Developing entrustable professional activities for undergraduate operative dentistry clerkship

Abstract

Objective: In many dental schools worldwide, theoretical knowledge is prioritized over comprehensive training in essential clinical procedures. This leads to graduates with insufficient hands-on experience who are not fully "ready to practice", thereby failing to meet the demands of the job market and community needs. This study aimed to address this critical gap by developing and validating a set of core Entrustable Professional Activities (EPAs) specifically for operative dentistry clerkships to enhance the practical competencies and readiness of dental graduates for effective and independent practice. Methodology: A multi-method research approach was employed using a five-stage process to develop EPAs for an operative dentistry clerkship program. First, a literature review was conducted to select the EPA topics. Second, the Nominal Group Technique (NGT) was used with nine faculty members to build consensus and create a list of EPAs based on the literature review and faculty input. Third, feedback on the drafted EPAs was solicited using the Delphi method, which involved 24 faculty members to refine and validate the EPAs. Fourth, rigorous validation was performed using Queen's EQual Rubric with further refinement by a panel of five medical educationists. Finally, the EPAs were finalised for incorporation into the operative dentistry curriculum. Results: Ten EPAs ranging from entrustment levels 1 to 4 were identified and validated through consensus among dental education experts. These EPAs encompass a range of competencies, including medical expertise, communication, professionalism, and patient care. Each EPA was scrutinised for its relevance, clarity, and applicability within the dental curriculum. The validation process, encompassing the Nominal Group Technique (NGT), Delphi, and EQual Rubric, ensured that the EPAs were aligned with the competencies required for dental graduates. Conclusion: This study successfully developed and validated ten EPAs for use in operative dentistry. These EPAs focus on key clinical competencies, ranging from patient history taking to complex surgical procedures, representing a significant advancement in enhancing dental graduates' practical skills and readiness for independent practice. This study highlights the need for a continuous curriculum assessment and adaptation to meet the evolving demands of dental education and practice.