Cariology-Competency Teaching Among Latin American Dental Schools Implementing the Regional Curriculum Framework: COM-B Analysis.

IF 1.9 4区教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

European Journal of Dental Education Pub Date : 2025-08-19 DOI:10.1111/eje.70023

Angie Sanabria, Andrea Cortes, Sofía Jácome-Liévano, Viviana Avila, Ninoska Abreu-Placeres, Vicente Aránguiz, Fabiana Carletto-Körber, Rodrigo A Giacaman, Claudia Polanco, Amaury Pozos-Guillén, Magdalena San-Martín, Aldo Squassi, Margarita Úsuga-Vacca, Edgar O Beltrán, Mario G Saavedra, Stefania Martignon

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引用次数: 0

Abstract

Purpose: The Latin American Spanish-speaking Cariology Curriculum framework (LACC), agreed in 2023, outlines 85 specific competencies grouped within 10 main competencies and five domains: Domain I (basic knowledge); Domains II-IV (clinical caries-risk and lesion assessment, synthesis, decision-making and care) and Domain V (practice/public health evidence-based cariology). This study, part of a broader implementation science project, aimed to assess how cariology is being taught in participating Latin American dental schools (DS) using the COM-B model and the LACC.

Methods: Fourteen DS were invited; those that agreed to participate completed a 425-item questionnaire based on the COM-B model, assessing self-reported cariology teaching behaviours aligned with the LACC. The 85 specific competencies were grouped into 16 thematic areas. Descriptive statistics, Welch's ANOVAs and multiple linear regression were used for analyses.

Results: Eight LA DS participated (Argentina: n = 2; Chile: n = 2; Colombia: n = 1; Dominican Republic: n = 1; Mexico: n = 1; Uruguay: n = 1). Half of DS performed the LACC thematic-area teaching behaviours almost 'most of the time' (DS2: 3.9 ± 1.3; DS6: 3.7 ± 1.2; DS7: 3.6 ± 0.6; DS8: 3.7 ± 1.1), followed by 37.5% performing them almost 'always' (DS3: 4.5 ± 0.6; DS4: 4.5 ± 1.0; DS5: 4.4 ± 0.9), and 1 DS (12.5%) almost 'sometimes' (DS1: 2.8 ± 0.8). The most frequent LACC thematic-area teaching behaviour was 'Caries epidemiology and research methodology' (Domain I) ('always': DS2-DS3, DS5; 'most of the time': DS4, DS6-DS7); the least one, 'Dental health systems, economy, approaches' (Domain V) (almost 'rarely': DS6; 'rarely': DS1-DS2, DS4, DS8). Capability was the best teaching behaviour predictor across all five domains.

Conclusion: Participating Latin American DS are incorporating updated cariology teaching behaviours with a moderate-to-high frequency. Capability was the key factor associated with the performance of these behaviours.

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实施区域课程框架的拉丁美洲牙科学校龋齿学胜任力教学：COM-B分析。

目的：2023年商定的拉丁美洲西班牙语医学课程框架（LACC）概述了85项具体能力，分为10个主要能力和5个领域：第一领域（基础知识）；领域II-IV（临床龋齿-风险和病变评估、综合、决策和护理）和领域V（实践/公共卫生循证龋齿学）。这项研究是一个更广泛的实施科学项目的一部分，旨在评估参与的拉丁美洲牙科学校（DS）如何使用COM-B模型和LACC教授龋齿学。方法：邀请14例DS；那些同意参与的学生完成了一份基于COM-B模型的425项问卷，评估与LACC一致的自我报告的龋齿学教学行为。85项具体能力分为16个专题领域。采用描述性统计、Welch’s anova和多元线性回归进行分析。结果：共有8个地区参与（阿根廷：n = 2，智利：n = 2，哥伦比亚：n = 1，多米尼加共和国：n = 1，墨西哥：n = 1，乌拉圭：n = 1）。一半的教师几乎“大部分时间”执行LACC主题领域教学行为（DS2: 3.9±1.3;DS6: 3.7±1.2;DS7: 3.6±0.6;DS8: 3.7±1.1），其次是37.5%的教师几乎“总是”执行LACC主题领域教学行为（DS3: 4.5±0.6;DS4: 4.5±1.0;DS5: 4.4±0.9），1名教师几乎“有时”执行LACC主题领域教学行为（DS1: 2.8±0.8）。最常见的LACC主题领域教学行为是“龋齿流行病学和研究方法”（领域1）（“总是”：DS2-DS3, DS5；“大部分时间”：DS4, DS6-DS7）；最少的一个，“牙科卫生系统，经济，方法”（领域V）（几乎“很少”：DS6；“很少”：DS1-DS2, DS4, DS8）。能力是五个领域中最好的教学行为预测指标。结论：参与研究的拉丁美洲地区的临床医生采用了中高频的更新的龋齿学教学行为。能力是与这些行为的表现相关的关键因素。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Dental Education 医学-学科教育

CiteScore

4.10

自引率

16.70%

发文量

127

审稿时长

6-12 weeks

期刊介绍： The aim of the European Journal of Dental Education is to publish original topical and review articles of the highest quality in the field of Dental Education. The Journal seeks to disseminate widely the latest information on curriculum development teaching methodologies assessment techniques and quality assurance in the fields of dental undergraduate and postgraduate education and dental auxiliary personnel training. The scope includes the dental educational aspects of the basic medical sciences the behavioural sciences the interface with medical education information technology and distance learning and educational audit. Papers embodying the results of high-quality educational research of relevance to dentistry are particularly encouraged as are evidence-based reports of novel and established educational programmes and their outcomes.