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Alison Bullock - One of the best experts on this subject based on the ideXlab platform.
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competence competency based Education and undergraduate Dental Education a discussion paper
European Journal of Endocrinology, 2018Co-Authors: Supachai Chuenjitwongsa, Richard Oliver, Alison BullockAbstract:The aim of undergraduate Dental Education is to provide competent dentists to serve societal needs and improve population oral healthcare. Competency-based Education has influenced the development of Dental Education for decades but this term is problematic. This article explores components of competency-based undergraduate health professional Education in order to help the Dental profession have a better understanding of the context and purposes of undergraduate Dental Education. Methods This is a discussion paper based on a wide reading of the literature on the Education of health professionals with a specific focus on competency-based undergraduate Education. Results and Discussion Competence comprises an integration of knowledge, skills and attitudes indicating a capability to perform professional tasks safely and ethically. The process of becoming a competent practitioner is complex. Four characteristics of competency-based Education are: curriculum components and content shaped by societal needs; focused on student-centred learning; learning achievement; and limited attention to time-based training and numerical targets. Alongside a competency-based approach, undergraduate Dental Education can be influenced by institutional features and external factors but these receive little consideration in the literature. Conclusion Understanding competence, competency-based Education, and institutional and external factors will help to improve Educational quality, define roles and professional development for the Dental educator, and inform further research.
Richard W. Valachovic - One of the best experts on this subject based on the ideXlab platform.
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ADEA-ADEE Shaping the Future of Dental Education III: Assessment in competency-based Dental Education: Ways forward.
Journal of dental education, 2020Co-Authors: Ingrid Tonni, Cynthia C. Gadbury-amyot, Marjan J. B. Govaerts, Olle Ten Cate, Joan M. Davis, Lily T Garcia, Richard W. ValachovicAbstract:Assessment in competency-based Dental Education continues to be a recognized area for growth and development within Dental programs around the world. At the joint American Dental Education Association (ADEA) and the Association for Dental Education in Europe (ADEE) 2019 conference, Shaping the Future of Dental Education III, the workshop on assessment was designed to continue the discussion started in 2017 at the ADEA-ADEE Shaping the Future of Dental Education II.1 The focus of the 2019 conference involved examining the potential of entrustable professional activities (EPAs) and current thinking about workplace-based assessment (WBA) within competency-based Education in the 21st century. Approximately 30 years ago, George Miller wrote about the assessment of competence in medical Education and challenged faculty to reach for higher levels of assessment than knowledge or skill.2 Acknowledging that no one assessment method can result in a valid assessment of competence, Miller proposed a four-level framework for assessment. The lowest level involves measuring what students know ("knows"), followed by assessment of the skill with which knowledge is applied in relevant tasks or problems ("knows how"). Next is an assessment of task performance in standardized settings ("shows how"), and finally, the highest level assesses the student's performance in the unstandardized clinical workplace ("does"). The 2019 assessment workshop focused on advances in the assessment of learners in the unstandardized workplace-the highest level of Miller's assessment pyramid ("does"). Research has shown that Dental Education has struggled to implement assessment strategies that meet this level.3 The workshop brought together individuals from around the world, with an interest in assessment in Dental Education, to consider how assessment in the "does" level, specifically EPAs and WBA, factors into competence assessment in dentistry/Dental Education.
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adea adee shaping the future of Dental Education iii the impact of scientific technologies and discoveries on oral health globally
Journal of Dental Education, 2020Co-Authors: Irina F Dragan, Joan M. Davis, Lily T Garcia, Muhammad F Walji, Marjoke Vervoorn, Barry Quinn, Lynn Johnson, Richard W. ValachovicAbstract:The central purpose of scientific research and emerging Dental health technologies is to improve care for patients and achieve health equity. The Impact of Scientific Technologies and Discoveries on Oral Health Globally workshop conducted joint American Dental Education Association (ADEA) and the Association for Dental Education in Europe (ADEE) 2019 conference, Shaping the Future of Dental Education III, highlighted innovative technologies and scientific discoveries to support personalized Dental care in an academic and clinical setting. The 2019 workshop built upon the new ideas and way forward identified in the 2017 ADEE-ADEA joint American Dental Education Association (ADEA) and the Association for Dental Education in Europe (ADEE) 2019 conference, Shaping the Future of Dental Education II held in London. During the most recent workshop the approach was to explore the "Teaching Clinic of the Future". Participants applied ideas proposed by keynote speakers, Dr. Walji and Dr. Vervoorn to Educational models (Logic Model) in an ideal Dental Education setting. It is only through this continuous improvement of our use of scientific and technological advances that Dental Education will be able to convey to students the cognitive skills required to continually adapt to the changes that will affect them and consequently their patients throughout their career. This workshop was a valuable experience for highlighting opportunities and challenges for all stakeholders when aiming to incorporate new technologies to facilitate patient care and students' Education.
