Use of a Knowledge-Based Governance Approach to Plan a Post-COVID-19 Predoctoral Dental Curriculum
Abstract
:1. Introduction
2. Process
3. Findings
3.1. Delivering Didactic Courses Remotely
3.2. Administering Assessments Remotely
3.3. Split Shift in the Preclinical Simulation Lab
3.4. Conversion to Credit/No Credit Grading from a Numerical (4.0) Grading Scale
4. Recommendations and Discussion
4.1. Delivering Didactic Courses Remotely
4.2. Administering Assessments Remotely
4.3. Split Shift in the Preclinical Simulation Lab
4.4. Conversion to Credit/No Credit Grading from a Numerical (4.0) Grading Scale
4.5. Limitations
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
ALL-FACULTY AND ALL-STUDENT SURVEY RESULTS | ||||||
---|---|---|---|---|---|---|
Statements Related to Social Impacts of Remote Learning. | ||||||
SA | A | N | D | SD | NA/? | |
FACULTY | ||||||
Remote learning has weakened dental student class dynamics. | 16 | 18 | 4 | 1 | 0 | 3 |
Remote learning has decreased student’s ability to learn from their classmates. | 11 | 21 | 2 | 5 | 0 | 3 |
I feel disconnected from students due to remote learning. | 12 | 16 | 10 | 2 | 1 | 1 |
In-person interactions with faculty help students learn how to be a professional. | 21 | 19 | 2 | 0 | 0 | 0 |
STUDENT | ||||||
Remote learning has weakened by class dynamic. | 17 | 22 | 13 | 13 | 8 | 1 |
Remote learning has decreased my ability to learn from my classmates. | 17 | 18 | 11 | 18 | 9 | 1 |
I feel disconnected from my classmates due to remote learning. | 20 | 25 | 11 | 7 | 11 | 0 |
I feel disconnected from faculty due to remote learning. | 20 | 13 | 16 | 17 | 8 | 0 |
I have formed study groups during remote learning. | 13 | 19 | 10 | 18 | 12 | 2 |
In-person interactions with faculty help me learn how to be a professional. | 24 | 21 | 13 | 9 | 4 | 3 |
Statements related to didactics. Didactics can be lectures or small group seminars/discussions. Didactics can be in-person, remote synchronous (i.e., Zoom), or remote asynchronous (i.e., pre-recorded). | ||||||
SA | A | N | D | SD | NA/? | |
FACULTY | ||||||
Students log on to my Zoom sessions, but typically do not actively engage in them. | 5 | 11 | 8 | 5 | 2 | 11 |
I prefer students to have their cameras ON during Zoom sessions. | 18 | 11 | 4 | 0 | 1 | 8 |
Technical difficulties often hinder my Zoom sessions. | 1 | 4 | 5 | 18 | 5 | 9 |
I understand students’ level of comprehension better when didactics are in-person. | 13 | 17 | 3 | 2 | 3 | 4 |
I am able to read the room and adjust my teaching in real time better during in-person didactics. | 16 | 19 | 1 | 1 | 0 | 5 |
Students are more likely to ask questions or speak up during an in-person didactic session (versus a Zoom session). | 14 | 15 | 3 | 2 | 1 | 6 |
I like students to be able to ask questions in real time. | 19 | 18 | 3 | 0 | 0 | 2 |
I appreciate the flexibility of pre-recorded asynchronous lectures. | 6 | 17 | 5 | 5 | 2 | 7 |
It takes me longer to prepare a quality pre-recorded lecture than it does to deliver an in-person lecture. | 15 | 7 | 7 | 6 | 0 | 7 |
In general, I prefer in-person didactics. | 17 | 13 | 6 | 3 | 1 | 2 |
In general, I prefer pre-recorded asynchronous lectures (versus in-person lectures or Zoom lectures). | 0 | 3 | 11 | 15 | 10 | 3 |
STUDENT | ||||||
I log on to Zoom sessions, but typically do not actively engage in them. | 22 | 16 | 12 | 15 | 9 | 0 |
