Journal of Educational Evaluation for Health Professions

Research article

Establishment of a dental license regulation authority is required in Korea: results of the Delphi technique: Jin-Woo Choi, Kack-Kyun Kim, Jihyun Lee, Dong-Ju Choi, Kyung-Nyun Kim; J Educ Eval Health Prof. 2017;14:11. Published online May 29, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.11

38,606 View
263 Download
2 Web of Science
2 Crossref

Purpose
In addition to dental education, a system for the evaluation and management of dental licensing and certification is required to meet the growing societal demand for more competent dentists. In this study, the Delphi technique was used to gather opinions from a variety of professionals on the problems of and remedies for the dental license management system in Korea.
Methods
Delphi surveys were conducted from April 2016 to October 2016 in South Korea. A variety of dental professionals were included and categorized into 3 groups according to their expertise as follows: the basic dentistry group, the clinical dentistry group, and the policy group. The Delphi technique was conducted in 3 rounds of e-mail surveys, each with different questions that probed with increasing depth on the dental license management system. In each successive round, the responses were categorized, scored on a Likert scale, and statistically analyzed.
Results
After categorizing the results of the first survey and ranking the results of the second survey using the Delphi technique, regulation by a licensing authority was found to be the most critical issue. This was followed by the license renewal system, continuing education, a tiered licensure system, improvement of foreign license approval, and utilization of retirees, in decreasing order of importance. The third Delphi survey showed a similar ranking, with regulation by a licensing authority being the major concern. Opinions regarding the dental license management system were provided as open-ended responses. The responses of the 3 groups showed statistically significant differences in the scores for the issue of regulation by a licensing authority. After re-grouping into the dentistry group and the policy group, the issue received a significantly higher score in the dentistry group.
Conclusion
The quality of dental treatment should be managed to protect patients and dental professionals. For this purpose, the establishment of an independent license regulation authority along with legislative changes is required.

Citations

Citations to this article as recorded by

O‐HEALTH‐EDU: A viewpoint into the current state of Oral Health Professional education in Europe: Part 1: Programme‐level data
Jonathan Dixon, James Field, Sibylle Vital, Maria van Harten, Valerie Roger‐Leroi, Julia Davies, Maria‐Cristina Manzanares‐Cespedes, Ilze Akota, Denis Murphy, Corrado Paganelli, Gabor Gerber, Barry Quinn, Stephanie Tubert‐Jeannin
European Journal of Dental Education.2024; 28(2): 591. CrossRef
Design, delivery and effectiveness of health practitioner regulation systems: an integrative review
Kathleen Leslie, Ivy Lynn Bourgeault, Anne-Louise Carlton, Madhan Balasubramanian, Raha Mirshahi, Stephanie D. Short, Jenny Carè, Giorgio Cometto, Vivian Lin
Human Resources for Health.2023;[Epub] CrossRef

Review Article

Confounding factors in using upward feedback to assess the quality of medical training: a systematic review: Anli Yue Zhou Zhou, Paul Baker; J Educ Eval Health Prof. 2014;11:17. Published online August 13, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.17

48,946 View
192 Download
9 Web of Science
7 Crossref

Abstract PDF

Purpose
Upward feedback is becoming more widely used in medical training as a means of quality control. Multiple biases exist, thus the accuracy of upward feedback is debatable. This study aims to identify factors that could influence upward feedback, especially in medical training. Methods: A systematic review using a structured search strategy was performed. Thirty-five databases were searched. Results were reviewed and relevant abstracts were shortlisted. All studies in English, both medical and non-medical literature, were included. A simple pro-forma was used initially to identify the pertinent areas of upward feedback, so that a focused pro-forma could be designed for data extraction. Results: A total of 204 articles were reviewed. Most studies on upward feedback bias were evaluative studies and only covered Kirkpatrick level 1-reaction. Most studies evaluated trainers or training, were used for formative purposes and presented quantitative data. Accountability and confidentiality were the most common overt biases, whereas method of feedback was the most commonly implied bias within articles. Conclusion: Although different types of bias do exist, upward feedback does have a role in evaluating medical training. Accountability and confidentiality were the most common biases. Further research is required to evaluate which types of bias are associated with specific survey characteristics and which are potentially modifiable.

Citations

Citations to this article as recorded by

Upward Feedback: Exploring Learner Perspectives on Giving Feedback to their Teachers
Katherine Wisener, Kimberlee Hart, Erik Driessen, Cary Cuncic, Kiran Veerapen, Kevin Eva
Perspectives on Medical Education.2023;[Epub] CrossRef
Misperceptions and Missed Opportunities: A Qualitative Analysis of Barriers to Evaluating Surgical Teachers
Emily A. Flom, Nathan A. Coppersmith, Peter S. Yoo
Journal of Surgical Education.2023; 80(11): 1663. CrossRef
The impact of prior performance information on subsequent assessment: is there evidence of retaliation in an anonymous multisource assessment system?
Bahar Saberzadeh-Ardestani, Ali Reza Sima, Bardia Khosravi, Meredith Young, Sara Mortaz Hejri
Advances in Health Sciences Education.2023;[Epub] CrossRef
Only When They Seek: Exploring Supervisor and Resident Perspectives and Positions on Upward Feedback
Subha Ramani, Rachelle C. W. Lee-Krueger, Amanda Roze des Ordons, Jessica Trier, Heather Armson, Karen D. Könings, Jocelyn M. Lockyer
Journal of Continuing Education in the Health Professions.2022; 42(4): 249. CrossRef
Third year medical students impersonalize and hedge when providing negative upward feedback to clinical faculty
Doreen M. Olvet, Joanne M. Willey, Jeffrey B. Bird, Jill M. Rabin, R. Ellen Pearlman, Judith Brenner
Medical Teacher.2021; 43(6): 700. CrossRef
Faculty Perceptions of Formative Feedback from Medical Students
Lynne Robins, Sherilyn Smith, Amanda Kost, Heidi Combs, Patricia A. Kritek, Eileen J. Klein
Teaching and Learning in Medicine.2020; 32(2): 168. CrossRef
Surgeons have an opportunity to improve teaching quality through feedback provision
Katherine M. Heckman, Renaid B. Kim, Anderson Lee, Emma Chang, Niki Matusko, Rishindra M. Reddy, David T. Hughes, Gurjit Sandhu
Journal of Surgical Research.2018; 229: 164. CrossRef

First
Prev
Page of 1
Next
Last

Search