Justification of the descriptor system for monitoring the professional competencies of orthodontists
Bohdan Melnyk, Oleksandr Kaniura, Nataliia Rashchenko, Albina Tsyzh, Olha TsyzhAbstract
Introduction:
The aim of the study was to experimentally verify the effectiveness of a descriptor system for monitoring the knowledge of dental students in orthodontics in accordance with the proposed assessment criteria.
Materials and Methods:
The methodology involved a study conducted with 99 second-year students of the Faculty of Dentistry at Medical University, a retrospective analysis of learning outcomes, the development of descriptors for monitoring professional competencies, the construction of standardized assessment tasks and checklists, experimental verification of the results, and the use of digital platforms including Moodle, Canvas, ExamSoft, Simodont Dental Trainer, 3Shape Dental System, and iSpring Learn Learning Management System. Not all listed platforms were used simultaneously; Moodle and Canvas were applied for theoretical assessment, Simodont Dental Trainer and 3Shape Dental System for simulation-based practical skills, whereas ExamSoft for structured testing, and iSpring Learn LMS for reflective assessment.
Results:
A theoretical analysis of contemporary assessment practices in dental education in Ukraine demonstrated that the introduction of distance learning, digital platforms, and virtual simulations significantly increased the effectiveness of student training, whereas traditional written tests and oral interviews did not always adequately reflect the level of practical skills. The integration of standardized descriptors and the Objective Structured Clinical Examination ensured objective and fair assessment.
Conclusion:
It was found that Moodle and Canvas were used to assess theoretical knowledge, Simodont Dental Trainer and 3Shape Dental System simulators were employed for the evaluation of practical skills, and iSpring Learn Learning Management System was applied for reflective assessment. The practical significance of the study lies in the possibility for teachers, university administrators, and students themselves to use the developed descriptors, checklists, task construction algorithms, and digital platforms for objective monitoring, self-assessment, and improvement of professional competencies in orthodontics.
The following core competencies are addressed in this article:
Theoretical knowledge of orthodontics; diagnostic and orthodontic treatment-planning skills; practical skills in performing orthodontic procedures; appropriate use of instruments and adherence to procedural sequences; clinical reasoning and application of knowledge in practice; reflective competence, self-assessment, and independent planning of professional development. These competencies correspond to the theoretical, practical, and reflective components of the proposed descriptor system.