The case for change in dental education

This article introduces a series of white papers developed by the ADEA Commission on Change and Innovation (CCI) to explore the case for change in dental education. This preamble to the series argues that there is a compelling need for rethinking the approach to dental education in the United States. Three issues facing dental education are explored: 1) the challenging financial environment of higher education, making dental schools very expensive and tuition-intensive for universities to operate and producing high debt levels for students that limit access to education and restrict career choices; 2) the profession's apparent loss of vision for taking care of the oral health needs of all components of society and the resultant potential for marginalization of dentistry as a specialized health care service available only to the affluent; and 3) the nature of dental school education itself, which has been described as convoluted, expensive, and often deeply dissatisfying to its students.     

The case for change in dental education

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.     

A proposal for a problem‐oriented pharmacobiochemistry course in dental education

Problem‐oriented learning is an effective method of learning that increases students' learning motivation, improves the relationship amongst students and results in open‐minded discussions. In this study, a new problem‐oriented pharmacobiochemistry course related to ‘oxidative metabolism of drugs by cytochrome P450 (CYP450) systems’ was designed. Students were divided into seven groups. Three keywords related to drug interaction through CYP450 were provided to each group in order for them to conduct research on the information given. After 1 month, the groups attended a session under the supervision of a tutor to solve a simulated problem case that was designed using the keywords. At the end of the integrated course, a multiple‐choice examination was given. The success rate of 76 students who attended the course was found to be significantly higher than the success rate of the students who received the lecture‐based course only (P < 0.0001). A questionnaire containing 20 items (Cronbach's alpha: 0.92) was administered to the students to learn about their perception regarding this educational model. The questionnaire was evaluated using the Likert scale. Student feedback was very positive, with fourteen answers rated as ‘agree’ and the remaining six rated as ‘strongly agree’. Students thought that the problem‐oriented model was very enjoyable and useful in regard to dental education. Based on these results, we conclude that this course model may help achieve an integrated curriculum for dental school programmes.     

Assessing professionalism within dental education; the need for a definition

Professionalism is a broad competency needed by dentists to act effectively and efficiently and is seen as a central part of both undergraduate and postgraduate curricula. Assessment is vital in education to assess progress and direct future learning. It is also an essential part of good professional regulation, which depends upon high quality assessment to maintain credibility. Educators must produce clear expectations that students can strive for. Thus dental educators are required to understand precisely what is meant by “professionalism” in relation to dentistry in order to both teach and assess it. The aim of this paper is to explain the importance of professionalism, explore its features and its assessment as described in the literature. The paper concludes that without a validated definition of this construct, assessment of professionalism within dental education will be compromised.     

Competence,competency‐based education,and undergraduate dental education: a discussion paper

Introduction

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.     

Students’ perception of a problem‐based learning scenario in dental nurse education

Background: In July 2008, The General Dental Council implemented mandatory registration for Dental Nurses in the United Kingdom, recognising them as legally responsible for patient care. As dentistry comes to terms with the impact registration has on dental nurses, sustained advances in the teaching of students in other healthcare disciplines demonstrate the way in which the role of pedagogy in dental nurse education has been underdeveloped. In an attempt to see dental nursing stand in line with other progressive healthcare professionals, the authors have implemented Problem‐Based Learning (PBL) into a dental nurse program in NHS Education for Scotland, Glasgow. Aim: The aim of the research is to assess the perceptions of dental nurse students with regard to participation in active learning. Materials and Methods: The study is facilitated by a short PBL package which offers introductory exposure to this method of learning. A qualitative approach has been taken to gather experiential data using a questionnaire. Thematic analysis took place to reveal emergent themes. Results: Analysis reveals that the participants found PBL to be an enjoyable experience that could be valuable in the acquisition of deep knowledge and improved patient care. The participants raised concerns with regard to confidence in their own knowledge acquisition in PBL sessions and highlighted a need for improved feedback. Discussion and conclusion: While the participants enjoyed the self directed nature of PBL, it is important to note that the need for facilitator guidance was considered imperative, especially where the students had little or no experience of PBL, as in this study.