Collaborative Design of An Assessment Tool for Dental Assistants: An Action Research Study

Abstract

This action research study investigated the enhancement of assessment practices within the dental assistant training program at a Dental Training Institute affiliated with a medical center. Grounded in the Community of Practice (CoP) theory, the study addressed identified gaps in current methodologies and aligned assessment practices with the evolving competencies required in the dental care industry. By engaging dental assistant alumni, dental residents, faculty members, and other stakeholders, the research fostered a participatory learning environment and emphasized the co-construction of knowledge. The study followed an iterative process of planning, action, observation, and reflection to develop and refine an enhanced assessment tool that captures the complex skills and competencies necessary for modern dental assistants. Key findings from the study include the importance of specialty-specific assessments, the integration of soft skills and continuous feedback mechanisms, and the adaptability of the assessment tool across different contexts within the dental assistant training program. The research demonstrates the effectiveness of action research in driving educational innovations and improving the alignment between theoretical knowledge and clinical practice. The study's outcomes contribute methodologically and practically, offering a refined assessment model that can be broadly adopted to elevate the quality of dental assistant education and better prepare students to meet the demands of contemporary dental care.