Presentation Description
Monica Ramzy1,2
Samantha Byrne1, Pam Robertson2, Rocio Quinonez3 and Clare McNally1
1 Melbourne Dental School, The University of Melbourne
2 Melbourne Graduate School of Education, The University of Melbourne
3 Adams School of Dentistry, The University of North Carolina
Samantha Byrne1, Pam Robertson2, Rocio Quinonez3 and Clare McNally1
1 Melbourne Dental School, The University of Melbourne
2 Melbourne Graduate School of Education, The University of Melbourne
3 Adams School of Dentistry, The University of North Carolina
Background:
The Melbourne Dental School is undertaking a curriculum redesign project implementing a programmatic approach to assessment within an Entrustable Professional Activity (EPA) framework. Understanding the challenges and learning from other’s experiences will be crucial to the success of this program.
The Melbourne Dental School is undertaking a curriculum redesign project implementing a programmatic approach to assessment within an Entrustable Professional Activity (EPA) framework. Understanding the challenges and learning from other’s experiences will be crucial to the success of this program.
Summary of Work:
The Ehlinger et al (2023) review into EPAs in dental education and concluded that EPAs have been primarily used in assessment rather than for teaching and learning support.(1) Using Kotter’s 8-step Change Model (2) a staff and student co-design team will develop the EPA framework aligned to the Australian Dental Council (ADC) professional competencies.(3) This work is funded by the University of Melbourne Flex-AP and expertise is provided by the Assessment & Evaluation Research Centre (AERC).
The Ehlinger et al (2023) review into EPAs in dental education and concluded that EPAs have been primarily used in assessment rather than for teaching and learning support.(1) Using Kotter’s 8-step Change Model (2) a staff and student co-design team will develop the EPA framework aligned to the Australian Dental Council (ADC) professional competencies.(3) This work is funded by the University of Melbourne Flex-AP and expertise is provided by the Assessment & Evaluation Research Centre (AERC).
Results:
Through Step 1: Creating a Sense of Urgency we have identified the need to develop a student-centred assessment program that encourages continual learning across the program. The first of our EPA framework development is to conduct a scoping review that identifies the challenges experienced by other programs. Step 2: Building a Guiding Coalition will bring key stakeholders, including students, to synthesize the EPA data and by February 2024 we expect to have completed Step 3: the Formation of our strategic vision and initiatives and be ready to communicate our vision.
Through Step 1: Creating a Sense of Urgency we have identified the need to develop a student-centred assessment program that encourages continual learning across the program. The first of our EPA framework development is to conduct a scoping review that identifies the challenges experienced by other programs. Step 2: Building a Guiding Coalition will bring key stakeholders, including students, to synthesize the EPA data and by February 2024 we expect to have completed Step 3: the Formation of our strategic vision and initiatives and be ready to communicate our vision.
Conclusion:
This is a major shift in the design and delivery of dental education. Learning from other health professions experiences and following a process of change model should ensure the successful development of an EPA framework for the MDS ready for implementation in 2025.
This is a major shift in the design and delivery of dental education. Learning from other health professions experiences and following a process of change model should ensure the successful development of an EPA framework for the MDS ready for implementation in 2025.
Take-home Messages:
1. Dental education has been slower than other health professions to adopt EPAs and programmatic approaches to assessment.
1. Dental education has been slower than other health professions to adopt EPAs and programmatic approaches to assessment.
2.There are other examples of the successful implementation of EPAs in dental education, developing partnerships with these school’s will increase the success of our program.
References (maximum three)
(1) Ehlinger, C., Fernandez, N., & Strub, M. (2023). Entrustable professional activities in dental education: a scoping review. British Dental Journal, 234(3), 171-176.
(2) Kotter, J. (2023) The 8 Steps for Leading Change. Available from: https://www.kotterinc.com/methodology/8-steps/ Accessed 10th August 2023.
(3) Australian Dental Council (2022) Professional competencies of the newly qualified dental practitioner, available from www.adc.org.au.