It is difficult to focus during Zoom sessions. | 4 | 16 | 12 | 30 | 12 | 0 |
I prefer to have my camera OFF during Zoom sessions. | 19 | 29 | 20 | 6 | 0 | 0 |
I often have technical difficulties that hinder Zoom sessions. | 1 | 5 | 10 | 27 | 31 | 0 |
Faculty understand my level of comprehension better when didactics are in-person. | 16 | 20 | 11 | 10 | 9 | 8 |
I am more likely to ask a question or speak up during an in-person didactic session (versus a Zoom session). | 16 | 9 | 7 | 18 | 21 | 3 |
I like the ability to ask questions in real time. | 19 | 22 | 22 | 9 | 2 | 0 |
I appreciate the flexibility of pre-recorded asynchronous lectures. | 47 | 18 | 6 | 2 | 1 | 0 |
In general, I prefer in-person didactics. | 19 | 10 | 14 | 12 | 17 | 2 |
In general, I prefer pre-recorded asynchronous lectures (versus in-person lectures or Zoom lectures). | 26 | 12 | 19 | 10 | 7 | 0 |
Statements related to remote exams. This could also mean quizzes. | ||||||
SA | A | N | D | SD | NA/? | |
FACULTY | ||||||
Students study less when an exam is open-book. | 10 | 12 | 8 | 6 | 1 | 5 |
Students learn less when an exam is open-book. | 4 | 10 | 14 | 7 | 2 | 5 |
I have concerns about academic dishonesty when exams are not proctored. | 8 | 18 | 5 | 6 | 0 | 5 |
I am comfortable with the use of remote proctoring via a Zoom proctor. | 1 | 6 | 9 | 6 | 6 | 14 |
I am comfortable with the use of remote proctoring via automated software (e.g., Proctorio). | 1 | 5 | 9 | 7 | 5 | 15 |
STUDENT | ||||||
I study less when an exam is open-book. | 6 | 22 | 10 | 28 | 8 | 0 |
I learn less when an exam is open-book. | 6 | 10 | 10 | 29 | 19 | 0 |
I have concerns about academic dishonesty when exams are not proctored. | 8 | 16 | 17 | 20 | 12 | 1 |
I am comfortable with remote proctoring via a Zoom proctor. | 7 | 23 | 15 | 18 | 11 | 0 |
I am comfortable with remote proctoring via automated software (e.g., Proctorio). | 4 | 17 | 15 | 14 | 22 | 2 |
It is difficult for me to find a suitable (quiet, private) space to take a remote exam. | 11 | 9 | 11 | 25 | 18 | 0 |
Statements related to course grading schemes: numerical grades (4.0 scale) versus credit/no credit grades. | ||||||
SA | A | N | D | SD | NA/? | |
FACULTY | ||||||
Numerical grades foster healthy competition between students within a class. | 10 | 11 | 12 | 5 | 2 | 2 |
Numerical grades foster toxic competition between students within a class. | 5 | 6 | 11 | 16 | 3 | 1 |
Numerical grades motivate students to perform their personal best. | 13 | 24 | 2 | 1 | 0 | 2 |
Credit/no credit grades motivate students to perform “good enough”. | 8 | 18 | 11 | 2 | 2 | 1 |
Students study more in a course with a numerical grading scale. | 16 | 22 | 2 | 0 | 0 | 2 |
Students learn more in a course with a numerical grading scale. | 6 | 18 | 10 | 1 | 3 | 4 |
I am concerned credit/no credit grades may impact students’ post-graduation plans. | 11 | 16 | 7 | 3 | 2 | 3 |
Students are more likely to contest individual points on an assessment in a course with a numerical grading scale. | 12 | 22 | 3 | 1 | 0 | 4 |
I am concerned about calibration of graders in a course with a numerical grading scale. | 5 | 21 | 9 | 4 | 0 | 3 |
Numerical grades foster academic excellence at the UWSOD. | 11 | 21 | 5 | 3 | 0 | 2 |
The UWSOD should rank students based on grades. | 7 | 13 | 10 | 8 | 2 | 2 |
In general, UWSOD courses should be graded with a numerical grading scale. | 11 | 19 | 5 | 5 | 1 | 1 |
