Mahdavifard Hamid, Noorollahian Saeed, Omid Athar, Yamani Nikoo
Medical Education Research Center, Department of Medical Education, Isfahan University of Medical Sciences, Isfahan, Iran.
Department of Orthodontics, Dental Implants Research Center, School of Dentistry, Isfahan University of Medical Sciences, Isfahan, Iran.
BMC Med Educ. 2024 Dec 18;24(1):1461. doi: 10.1186/s12909-024-06475-y.
Competency frameworks are used to guide professional education and assessment. An orthodontic graduate needs various competencies. This study aimed to determine competencies and create a basic competency framework for orthodontic graduates.
This descriptive cross-sectional study used the Delphi method. A comprehensive literature review was conducted in the ISI, Scopus, PubMed, Eric, and Google Scholar; the orthodontic curriculum in Iran; and the available orthodontic curricula. The sub-competencies and learning objectives necessary for an orthodontic graduate were extracted. The list of competencies was designed as an electronic questionnaire as the first round of Delphi. Fifty-two orthodontic specialists (university staff) were asked to determine the degree of necessity of competencies for an orthodontic graduate using a five-point Likert scale. In the second round, nine competencies were transferred from the first round of Delphi, and four competencies were extracted from the experts' opinions and were included in the questionnaire.
A total of 85 articles and 4 curricula were reviewed and 77 competencies were identified in 11 domains. In the first round of the Delphi, 68 competencies were accepted, for a quota of 70%, and nine were transferred to the second round of the Delphi. At this round, most of the competencies in the field of "data collection and recording", "treatment procedures", "patient-centered treatment", "dental knowledge, "clinical reasoning and moral judgment", "communication skills", "Health Promotion", "Attitude, legal responsibilities and ethical issues (professionalism)", "information management", and "Self-development" through participation were accepted. Finally, the domain of competence "the dentist's role in the health system" was removed, and ten domains (73 competencies) were accepted.
The competencies identified in this study can be used in designing competency-based curricula, education, and assessment in post-graduate orthodontic programs.
能力框架用于指导专业教育和评估。正畸专业毕业生需要具备多种能力。本研究旨在确定正畸专业毕业生的能力，并创建一个基本的能力框架。
本描述性横断面研究采用德尔菲法。在ISI、Scopus、PubMed、Eric和谷歌学术上进行了全面的文献综述；研究了伊朗的正畸课程以及现有的正畸课程。提取了正畸专业毕业生所需的子能力和学习目标。能力清单被设计为电子问卷作为德尔菲法的第一轮。邀请了52位正畸专家（大学教职员工）使用五点李克特量表来确定正畸专业毕业生各项能力的必要程度。在第二轮中，从德尔菲法的第一轮中筛选出9项能力，并从专家意见中提取了4项能力纳入问卷。
共审查了85篇文章和4门课程，在11个领域确定了77项能力。在德尔菲法的第一轮中，68项能力被接受，接受率为70%，9项能力被转入德尔菲法的第二轮。在这一轮中，“数据收集与记录”“治疗程序”“以患者为中心的治疗”“牙科知识”“临床推理与道德判断”“沟通技巧”“健康促进”“态度、法律责任与伦理问题（专业素养）”“信息管理”以及“自我发展”等领域的大多数能力通过参与被接受。最后，“牙医在卫生系统中的角色”这一能力领域被删除，10个领域（73项能力）被接受。
本研究确定的能力可用于设计基于能力的正畸研究生课程、教育和评估。
