Competencies for orthodontic dental assistants: A scoping review

Despite existing regulations and training opportunities, there is a need to systematically identify the competencies orthodontic assistants should possess to perform their duties and responsibilities in providing patient-centered care under the orthodontist's supervision. This scoping review maps the literature on competencies for professionals in orthodontic assisting roles. A scoping review was conducted following Arksey and O'Malley's framework and PRISMA-ScR). Five databases (Embase, MEDLINE, Scopus, Web of Science, and ProQuest Dissertations & Theses) were searched up to April 2026 without language or study design restrictions. Two reviewers independently screened studies and extracted data using a pilot-tested form. Descriptive statistics and content analysis were used to summarize findings. Twenty-two articles that aimed to determine, describe, and assess competencies were included. Frequently reported competencies included chairside clinical support, orthodontic appliance maintenance, impression taking, radiographic imaging, oral hygiene instruction, and management of orthodontic emergencies. Training strategies involved lectures, simulation-based learning, and supervised clinical practice, with training ranging from 3 to 35 weeks. Differences in task delegations were observed across jurisdictions: complex procedures were more commonly delegated in North America than in Europe. While most studies reported satisfactory trainee performance, they lacked standardized frameworks and assessment tools. Orthodontic assistant competencies are mostly reported at the task level, with limited attention to the underlying knowledge, attitudes, and standardized assessment methods. Further research is needed to develop comprehensive competency frameworks to support consistent training.