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Case Completion Curriculum

Case Completion Curriculum. Sang Park, DDS, MMSc. Objective :. Development and implementation of CCC as a new clinical model for the predoctoral program. To achieve patient-based comprehensive care requiring case completion of assigned patient cases.

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Case Completion Curriculum

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  1. Case Completion Curriculum Sang Park, DDS, MMSc

  2. Objective: • Development and implementation of CCC as a new clinical model for the predoctoral program. • To achieve patient-based comprehensive care requiring case completion of assigned patient cases. • Senior Tutors as group leaders responsible for patient assignment, tx.planning, monitoring student performance and verifying patient care.

  3. Problems: • Loss of motivation once minimum numerical thresholds have been met • Clinic sessions in the 4th yr. are underutilized (low productivity) • Lack of continuation of care: “pick and choose” treatments that will fit their requirements • Lack of commitment to providing comprehensive patient care • Random transfer of patients among students • “Sharing” removable prosthodontic cases for credit

  4. Goals: • Encourage students to perform comprehensive care • Instill sense of commitment and responsibility of completing treatment plans • Less need for transfers and smoother transitions if necessary • Reduce the amount of patients who are in-between treatments due to neglect (and eventuallyreduce the number of remakes) • Students will learn the importance of patient management and will make efforts to maintain their patients

  5. Proposal: • Patient-based comprehensive care Case completion = Graduation Numerical Threshold

  6. Things to consider… • Number of required cases • Measurement of complexity, units, and disciplines • Combination with thresholds • Incomplete cases • axiUm (Exan Enterprise Inc., Las Vegas, NV), a new clinic information system led to Electronic Health Records • Faculty development and student education

  7. Methods: • Perform Chart Reviews with Senior Tutors in the 3rd year prior to 4th year promotions • Senior Tutors review and assess the cases that will require case completion • Cases are determined by the complexity and duration of treatment required (It can vary depending on individual needs and progress) • Cases that involve multidisciplinary learning are preferred

  8. The Case Classification System Park, Timothe, Nalliah et al. J Dent Educ 2011, accepted.

  9. The Case Selection and Requirements Criteria (2010) Park, Timothe, Nalliah et al. J Dent Educ 2011, accepted.

  10. Case Completion Comparisons (Graduated Classes of 2009 and 2010) Park, Timothe, Nalliah et al. J Dent Educ 2011, accepted.

  11. Case Distributions by Case Types *Results indicate the number of cases students completed defined by the Case Classification System for the graduated class of 2010. The range of case numbers completed for the class is also noted according to each case type. Park, Timothe, Nalliah et al. J Dent Educ 2011, accepted.

  12. Student Clinical Productivity: • To evaluate the effects of the clinical education change, from a numeric procedural curriculum to a Case Completion Curriculum (CCC), on student productivity, measured as number of procedures performed in the student teaching practice. • The two study groups (Threshold group and Case completion group) consisted of students who graduatedduring the period 2009-2010. • Clinical performance was assessed by clinicalproductivity across five major discipline areas: periodontics, operative, removable prosthodontics, fixed prosthodontics, and endodontics.

  13. Challenges: • Demands for additional mentoring and management of students and patients were significantly greater with this curriculum. • Utilization and selection of group leaders or managers with strong backgrounds in teaching, mentoring, clinical skills, and administration skills have always posed great challenges. • Concurrent with the implementation of this new educational model, a new computer information system, axiUm, was introduced that led to Electronic Health Records (EHR).

  14. Conclusions: • Shifting the focus from numerical procedural requirements to case completions of assigned cases has increased the number of completed cases and ensured continuity of care. • Less need for transfers took place among students and allowed for smoother transitions when student providers graduated. • This clinical education model could help students learn the importance of patient management and make further efforts to maintain their patients.

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