Department of Prosthodontics, Faculty of Dentistry, Chulalongkorn University, Bangkok, Thailand.
Thungyai Hospital, Nakhon Si Thammarat, Thailand.
J Dent Educ. 2021 Aug;85(8):1329-1339. doi: 10.1002/jdd.12616. Epub 2021 Apr 16.
There is no core competency for geriatric dentistry and special patient care (GSP) in Thailand. Therefore, GSP program was developed as a knowledge-based curriculum. This study aimed to describe the development and architecture of the GSP curriculum by analyzing patients' information and students' evaluation to move toward a competency-based curriculum. Comparisons with the original GSP curriculum and future direction are discussed.
Development and architecture of the GSP curriculum were described. Information of 130 patients attending the GSP clinic, and those who participated in a maintenance recall was analyzed. Students' evaluation was performed using a 21-item questionnaire within seven domains based on the ASEAN University Network-Quality Assurance (AUN-QA) checklist. The responses were made using a five-point ordinal scale ranging from totally agree to totally disagree.
Only 50% of the patients attended a maintenance recall. Among the recalled patients, 74.2% reported emerging problems. The AUN-QA questionnaire responses indicated that students mostly agreed with the program specification, teaching and learning approach, students' assessment methods, student quality, and support domains. The modified curriculum was developed based on the patients' information and students' evaluation. The original and modified GSP curricula were compared.
Information analysis of the patients and students' evaluation are essential to move a knowledge-based curriculum for geriatric and special patient care dentistry toward a competency-based curriculum that is appropriate for patients' condition and serves students' requirements. Oral health care in elderly and special care patients requires a multidisciplinary approach, and should encompass oral disease problems, behavior, and social context.
泰国的老年牙科和特殊患者护理（GSP）没有核心能力。因此，开发了 GSP 计划作为基于知识的课程。本研究旨在通过分析患者信息和学生评估来描述 GSP 课程的开发和架构，以迈向基于能力的课程。讨论了与原始 GSP 课程的比较和未来方向。
描述了 GSP 课程的开发和架构。分析了参加 GSP 诊所的 130 名患者以及参加维持性召回的患者的信息。学生评估是根据东盟大学网络质量保证（AUN-QA）清单的七个领域使用包含 21 个项目的问卷进行的。使用从完全同意到完全不同意的五点序数量表来回答。
只有 50%的患者参加了维持性召回。在召回的患者中，74.2%报告出现了新问题。AUN-QA 问卷的回答表明，学生大多同意课程规范、教学方法、学生评估方法、学生质量和支持领域。基于患者信息和学生评估开发了修改后的课程。比较了原始和修改后的 GSP 课程。
对患者信息和学生评估的分析对于将基于知识的老年和特殊患者护理牙科课程转变为适合患者状况并满足学生需求的基于能力的课程至关重要。老年和特殊患者的口腔保健需要多学科方法，应包括口腔疾病问题、行为和社会背景。
