IADR Abstract Archives
Undergraduate Teaching and Assessment Methods in Prosthodontics Curriculum: a Delphi Survey
Objectives: Divergence has previously been noted in approaches to teaching and assessment of prosthodontics among dental schools. The aim of this study is to achieve consensus amongst an expert panel of prosthodontics/restorative dentistry academics on what the best undergraduate teaching and assessments are, and to develop recommendations in teaching and assessment of undergraduate prosthodontics.
Methods: We used the Delphi method with a semi-structured electronic questionnaire to collect data from senior clinical academics who were involved in the teaching of prosthodontics. The questionnaire enquires the experts' opinion on best teaching and assessment methods in the undergraduate prosthodontics curriculum. Invitation emails were sent with a hyperlink of a Round 1 questionnaire to 36 recruited international dental academic experts. In later rounds, panellists will be invited to consider their previous responses in light of the overall group response in an attempt to bring the panel to a consensus. The group response was summarised using simple descriptive statistics, and the target level of consensus for each question was set at 70%. Also, at least 70% response rate is needed to maintain rigour.
Results: Twenty-three senior academic experts from eleven countries agreed to participate in this study. In Round 1, greatest consensus was reached in relation to clinical assessment (58 questions out of 151; 35%). Further, consensus has been reached for 12 out of 35 questions for complete dentures (34%), 18 out of 37 for removable partial dentures (49%), 19 out of 37 for fixed prosthodontics (51%), and 7 out of 42 for dental implants (17%). Consensus was reached in 2 questions out of 6 regarding determine students' competence for graduation.
Conclusions: Round 1 Delphi survey results demonstrated the range of divergence in experts’ opinion in regard to teaching and assessment of prosthodontics.
Methods: We used the Delphi method with a semi-structured electronic questionnaire to collect data from senior clinical academics who were involved in the teaching of prosthodontics. The questionnaire enquires the experts' opinion on best teaching and assessment methods in the undergraduate prosthodontics curriculum. Invitation emails were sent with a hyperlink of a Round 1 questionnaire to 36 recruited international dental academic experts. In later rounds, panellists will be invited to consider their previous responses in light of the overall group response in an attempt to bring the panel to a consensus. The group response was summarised using simple descriptive statistics, and the target level of consensus for each question was set at 70%. Also, at least 70% response rate is needed to maintain rigour.
Results: Twenty-three senior academic experts from eleven countries agreed to participate in this study. In Round 1, greatest consensus was reached in relation to clinical assessment (58 questions out of 151; 35%). Further, consensus has been reached for 12 out of 35 questions for complete dentures (34%), 18 out of 37 for removable partial dentures (49%), 19 out of 37 for fixed prosthodontics (51%), and 7 out of 42 for dental implants (17%). Consensus was reached in 2 questions out of 6 regarding determine students' competence for graduation.
Conclusions: Round 1 Delphi survey results demonstrated the range of divergence in experts’ opinion in regard to teaching and assessment of prosthodontics.