[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-317160-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-317160-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","performance-exams-and-the-competency-model-in-the-d3d4-and-as3as4-years","Performance Exams and the Competency Model in the D3/D4 and AS3/AS4 Years","","Performance Exams and the Competency Model explain how student competency in providing oral health care is assessed across the D3/D4 and AS3/AS4 years. The competency model uses four evidence domains: Varied Experiences, Faculty Observation, Capstone Appraisal Procedures (CAPs), and Self-Evaluation. Varied experiences rely on diverse comprehensive care patient rosters and tracked metrics such as RVUs and MEEs. Faculty observation uses seven calibrated assessment domains with formative daily evaluations and summative end-of-term grading, triangulated across multiple instructors. Self-evaluation requires identical student forms and a passing threshold aligned to faculty grading, and CAPs include OSCE and performance exams.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/performance-exams-and-the-competency-model-in-the-d3d4-and-as3as4-years/317160/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/performance-exams-and-the-competency-model-in-the-d3d4-and-as3as4-years/317160.png","ImageObject",300,407,{"name":42,"@type":43},"Bintang","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-09-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",15,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What are the four evidence domains in the competency model?","Question",{"text":63,"@type":64},"The model uses Varied Experiences, Faculty Observation, Capstone Appraisal Procedures (CAPs), and Self-Evaluation to determine student progress toward competence.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does faculty observation contribute to student assessment?",{"text":68,"@type":64},"Each patient encounter is assessed across seven calibrated domains using defined rubrics. Daily evaluations are formative, while summative grades are assigned at the end of a 10-week semester and triangulated through input from multiple instructors.",{"name":70,"@type":61,"acceptedAnswer":71},"What is required for students to pass the self-evaluation component?",{"text":72,"@type":64},"Students must complete a summative self-evaluation at the semester’s end, and they must be within one grade of the faculty’s summative self-evaluation comparison to pass that component.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},317160,1790211034,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":97,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":145,"read_time":146,"preview_page_count":4},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Performance Exams and the Competency Model in the D3/D4 and AS3/AS4 Years  \nThe foundations and principles used to assess student competency in providing oral health care to patients within the scope of general dentistry are taught throughout the four-year curriculum and are assessed in the D3/AS3/D4/AS4 years via our competency model, The Four Legged Stool, as illustrated below .  \nThe competency model describes four domains of evidence for determining student progress towards and attainment of competence. The domains include 1) Varied Experiences, 2) Faculty Observation, 3) Capstone Appraisal Procedures (CAPs), 4) and Self-Evaluation . All four domains are used by the faculty in assessing the students’ readiness for graduation .  \nVaried Experiences: Beginning in the D3/AS3 year, students engage in a clinical comprehensive care program . The resulting comprehensive care patients seen by the dental students are most often multidisciplinary in nature. The UIC-COD patient population is very diverse not only with respect to age, but also with respect to medical, physical, ethnic, and socioeconomic status. The exposure to and experiences from the various patients seen in the comprehensive clinics results in an excellent comprehensive care experience over the longitudinal course of the six plus terms the students are in the clinics. It would be typical fora student to have a mature roster of 40-50 active and recall patients at any one time. Students are monitored (via the MPs and UG Specialty Directors) to assure that every student has the varied experiences in all disciplines needed to have an expansive education and prepare students for beginning independent general dental practice. The metrics and tools used by the managing partners and specialty directors are Relative Value Units ( RVUs) and Minimal Essential Experiences ( MEEs) in RVUs, as well as other reports such as the dashboard report and fundamental procedures reports.  \nFaculty Observation: In patient care, each patient encounter that a student has is assessed by a faculty member and evaluated. The faculty member evaluates the student and records the evaluation in the EHR. The faculty member evaluates 7 domains with respect to progression towards clinical competency:  \n1. Professionalism and Ethics  \n1  \n2. Dialogue  \n3. Assessment of the State of Health  \n4. Differential Diagnosis  \n5. Plan of Action  \n6. Intervention  \n7. Student Evaluation Outcomes  \nEach domain has a defined grading rubric and grading faculty members are calibrated on the assessment using the aforementioned rubric. The purpose of the daily evaluations are for formative growth, and no grade is calculated using the daily evaluations. At the end of a 10 week semester all faculty that have worked with student use the above mentioned seven domains and give the student a summative grade (and formative feedback) in their clinical performance. The instructors from all clinical disciplines that have worked with the student evaluate and provide a grade to the student’s managing partner. The managing partner gathers information from at least 10 different instructor (across the disciplines) . The managing partner then integrates this information and calculates a grade for the student. It is believed that the triangulation from many different viewpoints, allows for an accurate assessment of the student’s clinical competency in an authentic environment. The clinical observation grade, in addition to other clinical information, allows the managing partner to assess the student’s competency in a longitudinal manner and finally, overall readiness to graduate .  \nStudent Self-Evaluation: The College of Dentistry places high value on the ability of students to consistently, systematically, and accurately self-evaluate their professional growth towards competency. To the aforementioned end, the students are given the skill sets, opportunity, and feedback to hone those skill sets throughout their dental education .  \nA","cbCaijIvcQg9aeyi","https://ap.wps.com/l/cbCaijIvcQg9aeyi","pdf",3707809,134,"English","# Competency Model Overview\n## Evidence Domains for Competency\n## Varied Experiences\n## Faculty Observation\n## Student Self-Evaluation\n## Capstone Appraisal Procedures (CAPs)\n## Objective Structured Clinical Exams (OSCE)\n# Performance Examination","[{\"question\":\"What are the four evidence domains in the competency model?\",\"answer\":\"The model uses Varied Experiences, Faculty Observation, Capstone Appraisal Procedures (CAPs), and Self-Evaluation to determine student progress toward competence.\"},{\"question\":\"How does faculty observation contribute to student assessment?\",\"answer\":\"Each patient encounter is assessed across seven calibrated domains using defined rubrics. Daily evaluations are formative, while summative grades are assigned at the end of a 10-week semester and triangulated through input from multiple instructors.\"},{\"question\":\"What is required for students to pass the self-evaluation component?\",\"answer\":\"Students must complete a summative self-evaluation at the semester’s end, and they must be within one grade of the faculty’s summative self-evaluation comparison to pass that component.\"}]","Performance Exams and the Competency Model in the D3/D4 and AS3/AS4 Years | PDF",1789929324,338]