Department of Dentistry/OMFS, North Bronx Healthcare Network, Jacobi Medical Center, NY, USA.
J Dent Educ. 2010 Feb;74(2):130-9.
While goals and objectives are useful to assess programmatic outcomes, they are not able to evaluate individual trainees' performance and/or corrective actions needed to improve performance. As a result, competency-based evaluation is increasingly being used to assess trainee performance at both the doctoral and postdoctoral levels. However, the translation of broadly stated competency statements into evaluable action statements continues to pose a challenge, especially in nontechnical domains such as the assessment and integration of cultural and sociodemographic variables in the development and execution of treatment plans. This article describes a process used to develop a competency-based framework that includes specific evaluable action statements to assess the performance of Advanced Education in General Dentistry (AEGD) residents providing dental care services to medically compromised patients in a community-based partnership program. Although the resultant framework may not itself be generalizable across training programs, the process described to develop the framework can be used by those individuals involved in evaluating students and/or residents in training programs.
虽然目标和目的对于评估项目成果很有用，但它们无法评估个体学员的表现和/或改进表现所需的纠正措施。因此，基于能力的评估越来越多地被用于评估博士和博士后水平的学员表现。然而，将广泛陈述的能力陈述转化为可评估的行动陈述仍然是一个挑战，特别是在非技术领域，例如在制定和执行治疗计划中评估和整合文化和社会人口变量。本文描述了一个用于开发基于能力的框架的过程，该框架包括具体的可评估行动陈述，以评估在社区合作项目中为医疗状况不佳的患者提供牙科护理服务的普通牙科进修（AEGD）学员的表现。尽管由此产生的框架本身可能不适用于所有培训计划，但所描述的开发框架的过程可被参与评估培训计划中的学生和/或学员的人员使用。