All UWSOD courses should be graded credit/no credit. | 2 | 2 | 4 | 22 | 11 | 1 |
STUDENT | ||||||
Numerical grades foster healthy competition between students within my class. | 1 | 11 | 8 | 18 | 35 | 1 |
Numerical grades foster toxic competition between students within my class. | 35 | 20 | 10 | 6 | 2 | 1 |
Numerical grades motivate me to perform my personal best. | 10 | 14 | 15 | 10 | 24 | 1 |
Credit/no credit grades motivate me to perform “good enough”. | 6 | 18 | 7 | 17 | 24 | 2 |
I study more in a course with a numerical grading scale. | 7 | 17 | 12 | 13 | 21 | 4 |
I learn more in a course with a numerical grading scale. | 6 | 4 | 10 | 22 | 29 | 3 |
I am concerned credit/no credit grades may impact my post-graduation plans. | 4 | 9 | 13 | 16 | 30 | 2 |
I am more likely to contest individual points on an assessment in a course with a numerical grading scale. | 36 | 18 | 10 | 6 | 4 | 0 |
I am concerned about calibration of graders in a course with a numerical grading scale. | 36 | 22 | 9 | 2 | 1 | 4 |
The UWSOD should rank students based on grades. | 1 | 9 | 19 | 16 | 24 | 5 |
I am motivated by class rank. | 4 | 11 | 10 | 12 | 37 | 0 |
I am more likely to collaborate with my classmates when a course is graded credit/no credit. | 30 | 15 | 12 | 12 | 3 | 2 |
I typically study for the grade in a course with a numerical grading scale, rather than studying to become a good dentist. | 26 | 24 | 5 | 11 | 7 | 1 |
In general, UWSOD courses should be graded with a numerical grading scale. | 4 | 7 | 13 | 15 | 33 | 2 |
All UWSOD courses should be graded credit/no credit. | 31 | 10 | 18 | 10 | 3 | 2 |
Statements related to courses in the preclinical simulation lab. | ||||||
SA | A | N | D | SD | NA/? | |
FACULTY | ||||||
There is a disconnect between students in the two lab groups. | 3 | 4 | 2 | 2 | 1 | 30 |
I am concerned about imbalanced experiences between two groups of students in the lab. | 1 | 3 | 4 | 4 | 1 | 29 |
Students get greater personal attention from faculty with the split shift in the lab. | 3 | 7 | 3 | 0 | 2 | 27 |
It is easier for students to use shared equipment with the split shift in the lab. | 2 | 7 | 3 | 0 | 1 | 29 |
I spend more time preparing and teaching with the split shift in the lab. | 3 | 3 | 3 | 2 | 0 | 31 |
Teaching the same course twice detracts from my other responsibilities as a faculty member. | 5 | 9 | 3 | 3 | 0 | 22 |
STUDENT | ||||||
I feel disconnected from classmates who do not share the same lab time as me. | 32 | 16 | 5 | 6 | 3 | 12 |
I am concerned about imbalanced experiences between two groups of students in the lab. | 9 | 14 | 11 | 17 | 9 | 14 |
I get greater personal attention from faculty with the split shift in the lab. | 20 | 16 | 6 | 3 | 4 | 25 |
It is easier to use shared equipment with the split shift in the lab. | 26 | 17 | 5 | 2 | 2 | 22 |
GRADUATE PROGRAM DIRECTOR SURVEY RESULTS | ||||||
SA | A | N | D | SD | NA/? | |
I consider GPA when assessing applicants to my graduate program. | 4 | 4 | 0 | 0 | 0 | 0 |
I consider class rank when assessing applicants to my graduate program. | 5 | 2 | 1 | 0 | 0 | 0 |
It is difficult to assess an applicant who went to a dental school that does not issue grades. | 4 | 4 | 0 | 0 | 0 | 0 |
I prefer that applicants to my graduate program report GPA. | 6 | 2 | 0 | 0 | 0 | 0 |
I prefer that applicants to my graduate program report class rank. | 6 | 2 | 0 | 0 | 0 | 0 |
