• Nattira Suksudaj D.D.S., Ph.D., in Dentistry
• Woranuch Chetpakdeejit D.D.S., Ph.D. in Orthodontics

Objective The study aimed to compare self-perceived competency in dental practice of graduates
from a problem-based learning integrated dental school with their employersû perception, and to
identify factors associated with the competency.

Materials and methods Self-administered questionnaires were sent, by post and online questionnaire,
to alumni who graduated between 2000 and 2011 (n=289) and employers (n=90). The 53-item
questionnaires consisted of competencies in cognitive-, professional-, community-based-and clinical
skills. The respondents evaluated their competencies on a six point-rating scale (from 5=very good
to 1=very bad, and 0=not applicable), which later were categorized based on the proportion of
respondents who rated items as ùgoodû and ùvery goodû, ie, ≥ 70% = ùexcellentû, 60-69% = ùsatisfactoryû
and < 60% = ùneeding attentionû.

Results The response rate was 73%. Most respondents had five-year or longer working experience in
dental practice. One fourth of the graduates received postgraduate training. Graduates and employers
agreed on that graduates had excellent skills in specifying chief complaints, but needed improvement
in managing newborns and recognizing abuse cases. Employers also indicated that research-skills,
evidence-based practice and oral health promotion planning skills were the competencies with ùneeding
attentionû category. Graduates who attended postgraduate courses rated a higher level of competency
than those who did not (p < 0.05).

Conclusion Overall, most of the graduates perceived that their competency in general dental practice
skills was excellent, which partly consistent with employersû. The findings suggested that competencies
with ùneeding attentionû should be addressed in undergraduate and postgraduate curriculum development.

(CU Dent J. 2014;37:341-50)