Transcript Ei dian otsikkoa - behdasht.gov.ir

PROFILE AND COMPETENCES
FOR THE GRADUATING
EUROPEAN DENTIST AND
CURRICULUM DESIGN
Professor Heikki Murtomaa
Institute of Dentistry
Oral Public Health
City of Helsinki
University of Helsinki
Institute of Dentistry,
University of Helsinki, Finland
Dental education
• in 3 universities
(in 4 starting 2010 )
• 5 year curriculum
• 300 ECTS
• annual admission of 140
students (180 in 2010)
Oral hygienist education
• in 4 polytechnics
• 3,5 year curriculum
• 210 ECTS
• annual admission of 120
students
The Humanistic Model of
Professional Education
Awareness
Commitment
Understanding
Knowledge
Skills
Expertise
Agreed profile for the new European dentist according
to the Association for Dental Education in Europe
On graduation the new European dentist should:
 have had a broad academic dental education and be able to function
in all areasof clinical dentistry
 be trained in biomedical science
 be able to work together with other dental and health care
professionals in the health care system
 have good communicative skills
 be prepared to undertake continuing professional development
supporting the concept of life-long learning
 be able to practice evidence-based dentistry based through a problem
solving approach, using basic theoretical and practical skills
COMPETENCE
1. Dentists are expected to contribute through the
achievement of a set of generic and subject
specific competences – abilities essential to
begin independent, unsupervised dental practice.
2. The competences are the basic level of
professional behaviour, knowledge and skills
necessary for a graduating dentist to respond to
the full range of circumstances encountered in
general professional practice.
3. Competences should support integration and
merging of all disciplines, which should benefit
dentists in training and also patients who are
receiving treatment.
COMPETENCES (2)
1. The graduating dentist should learn to
undertake a holistic approach to the
management of their patients.
2. They should have knowledge of and adhere to
the concept of dental team working in their
approach to patient management; all this
should be supported by an ethos of achieving
continuing professional development and
promoting life long learning to achieve a
continuum of education from undergraduate to
retirement.
Domains
 Seven domains have been identified that represent the broad
categories of professional activity and concerns that occur in
the general practice of dentistry.
 The domains are interdisciplinary in orientation and must
embrace an element of critical thinking; they may apply in
differing ways to patients of all ages, including children,
adolescents, adults and the elderly within a given population:
I.
II.
III.
IV.
V.
VI.
VII.
Professionalism
Interpersonal, Communication and Social Skills
Knowledge Base, Information and Information literacy
Clinical Information Gathering
Diagnosis and Treatment Planning
Therapy: Establishing and Maintaining Oral Health
Prevention and Health Promotion
MAJOR COMPETENCE
 A major competence is the ability of
a dentist on graduation to perform provide a
particular, but complex, service or task.
 Its complexity suggests that multiple
and more specific abilities are required to
support the performance of any
major competence.
SUPPORTING COMPETENCE
1. The more specific abilities could be considered as subdivisions
of a ‘major competence’ and are termed a ‘supporting
competence’.
2. Achievement of a major competence requires the acquisition
and demonstration of all supporting competences related to that
particular service or task.
3. Some supporting competences may also contribute to the
achievement of other major competences. The lists of
‘supporting competences’ are not intended to be prescriptive
and are by no means exhaustive. The lists are included for use
by individual schools or countries to complete and modify to
meet particular national or regional needs.
4. ADEE envisages that all European schools will adhere to the
major competences as described in this document, but that
supporting competences may vary in detail between schools.
COMPETENCES:
 Be competent at:
a dentist should on graduation demonstrate
a sound theoretical knowledge and
understanding of the subject together with an
adequate clinical experience to be able to
resolve clinical problems encountered
independently or without assistance.
 Have knowledge of: a dentist should on graduation demonstrate
a sound theoretical knowledge and
understanding of the subject, but need/have
only a limited clinical/practical experience.
 Be familiar with:
a dentist should on graduation demonstrate
a basic understanding of the subject but
need not have clinical experience or be
expected to carry out procedure independently.
DOMAIN I:
PROFESSIONALISM
Major Competence 1: Professional Attitude and Behaviour
On graduation, a dentist must be competent in a wide range
of skills, including investigative, analytical, problem solving,
planning, communication, and presentation skills and has to
demonstrate a contemporary knowledge and understanding
of the broader issues of dental practice. The dentist should
understand the relevance of these issues, including
research, team building and leadership skills in clinical dental
practice.
DOMAIN I:
PROFESSIONALISM
Major Competence 2: Ethics and Jurisprudence
On graduation a dentist must display knowledge of
the content and have a thorough understanding of the
moral and ethical responsibilities involved in the
provision of care to individual patients, to populations
and communities. The dentist must display