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ADEA Allied Dental Education Leadership (ADEL).
Journal of dental education, 2019Co-Authors: Richard W. Valachovic, Jeanne C. SinkfordAbstract:Back in August 1999, a special American Dental Education Association (ADEA) task force report titled “Future of Dental School Faculty” identified a crisis in Dental Education related to the shortage of Dental faculty—the “graying” of the faculty workforce and the insufficient numbers of
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An introduction to the ADEA Commission on change and innovation in Dental Education.
The Journal of the American College of Dentists, 2010Co-Authors: Richard W. ValachovicAbstract:New developments in dentistry are appearing rapidly, and new electronic means for making information available are already in the hands of our Dental students. Recognizing a dramatic shift in the landscape, the American Dental Education Association developed, in 2004, the Commission on Change and Innovation. The commission has coordinated a national effort to identify a new Dental Education curriculum, beginning with a revision of the Competencies for the New General Dentist. From this starting point, the association is working to identify foundation knowledge and skills that support these competencies and new assessment methods. There is now a network of faculty liaisons at most schools throughout the United States and Canada. The future will likely see much of Dental Education delivered in community and other settings besides the traditional lecture room.
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The case for change in Dental Education.
The New York state dental journal, 2008Co-Authors: Richard W. ValachovicAbstract:The 1926 Gies Report on Dental Education was the first of many calls for major reform in Dental Education over the past 80 years. Significant changes in the way dentists were educated were implemented after the Gies Report, including the closure of proprietary Dental schools and general acceptance of a three-to-four-year course of study leading to the Dental degree with a sound foundation in basic and clinical sciences. In many ways, little has changed since then. This presentation explores possible reasons for why this is true and evaluates opportunities for the future.
Michael Ah Ong - One of the best experts on this subject based on the ideXlab platform.
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Dental Education Resources On The World
Annals of Dentistry, 1998Co-Authors: Ks Khoo, Michael Ah OngAbstract:The existence of numerous World Wide Web (WWW) sites devoted to Dental Education is proof that Dental educators have been utilizing the pedagogical potential of information technology. Despite the availability of an immense quantity of information on the Internet, performing a search is often a complex, uncoordinated and time-consuming procedure, thus the usefulness of a guide on a topic of interest. Forty WWW sites devoted to Dental Education have been located using search engines. They were evaluated and classified as follows: guides, electronic publications, databases, patient Education and undergraduate Education; and according to subjects such as oral biology, morphology, histology, microbiology oral pathology, oral and maxillofacial surgery, radiology, periodontology, Dental materials, orthodontics and neuroscience. The extensiveness and quality of some of these sites make them useful resources and knowledge banks for the teacher and the student.
Supachai Chuenjitwongsa - One of the best experts on this subject based on the ideXlab platform.
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competence competency based Education and undergraduate Dental Education a discussion paper
European Journal of Endocrinology, 2018Co-Authors: Supachai Chuenjitwongsa, Richard Oliver, Alison BullockAbstract:The aim of undergraduate Dental Education is to provide competent dentists to serve societal needs and improve population oral healthcare. Competency-based Education has influenced the development of Dental Education for decades but this term is problematic. This article explores components of competency-based undergraduate health professional Education in order to help the Dental profession have a better understanding of the context and purposes of undergraduate Dental Education. Methods This is a discussion paper based on a wide reading of the literature on the Education of health professionals with a specific focus on competency-based undergraduate Education. Results and Discussion Competence comprises an integration of knowledge, skills and attitudes indicating a capability to perform professional tasks safely and ethically. The process of becoming a competent practitioner is complex. Four characteristics of competency-based Education are: curriculum components and content shaped by societal needs; focused on student-centred learning; learning achievement; and limited attention to time-based training and numerical targets. Alongside a competency-based approach, undergraduate Dental Education can be influenced by institutional features and external factors but these receive little consideration in the literature. Conclusion Understanding competence, competency-based Education, and institutional and external factors will help to improve Educational quality, define roles and professional development for the Dental educator, and inform further research.
Howard L. Bailit - One of the best experts on this subject based on the ideXlab platform.
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Introduction to "Advancing Dental Education in the 21st Century" Project.
