Defining orthodontic learning outcomes for general dentists: A modified Delphi process-based curricular modification

Abstract

Background

The quest to define orthodontic competencies for general dentists has been ongoing. The translation of these competencies into explicit learning outcomes and their integration into curriculum through instructional strategies and assessment tools has not been thoroughly documented in orthodontic literature. This study presents a methodical approach undertaken by a dental school to establish core orthodontic learning outcomes for newly graduated general dentists.

Objectives

We aim to detail the consensus-building process for establishing fundamental orthodontic learning outcomes.

Methods

Employing a modified Delphi method, this study sought to construct a consensus on orthodontic learning outcomes over three stages. Reviewing existing literature, we identified primary competency domains and formulated a preliminary set of outcomes. An expert panel was then convened, to critique and refine these outcomes. Miller's pyramid of clinical competence provided a framework for categorization. Disagreements on critical outcomes were addressed in the final stage, ensuring alignment with teaching and assessment methods.

Results

A diverse panel of orthodontists participated in successive Delphi stages. We derived 93 learning outcomes across seven domains of practice, critical for new dental graduates. The outcomes were stratified into categories corresponding to Miller's pyramid. These categorizations informed the enhancement of assessment techniques and instructional strategies, culminating in the creation of a self-assessment tool.

Conclusions

The learning outcomes developed offer a strategic guide for evolving the undergraduate orthodontic curriculum. Such a structured set of outcomes can aid in the identification of learning gaps and foster a deeper understanding of educational needs.