Table 2.

Participants’ self-rated performance and perceived importance (%) in course design competencies, categorized by academic rank (n = 66).

Competencies	Rating	Academic positions (percentages)
		Professor (n = 5)	Assoc. prof (n = 16)	Assist. prof (n = 38)	Teaching assistant (n = 7)	Total % (n = 66)
C1. Developing instructional goals and objectives	LK	20%	37.5%	26.3%	71.4%	38.8%
	HP	20%	43.7%	30.3%	100%	48.5%
	p value	0.92	0.18	0.67	0.045*	0.55
C2. Design Dental Course specification	LK	0%	37.5%	36.4%	51.4%	31.3%
	HP	20%	30.8%	47.4%	85.7%	45.9%
	p value	0.78	0.32	0.52	0.039*	0.74
C3. Appropriate selection of teaching methods for Course goals	LK	0%	31.3%	36.9%	57.1%	31.3%
	HP	20%	43.7%	47.3%	81.4%	48.1%
	p value	0.79	0.62	0.34	0.041*	0.063
C4. Developing blueprint	LK	0%	37.5%	42.1%	85.7%	41.3%
	HP	40%	43.8%	78.9%	100%	65.7%
	p value	0.05*	0.63	0.86	0.98	0.05*
C5. Design problem-based teaching activity	LK	40%	43.7%	66.7%	57.1%	51.8%
	HP	80%	56.3%	69.7%	100%	76.5%
	p value	0.045	0.97	0.89	0.035*	0.042*
C6. Designing OSCE/OSPE stations	LK	40%	56.3%	63.6%	85.7%	61.4%
	HP	100%	82.5%	91.5%	100%	93.5%
	p value	0.034*	0.05*	0.041*	0.83	0.024*
C7. Designing team-based learning activity	LK	40%	50%	65.8%	100%	63.9%
	HP	100%	62.5%	69.6%	100%	83.1%
	p value	0.037*	0.56	0.65	0.95	0.037*

LK, Lower Knowledge; HP, Higher Priority. *p value is statistically significant.