Espinosa-Vázquez O, Sánchez-Mendiola M, Leenen I, Martínez-González A

Language: Spanish
References: 23
Page: 53-62
PDF size: 592.19 Kb.

ABSTRACT

Introduction: Dentistry’s clinical competence involves domains that have been evaluated in combination, and it is difficult to identify which are better developed in the formative process.
Aim: To assess the development of clinical competence’s domains in dental students in Pediatric Dentistry subject.
Method: A pre-post study was performed in the Faculty of Dentistry at UNAM, Mexico City. Clinical competence was assessed before and after the fourth-grade Pediatric dentistry course with an Objective Structured Clinical Examination that consisted of 18 six-minutes stations, with rubrics from 4 to 20 criteria in 4 categories. Student’s t-test for paired samples was used to identify changes in the clinical competence and seven domains.
Results: 120 and 110 students participated in the preand post-assessment, respectively. 75% of students who participated pre, they also realized post. An improvement in clinical competence was observed (Pre-x= 43.7, Postx= 53.5; p ‹.0001). The domains mainly developed were: treatment plan (Pre- x= 39.9, Post-x=53.2) and technical skills (Pre-x= 49.4, Post-x=65.4).
Conclusions: The domains’ development assessment allows us to identify, in depth, the competences that are adequately developed and those that are not. The dentists’ professional training mainly focuses on the knowhow of technical-procedural skills. However, rethinking the educational strategies is required to develop the other clinical competence’s domains in an equitable manner.

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