| Summary: | Background/purpose: Depending on the educational institute to which they are associated, professors of dentistry differ in their objectives and ideals. Thus, reaching a common consensus regarding the requirements that are essential in this field has proven exceedingly difficult. This study sought to provide a reference for the design of clinical courses and the assessment of educational outcomes in the field of dentistry.
Materials and methods: This study used the nominal group technique with 12 volunteers recruited from the School of Dentistry, National Taiwan University (Taipei, Taiwan) to identify the essential core competencies required by dental students before graduation.
Results: The participants classified the core competencies into two categories, namely, operational and nonoperational, and then prioritized them according to importance. The three most important of nonoperational capabilities were patient–dentist discourse (querying patients and responding to questions), treatment planning, and the ability to deal with medically compromised dental patients. The three most important operational capabilities were cavity filling, infection control, and proper handling of needles.
Conclusion: Patient–dentist discourse was identified as the most important duty in dealing with patients on their first visit. Suitable discourse can help to identify the purpose of the current visit and obtain information related to a patient's dental and medical history. It also gives the dental staff an indication of the patient's personality traits and helps in the formulation of an initial treatment plan following the examination.
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