Journal of dental education, 2017Co-Authors: Howard L. Bailit, Allan J. FormicolaAbstract:In 1926, the Carnegie Foundation for the Advancement of Teaching published a report prepared by William J. Gies, PhD, a professor of biochemistry and founder of the Columbia University College of Dental Medicine. The Gies report examined the current status of Dental Education in the United States and Canada and made recommendations for a new direction. This report led to major improvements in Dental Education and research and was a critical factor in making dentistry a learned profession. Dental and allied Dental Education are now challenged by a new set of issues related to financing Education, improved oral health, more effective treatment technologies, and a rapidly changing delivery system. In an effort to meet these challenges, this strategic planning project first examined the current status and future trends that are likely to impact the Dental profession over the next 25 years. The project was organized into six sections, and 50 authors were invited to prepare 38 articles to address these issues. The executive summaries for each section are being published in the August and September 2017 issues of the Journal of Dental Education, and the background articles are being published in online supplements to those issues. In the next phase of the project, information from the articles will be used to make strategic recommendations to assist Dental schools and allied Dental Education programs in preparing graduates for practice in 2040 and to meet their institutions' missions for scholarship and service. This introduction presents the project rationale, provides a list of the published articles, and acknowledges the organizations that supported this effort.
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financing clinical Dental Education
Journal of Dental Education, 2007Co-Authors: Howard L. Bailit, Allan J. Formicola, Tryfon Beazoglou, Lisa A TedescoAbstract:Many reports have documented the growing financial challenges faced by Dental schools. This article examines the financial implications of two new models of Dental Education: 1) seniors spend 70 percent of their time in community clinics and practices, providing general Dental care to underserved patients, and 2) schools develop patient-centered clinics where teams of faculty, residents, and senior students provide care to patients. We estimate that the average Dental school will generate new net revenues of about $2.7 million per year from the community-based Educational programs for senior students and about $14 million per year from patient-centered care clinics. These are upper boundary estimates and vary greatly by school. The organizational and financial challenges of moving to these new Educational models are discussed.
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State financing of Dental Education: impact on supply of dentists.
Journal of dental education, 2003Co-Authors: Howard L. Bailit, Tryfon BeazoglouAbstract:In 2000, the thirty-six states with public Dental schools provided an average subsidy of 49,347 dollars per Dental student. In contrast, nineteen states provided little or no subsidy. Since states invest in Dental Education, in part, to ensure an adequate supply of dentists, we examined the factors that explain dentist variation among states. We found that population size, per capita income, and the number of students from the state enrolled in Dental school had a significant and positive impact. The level of state support for Dental Education and the presence of a Dental school had a negative or nonsignificant effect, respectively. Apparently, dentists locate based primarily on the demand for their services and, to a lesser extent, on where they were raised. The states' investment in Dental Education had little impact on number of dentists because some states had many dentists but invested little in Dental Education. We identified two states that collectively account for 15 percent of enrolled students even though they provide minimal subsidy for Dental Education. We discuss the implications of these findings for states that do not have Dental schools and need more dentists. This research was supported in part by grants from the Connecticut Health Foundation (Dental Workforce in Connecticut: Issues and Options), the Robert Wood Johnson Foundation, and the California Endowment (Pipeline, Profession, and Practice: Community-Based Dental Education).
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Dental Education summits: the challenges ahead.
Journal of the American Dental Association (1939), 2003Co-Authors: Howard L. Bailit, Richard G. Weaver, Karl Haden, William Kotowicz, Eric HovlandAbstract:ABSTRACT Background The authors present the major findings from ADA-sponsored Education summit meetings in 2001 and 2002 that addressed the issues of Dental Education costs, Dental student debt levels at graduation and budgeted unfilled Dental school faculty positions. Overview The meetings included representation from the ADA, the American Dental Education Association, the American Student Dental Association, the National Institute of Dental and Craniofacial Research and ADA-recognized Dental specialty organizations. National experts on the three issue areas made formal presentations. State funds for Dental Education declined 22 percent from 1991 to 1998, after adjusting for inflation. Reductions in state budgets for 2002 and 2003 suggest further declines in state support. To cope with declining revenues, schools increased student tuition and fees 10 percent annually from 1991 to 1998, contributing to increasing levels of student Educational debt, which in 2000 averaged $87,600. Dental schools also have decreased their investment in physical plant and faculty numbers. Annual faculty salaries have increased 3 percent, while practitioner income has increased 7 percent. Academic income disparities with private practice have contributed to Dental schools having almost 400 unfilled faculty positions. Conclusions and Practice Implications Dental Education is facing severe financial challenges that likely will increase. While there are no easy solutions, schools must make greater efforts to reduce operating expenses and seek more state and federal support for Dental Education. The ADA approved the summit reports, and the ADA House of Delegates adopted six resolutions that support the summits' recommendations.