Competencies for Entry into the Profession of Dental Hygiene / 치위생과학회지

This study was conducted to derive core and detailed competencies of dental hygienists to be utilized as educational targets to be reached by graduation as well as basic data that can be reflected in the development and improvement of dental hygiene curricula. This study analyzed publication reports from the Korean Dental Hygienists Association, the International Federation of Dental Hygienists, the Commission on Dental Accreditation, and the American Dental Education Association. Based on the academic classification system for dental hygiene studies, the components of core and detailed competencies of dental hygiene school at the time of graduation were extracted and developed through expert panel discussions. This study defined competencies at the graduation level of dental hygiene school and derived eight core competencies and their 52 detailed competencies to serve as educational objectives from four areas: professionalism, communication, clinical practice, and community and health promotion. In the future, it will be necessary to conduct self-assessments of competencies based on those developed in this study, at time of the graduation from dental hygiene school, as well as to continuously develop competency-based curricula according to entry level, knowledge level, and graduation level. Thus, it is urgently necessary to develop a system that can evaluate the competencies of dental hygienists after graduation and put this system into practical use.

Percepción sobre la validez del sistema de evaluación de competencias especificas en la carrera de obstetricia y puericultura de la Universidad de Antofagasta / Perception of the validity of the specific competences evaluation system in the career of obstetrics and child care in the University of Antofagasta

Evaluation of specific competencies is an objective which has been long sought by those responsible for the formation and education of professionals in the area of health; finding an adequate system is a challenge which the Career of Obstetrics has accepted in the context of the new pedagogical model implemented by the University of Antofagasta. In this report we investigated the evaluation system which the Career of Obstetrics and Child Care uses, as a function of the perception of the participants in the entire educational and working process of these professionals. The information was obtained by an intentional, non-probabilistic sample of cases which included students, graduated professionals, university authorities of the Department of Obstetrics and Child Care of the University of Antofagasta, academics of the Department of Obstetrics and midwives who supervise the clinical practice in the Regional Hospital of Antofagasta. We conclude that in the system of competence evaluation there is a lack of coordination among evaluators, subjectivity, excessive and prejudicial requirement in the percentage to obtain a passing grade. All the groups surveyed agreed on these factors, and suggested methods for improvement.

Evaluar competencias específicas es un objetivo largamente perseguido por los responsables de la formación y educación de profesionales del área de la salud, por lo que encontrar un sistema adecuado para ello es el desafío que la Carrera de Obstetricia asume en el contexto del nuevo modelo pedagógico implementado por la Universidad de Antofagasta. En este trabajo se investiga el sistema de evaluación que posee la Carrera de Obstetricia y Puericultura en función de las percepciones de los diferentes actores que intervienen en todo el proceso educativo y laboral de estos profesionales. La información se obtuvo mediante el diseño de una muestra no probabilística, intencionada de casos, que incluyó estudiantes, profesionales egresados, autoridades universitarias del Departamento y de la Carrera de Obstetricia y Puericultura de la Universidad de Antofagasta, académicos de la planta regular del Departamento de Obstetricia, y matronas supervisoras de prácticas clínicas del Hospital Regional de Antofagasta. Se concluye que en el sistema evaluativo de competencias, existe falta de coordinaci6n entre los evaluadores, subjetividad, excesiva y perjudicial exigencia en el porcentaje para obtener nota de aprobación, en lo cual coinciden los distintos grupos encuestados, aportando con sugerencias de mejoras.