Instructors’ Perspectives of Clinical Performance of Internationally-Trained Dental Students’ Enrolled in a Qualifying Program

Abstract

Objectives

This qualitative study explored the instructors’ perspectives on the clinical performance of internationally trained dentists (ITD) as dental students, focusing on strengths, limitations, and recommendations for improvement.

Methods

Qualitative description guided the study design. Participants were full-time clinical instructors involved in delivering the DDS Advanced Placement program in the School of Dentistry at the University of Alberta. Instructors were purposefully selected using maximum variation sampling. Data were collected through individual, semi-structured interviews via Zoom, and analyzed using inductive, manifest content analysis in which categories and sub-categories were developed to account for the relevant data. Strategies to ensure methodological rigor included selecting information-rich participants and ensuring that the chosen research methods align with the research objective and are followed as expected.

Results

Twelve instructors were interviewed; three were males and nine females ranging in age from 30 to 70 years. The study unveiled notable strengths such as the enthusiasm and dedication of ITD students. Instructors emphasized the need for tailored skill development and cultural competence among ITD students. Areas for improvement included a lack of clinical skills such as composite tooth preparation, hand skills and radiographic interpretation, and habit modification from previous training. Instructors recommended conducting a comprehensive initial assessment, integrating ITD students earlier into the program, tailoring preclinical sessions to address ITD students’ learning needs, and providing ongoing cultural training.

Conclusion

Qualifying dental programs are encouraged to comprehensibly and continuously assess the clinical performance of ITD students to provide the support they need throughout their training. The effectiveness and feasibility of instructors’ recommendations to improve these programs remain to be elucidated. Data from these efforts will be crucial in correcting and refining educational strategies and support systems.