Examining the quality of the competency-based evaluation program for dentistry based on the CIPP model: A mixed-method study.

Background. Continuing assessment of the quality of evaluation programs promotes the quality of exams and ensures learners' accurate evaluation. This study aimed to examine the quality of the competency-based evaluation program for dentistry based on the context, input, process, and product (CIPP) model. Methods. In a mixed-methods study (quantitative-qualitative), dentistry students' evaluation program using competency-based assessment methods was examined by dentistry professors based on the CIPP model and via a reliable and valid researcher-made questionnaire. The questionnaire had three sections on demographic information, evaluation questions, and open-ended questions. Descriptive statistics (mean and SD) were used to analyze the questionnaire items. Open-ended questions were analyzed by content analysis, and the quantitative part was analyzed using SPSS. Results. Twenty-five faculty members from the departments of orthodontics and dental prosthesis completed the questionnaires. The overall level of faculty members' satisfaction with the new evaluation program was above average (54±17.02). They had the highest degree of satisfaction with output indices and the lowest degree with input indices. The analysis of the open-ended questions yielded two general categories of "providing the human and physical infrastructure" and "spiritual support and encouragement of educational innovation." Conclusion. The competency-based evaluation program needs the support of managers and planners. The faculty should provide the infrastructure for the implementation of these methods. By meeting the requirements, the professors will be motivated to implement these methods, and the paradigm can shift from traditional to novel evaluation methods.

Awareness of Orthodontic Treatments among School Teachers of Two Cities in Iran.

BACKGROUND AND AIMS: Since most orthodontic patients are children and adolescents, it is believed that teachers can help find these patients and make them aware of their orthodontic problems. Therefore, teachers are expected to have proper knowledge about these problems. The aim of this study was to determine teachers' awareness about orthodontic treatments in Tabriz and Saqqez and compare it in different educational levels. MATERIALS AND METHODS: A questionnaire was given to 384 teachers (204 in Tabriz and 180 in Saqqez) in randomly selected schools of different levels. The questionnaire had 17 questions in 3 sections, including general information, age, and costs of orthodontic treatments. The teachers' awareness in two cities was analyzed with independent t-test and in edu-cational levels with one-way ANOVA. RESULTS: About 94% of the participants believed orthodontic treatment consisted of arrangement of teeth with special braces. However, there was no significant difference between the two cities in general information (p=0.23) and the age suitable for orthodontic treatment (p=0.53). The differences in the teachers' awareness in three educational levels were not statistically significant between the two cities (p=0.23). CONCLUSION: Awareness of teachers about orthodontic treatment in Saqqez and Tabriz was not sufficient and different; 75% of the participants believed that high cost of orthodontic treatment is the main problem.