(PO-177) Rethinking Competency Assessment in Predoctoral Endodontic

Author: Elinor Alon, D.M.D. – Director of Postdoctoral Endodontics, Tufts University School of Dental Medicine
Author: Emanouela Carlson, D.D.S – Interim Chair Department of Surgery, University of Colorado School of Dental Medicine
Author: Robert Amato, D.M.D. – Chair of Endodontics, Tufts University School of Dental Medicine
Author: Jennipher Murphy, M.S.
Author: Tracy L. de Peralta, Ph.D. – Sr Associate of Academic Affairs and Innovation, University of Colorado School of Dental Medicine
Submitter: Tracy L. de Peralta, Ph.D. – Sr Associate of Academic Affairs and Innovation, University of Colorado School of Dental Medicine

Introduction: COVID-19 has had a significant impact on dentistry in general and particularly on dental education. Dentistry is a profession that requires hand skills and repetition to allow for mastery. The class of 2020, as well as the class of 2021, have suffered a substantial decrease in clinic time that had to be compensated in creative ways by all dental schools. Endodontic treatment in dental schools is often limited in its capacity. During schools shut down, other ways of Endodontic competency assessment were utilized.

Objectives: The purpose of this national survey was to gather information and integrate it into a suggested uniform competency assessment guide at the pre-doctoral level.

Methods: A national survey was conducted via the Educational Affairs Committee of the American Association of Endodontists (AAE) by providing a HIPAA compliant link to evaluate the different ways in which endodontic competency is being assessed in dental schools across the United States. Participants in the survey were recruited via email to endodontic pre-doctoral program directors within the United States. Data collected from surveys was analyzed via descriptive statistics and theme identification.

Results: A response rate of 55% out of 73 pre-doctoral directors demonstrated overall themes including: 1) formats of competency assessment, 2) pre- and post-COVID assessment, 3) level of comfort with assessment outcomes, 4) alternative to traditional methods of assessment on real patients, and 5) willingness to use a uniform assessment strategy in the future.

Conclusions: The results of this study informed educators of current practices being used for competency assessment in pre-doctoral programs across the States to accommodate increasing patient and space demands in pre-doctoral endodontics. Information gained from this study emphasizes a need for a uniform assessment strategy nationwide in pre-doctoral endodontics.