Class rank is a poor metric for applicants, because students within a class are separated by extremely small differences in GPA. | 0 | 1 | 3 | 3 | 1 | 0 |
Class rank is a valuable metric for applicants, because GPAs are elevated by grade inflation. | 2 | 3 | 1 | 1 | 0 | 1 |
I am concerned that a switch to credit/no credit grades at UWSOD may impact our students’ matriculation to graduate programs. | 3 | 5 | 0 | 0 | 0 | 0 |
I am concerned that eliminating class rank at UWSOD may impact our students’ matriculation to graduate programs. | 4 | 3 | 0 | 1 | 0 | 0 |
Class rank | GPA | Standardized test score | ||||
If you could have only one piece of objective data when assessing applicants to your graduate program, which would it be? | 5 | 3 | 0 |
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Students | Faculty |
---|---|
Class of 2021 | Foundations faculty |
Class of 2022 | Preclinical faculty |
Class of 2023 | Clerkship Directors |
Class of 2024 | Graduate Program Directors |
Staff | Administration |
Scheduler | Associate Dean of Academic Affairs and |
Director of Information Technology Educational Technology Specialist Preclinical Lab Support | Associate Dean of Student Services and Admissions |
Faculty Demographics | Student Demographics |
---|---|
Total faculty responses, n = 42 | Total student responses, n = 74 |
Regular faculty appointments, n = 33 | Class of 2021, n = 8 |
Affiliate faculty appointments, n = 9 | Class of 2022, n = 23 |
Time worked in dental education: | Class of 2023, n = 12 |
0–5 years, n = 8 | Class of 2024, n = 31 |
6–10 years, n = 4 | Students reporting age, n = 55 |
11–20 years, n = 10 | Median age = 25 years |
>20 years, n = 20 | Mean age = 26 years |
Teach in these predoc settings: | Age range = 21–44 years |
Foundations, n = 9 | Students reporting gender identity, n = 55 |
Preclinical dental courses, n = 21 | Female/woman, n = 32 |
Clinical dental courses, n = 21 | Male/man, n = 22 |
Clinic, n = 18 | Genderqueer/non-binary, n = 1 |
Other, n = 1 | |
Do not teach predoc, n = 3 | |
Teach in >1 predoc setting, n = 18 | |
Course director for predoc course, n = 22 | |
Faculty reporting age, n = 30 | |
Median age = 57 years | |
Mean age = 55 years | |
Age range = 29–75 years | |
Faculty reporting gender identity, n = 29 | |
Female/woman, n = 13 | |
Male/man, n = 16 |
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Flake, N.M.; Chan, D.C.N.; DiMarco, A.C.; Silverstein, B.D. Use of a Knowledge-Based Governance Approach to Plan a Post-COVID-19 Predoctoral Dental Curriculum. Dent. J. 2021, 9, 142. https://doi.org/10.3390/dj9120142
Flake NM, Chan DCN, DiMarco AC, Silverstein BD. Use of a Knowledge-Based Governance Approach to Plan a Post-COVID-19 Predoctoral Dental Curriculum. Dentistry Journal. 2021; 9(12):142. https://doi.org/10.3390/dj9120142
Chicago/Turabian StyleFlake, Natasha M., Daniel C. N. Chan, Arthur C. DiMarco, and Bruce D. Silverstein. 2021. "Use of a Knowledge-Based Governance Approach to Plan a Post-COVID-19 Predoctoral Dental Curriculum" Dentistry Journal 9, no. 12: 142. https://doi.org/10.3390/dj9120142
APA StyleFlake, N. M., Chan, D. C. N., DiMarco, A. C., & Silverstein, B. D. (2021). Use of a Knowledge-Based Governance Approach to Plan a Post-COVID-19 Predoctoral Dental Curriculum. Dentistry Journal, 9(12), 142. https://doi.org/10.3390/dj9120142