TY - JOUR
T1 - Patient-Specific, Risk-Based Prevention, Maintenance, and Supportive Care
T2 - A Need for Action and Innovation in Education
AU - Afshari, Fatemeh S.
AU - Campbell, Stephen D.
AU - Curtis, Donald A.
AU - Garcia, Lily T.
AU - Knoernschild, Kent L.
AU - Yuan, Judy Chia Chun
N1 - Funding Information:
We would like to acknowledge our multidisciplinary working group members who developed the curriculum framework: Grishondra Branch-Mays (Vice Dean of Academic Affairs, A.T. Still University—Missouri School of Dentistry and Oral Health); Tracy L. de Peralta (Clinical Associate Professor, Department of Cariology, Restorative Sciences, and Endodontics, University of Michigan School of Dentistry); Margherita Fontana (Professor, Department of Cariology, Restorative Sciences, and Endodontics, University of Michigan School of Dentistry); Sandra Guzmán-Armstrong (Clinical Professor, Department of Operative Dentistry, University of Iowa); Michelle Hurlbutt (Dean of Dental Hygiene, Associate Professor, West Coast University); Aram Kim (Senior Tutor, Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine); Radi Masri (Associate Professor, Department of Advanced Sciences and Therapeutics, University of Maryland School of Dentistry); Ramtin Sadid-Zadeh (Assistant Professor, Restorative Dentistry, University of Buffalo).
Publisher Copyright:
© 2019 by the American College of Prosthodontists
PY - 2019
Y1 - 2019
N2 - Purpose: To develop a competency-based curriculum framework for prevention, supportive care, and maintenance for use in educational and patient care programs and to seek consensus on an overarching competency statement that embraces these critical learning and patient care concepts. Materials and Methods: A preliminary survey of current preventive and maintenance practices in U.S. dental and prosthodontic programs was completed and summarized with quantitative analysis. The American College of Prosthodontists organized a one-day consensus workshop with 14 participants from various U.S. dental schools with diverse backgrounds to develop a curriculum framework. The curriculum framework was used in the development of a joint competency statement using an iterative, online consensus process of debate and feedback. Results: The preliminary survey helped frame the initiative and identify potential educational needs and gaps. Consensus was achieved for a recommended competency statement: “Graduates must be competent in promoting oral health through risk assessment, diagnosis, prevention, and management of the hard tissue, soft tissue, and prostheses, and as part of professional recall and home maintenance.” This competency statement complements the proposed curriculum framework designed around 3 domains—caries prevention, periodontal supportive care, and prosthesis supportive care—with a set of recommended learning objectives. Conclusions: Commission on Dental Accreditation (CODA) learning standards do not outline patient-customized, evidence-based recall and home maintenance programs that highlight prevention of dental caries, periodontal supportive care, prosthesis maintenance, and patient education. The proposed competency-based curricular framework serves as an initial step in addressing student learning and patient care within the context of a recall system and home maintenance program while offering schools the needed flexibility for implementation within their curriculum.
AB - Purpose: To develop a competency-based curriculum framework for prevention, supportive care, and maintenance for use in educational and patient care programs and to seek consensus on an overarching competency statement that embraces these critical learning and patient care concepts. Materials and Methods: A preliminary survey of current preventive and maintenance practices in U.S. dental and prosthodontic programs was completed and summarized with quantitative analysis. The American College of Prosthodontists organized a one-day consensus workshop with 14 participants from various U.S. dental schools with diverse backgrounds to develop a curriculum framework. The curriculum framework was used in the development of a joint competency statement using an iterative, online consensus process of debate and feedback. Results: The preliminary survey helped frame the initiative and identify potential educational needs and gaps. Consensus was achieved for a recommended competency statement: “Graduates must be competent in promoting oral health through risk assessment, diagnosis, prevention, and management of the hard tissue, soft tissue, and prostheses, and as part of professional recall and home maintenance.” This competency statement complements the proposed curriculum framework designed around 3 domains—caries prevention, periodontal supportive care, and prosthesis supportive care—with a set of recommended learning objectives. Conclusions: Commission on Dental Accreditation (CODA) learning standards do not outline patient-customized, evidence-based recall and home maintenance programs that highlight prevention of dental caries, periodontal supportive care, prosthesis maintenance, and patient education. The proposed competency-based curricular framework serves as an initial step in addressing student learning and patient care within the context of a recall system and home maintenance program while offering schools the needed flexibility for implementation within their curriculum.
KW - Maintenance
KW - prevention
KW - recall systems
KW - supportive care
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U2 - 10.1111/jopr.13059
DO - 10.1111/jopr.13059
M3 - Article
C2 - 30924568
AN - SCOPUS:85065240518
SN - 1059-941X
VL - 28
SP - 775
EP - 783
JO - Journal of Prosthodontics
JF - Journal of Prosthodontics
IS - 7
ER -