2013-14 candidates' performance on the corresponding three Western Regional Examining Board (WREB) licensure exams. Of the 23 U.S. dental hygiene education programs in four states invited to participate, 15 agreed to do so, and 13 consented to have WREB provide their programs' test result data. The mock board coordinators provided data on characteristics of their programs' mock boards with an online questionnaire distributed in 2014. Scores calculated from the responses were compared to performance of the programs' candidates on the corresponding WREB exam. Of the 45 questionnaires (on three exams each x 15 programs), 33 were completed (73.3%). Significant relationships were found between candidates' WREB exam results and the mock boards' intensity scores, remediation, multiple experiences, and examiner calibration scores. The results of this study provide fundamental information about mock board characteristics that may assist educators in facilitating experiences to more effectively prepare students for these high-stakes exams.


Assuntos
Licenciamento em Odontologia , Higiene Bucal/educação , Avaliação Educacional/métodos , Humanos , Higiene Bucal/normas , Avaliação de Programas e Projetos de Saúde , Estados Unidos
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