(PO-201) Utilizing the Hilda Taba Model in Community-based Dental Education

Author: Nicholas DePinto, D.M.D. – Associate Professor, Rutgers, The State University of New Jersey, School of Dental Medicine
Author: Steven S. Toth, N/A, D.M.D. – Associate Professor, Rutgers, The State University of New Jersey, School of Dental Medicine
Author: Michael Diorio, D.M.D. – Assistant Professor, Rutgers, The State University of New Jersey, School of Dental Medicine
Author: Eoin Halpin, D.M.D. – Assistant Professor, Rutgers, The State University of New Jersey, School of Dental Medicine
Author: Jill A. York, D.D.S., M.A.S. – Professor, Rutgers, The State University of New Jersey, School of Dental Medicine
Submitter: Nicholas DePinto, D.M.D. – Associate Professor, Rutgers, The State University of New Jersey, School of Dental Medicine

Objectives: Faculty turnover represents a persistent challenge to dental education. Well-built and implemented curriculum will yield consistent, high-quality student and patient outcomes despite changes in faculty. To ensure accordant results through staffing changes, Rutgers School of Dental Medicine’s (RSDM) Extramural Clinics sought to employ course development models that provide durable positive outcomes and accommodate different teaching styles and philosophies.

Methods: The Hilda Taba Model was utilized to create a curriculum adaptable to faculty changes. Seven keystones of the model were leveraged: diagnosis of learners’ needs, formulation of objectives, selection of content, organization of content, selection of learning experiences, organization of learning activities, and evaluation. Teacher involvement was critical in the development of the curriculum. To evaluate dental students’ command of content, knowledge and clinical experience in community dental clinics, evaluation methods were formulated and implemented. Pre- and post- curriculum knowledge, attitude, and behavior surveys, student course evaluations, patient satisfaction surveys, and oral health performance measures were used to assess student learning outcomes and patient experience. Evaluation of the clinical program was completed as part of a two year study.

Results: RSDM designed pre and post-tests, patient satisfaction surveys and oral health performance measures show consistency of results across evaluation criteria for dental students and patients regardless of student participation or faculty instructors. Student-reported curriculum preparation and grading consistency between the extramural clinics and main RSDM Newark campus during the measurement years recorded only a 2% change year to year.

Conclusion: When instructors are involved in the development of curriculum, and content standards are established and implemented, the outcome is consistent, high-quality learning. By applying the Hilda Taba Model in community based dental education, dental students gain knowledge in accordance with other dental student peers regardless of the faculty instruction. Patients’ clinical experience also remains consistent from year to year.