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Research ArticleIssues and Innovations in Dental Hygiene Education

Transition to a Competency-informed Dental Hygiene Clinical Evaluation System

Elizabeth C. Kornegay, Jennifer B. Harmon and Jennifer L. Brame
American Dental Hygienists' Association October 2021, 95 (5) 56-63;
Elizabeth C. Kornegay
Assistant professor and former second year clinic director;
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  • For correspondence: Elizabeth_Kornegay@unc.edu
Jennifer B. Harmon
Assistant professor and first year clinic director;
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Jennifer L. Brame
Professor and director of Interprofessional Education and Practice and the Graduate Dental Hygiene Education Program; all in the Dental Hygiene Programs, Division of Comprehensive Oral Health, University of North Carolina Adams School of Dentistry, Chapel Hill, NC, USA.
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Abstract

Purpose: Competency-informed clinical education includes rigorous and specific performance outcomes with an emphasis on demonstrated outcomes. The purpose of this study was to assess faculty and dental hygiene (DH) student perceptions and elicit feedback regarding the transition to a competency-informed clinical evaluation model in the DH program at the University of North Carolina Adams School of Dentistry for the purpose of continuous quality improvement.

Methods: A mixed-methods approach was utilized to survey senior DH student (n = 36) and clinical DH faculty (n = 15) during the 2018 -19 academic year. Cohort-specific surveys included demographics, Likert-scale questions, and open-ended questions to gauge perceptions of the new system. Two debriefing sessions were held, one for faculty and one for students, to provide open feedback and expand discussions. Survey responses were compared using descriptive statistics. Open-ended responses and debriefing comments were reviewed to identify common themes.

Results: All senior DH students (n=36) and two-thirds of the faculty (67%, n=10) completed the survey. Findings revealed an overall preference to the new evaluation system and indicated that it was a more accurate reflection of clinical performance. Open-ended and debriefing comments revealed an increased quantity and quality of faculty feedback with an emphasis on patient-centered care, rather than a grade-based focus. Students reported decreased stress levels regarding asking clinical care questions and grade outcomes. While improvement in faculty calibration was reported, students also noted a need for continued calibration.

Conclusion: Surveys and debriefing sessions revealed areas of strengths and challenges in a competency-informed clinical evaluation system. Transitioning to a competency-based system provided an environment that is conducive to learning and patient-centered care rather than focused on grades.

  • dental hygiene education
  • clinical competencies
  • clinical education
  • patient centered care
  • clinical evaluation
  • Received September 28, 2020.
  • Accepted February 4, 2021.
  • Copyright © 2021 The American Dental Hygienists’ Association

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American Dental Hygienists' Association: 95 (5)
American Dental Hygienists' Association
Vol. 95, Issue 5
October 2021
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Transition to a Competency-informed Dental Hygiene Clinical Evaluation System
Elizabeth C. Kornegay, Jennifer B. Harmon, Jennifer L. Brame
American Dental Hygienists' Association Oct 2021, 95 (5) 56-63;

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Transition to a Competency-informed Dental Hygiene Clinical Evaluation System
Elizabeth C. Kornegay, Jennifer B. Harmon, Jennifer L. Brame
American Dental Hygienists' Association Oct 2021, 95 (5) 56-63;
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Keywords

  • dental hygiene education
  • clinical competencies
  • clinical education
  • patient centered care
  • clinical evaluation

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