Orthodontics rewired: A new approach to predoctoral competency training

Abstract

AbstractObjectiveTo describe changes in a competency‐based orthodontics course in response to the COVID‐19 pandemic, and compare outcomes before and after these adaptations.MethodsExempted by NYU IRB (#FY2021‐4795, #FY2021‐5748). At NYU College of Dentistry, assessments and surveys for D3 course groups were compared: 2018 (N = 89, in‐person) and 2022 (N = 109, hybrid; remote synchronous with cold‐calling). Assessments were identical and proctored. Pass rates, mean scores, and score distributions were compared using t‐tests and Z‐scores. Internal consistency of surveys was evaluated with Cronbach's alpha. Six paired Likert items were categorized into Positive, Neutral, and Negative and compared using Fisher's exact test and phi coefficients. Four items were added to the 2022 survey to assess students’ responses to “cold‐calling” and were evaluated using descriptive statistical methods.ResultsNo significant differences in pass rates or mean assessment scores were found between 2018 (79.8%, 1.45 ± 1.11) and 2022 (80.7%, 1.50 ± 0.97) groups. Surveys demonstrated high internal consistency (Cronbach's alpha: 0.95 and 0.81). Response rates were 79% and 80% for both groups with a median score of 4 (Agree) or higher, indicating positive confidence and motivation. Fisher's exact test and phi coefficients did not find significant differences across surveys (p ≤ 0.05). The four additional Likert items in the 2022 group survey suggested that cold‐calling increased preparedness and anxiety. The median score for cold‐call items = 4 (Agree).ConclusionsThe null hypothesis was upheld. Assessment and survey outcomes for 2018 and 2022 were similar. Students displayed increased confidence and motivation. “Cold‐calling” was associated with increased preparedness, engagement, and anxiety.