knowledge of contemporary laws applicable to the
practice of dentistry.
DOMAIN II: INTERPERSONAL, COMMUNICATION
AND SOCIAL SKILLS
Major Competence: Communication
On graduation a dentist must be competent to
communicate effectively, interactively and reflectively
with patients, their families, relatives and carers and with
other health professionals involved in their care,
irrespective of age, social and cultural background.
DOMAIN III:
KNOWLEDGE BASE, INFORMATION
AND INFORMATION LITERACY
Major Competence 1: Application of Basic Biological, Medical,
Technical and Clinical Sciences
On graduation a dentist must be competent to apply knowledge
and understanding of the basic biological, medical, technical and
clinical sciences in order to recognise the difference between
normal and pathological conditions/disorders relevant to clinical
dental practice and understand the bases of these.
DOMAIN III:
KNOWLEDGE BASE, INFORMATION
AND INFORMATION LITERACY
Major Competence 2: Acquiring and Using Information
On graduation, the dentist must be competent at
demonstrating appropriate information literacy to acquire and
use information from library and other databases and display
the ability to use this information in a critical, scientific and
effective manner. A dentist should demonstrate an ability to
maintain their professional knowledge and understanding
throughout their professional life.
DOMAIN IV:
CLINICAL INFORMATION
GATHERING
Major Competence: Obtaining and Recording a Complete
History of the Patient’s Medical,
Oral and Dental State
On graduation, a dentist must be competent at obtaining and
recording a complete history of the patient’s medical, oral and
dental state. This will include biological, medical, psychological
and social information in order to evaluate the oral and dental
condition in patients. In addition, the dentist will be competent
at performing an appropriate physical examination; interpreting
the findings and organising further investigations when
necessary in order to arrive at an appropriate diagnosis.
DOMAIN V: DIAGNOSIS AND TREATMENT
PLANNING
Major Competence: Decision-making, Clinical
Reasoning and Judgement
On graduation, a dentist must be competent in decision-making,
clinical reasoning and judgement in order to develop a differential,
provisional or definitive diagnosis by interpreting and correlating
findings from the history, clinical and radiographic examination and
other diagnostic tests, taking into account the social and cultural
background of the patient. A dentist must be competent at
formulating and recording a diagnosis and treatment plan which
meets the needs and demands of patients. For treatments that are
beyond their skills, a dentist should be competent to be able to
refer on for an appropriate specialist opinion and/or treatment.
DOMAIN VI: THERAPY: ESTABLISHING AND
MAINTAINING ORAL HEALTH
This domain may relate to patients from different age
groups (children, adolescents,adults and the elderly) or
specifically to one particular age group and to those
patients with special needs and requirements.
On graduation the dentist should be aware of their
limitations and know when to refer a patient for specialist
dental or medical care.
DOMAIN VII: PREVENTION AND HEALTH
PROMOTION
Major Competence: Improving Oral Health of Individuals,
Families and Groups in the
Community
On graduation a dentist must be competent at promoting and
improving the oral health of individuals, families and groups
in the community.
TF II
to develop an agreed approach to the application
of a modularized curricula, including ECTS that
should not impose a single curricula or single
educational approach
 Curriculum structure and ECTS, Part I
(published in EJDE 2006;10:123-130)
 Curriculum structure and ECTS, Part II
(published in EJDE 2007;11:125-136)
ADEE Curriculum Structure
Requirements, guidelines and
recommendations
1.
2.
3.
4.
Framework for a dental programme
Student exchange and ECTS
Teaching and learning
Traditional teaching versus Student directed
learning
5. Use of Internet and e-learning
6. Assessment Procedures and Performance criteria
OUTCOME AND CONTENT REQUIREMENTS
 CONTENT SHOULD BE RELATED AND CONTRIBUTED
TO PROFILE AND COMPETENCES BY ADEE
 EVIDENCE-BASED DENTISTRY SHOULD BE
INTEGRAL
 ELECTIVES SHOULD BE INCLUDED
 EARLY PATIENT CONTACT SHOULD TAKE PLACE
 A RESEARCH PROJECT BY EVERY STUDENT
 (BIO)MEDICAL SUBJECTS SHOULD BE LEARNED IN
AN INTEGRATED WAY
STRUCTURAL REQUIREMENTS
 STRONG LINK OR PART OF A UNIVERSITY WITH
CLEARLY DEFINED ORGANIZATIONAL STRUCTURE
 EDUCATIONAL PRINCIPLES SHOULD BE STUDENTAND PATIENT CENTERED
 MODULES (5 -20 ECTS) WITH INFO ON LEARNING
OBJECTIVES

STUDY TIME

LEARNING METHODS AND MATERIALS

ASSESSMENT PROCEDURES
ECTS
European Credit Transfer and Accumulation System
a
student-centered system based on the student workload
required to achieve the objectives of a program
 objectives
preferable specified in terms of the learning
outcomes and competencies to be acquired
Key features of ECTS
 60 credits is a measure of the workload of a full-time
student during an academic year
 workload amounts 36-40 weeks a year
 one credit stands for 24-30 working hours
 total workload to obtain a dental degree is 300 credits
following ADEE/DentEd model
 credits can only be obtained after completion of workload
required and appropriate assessment of learning outcomes
achieved
Workload and ECTS
 refers to notional time an average learner might be
expected to complete the required learning outcomes
 workload depends on the student’s ability, teaching
and learning methods, resources, curriculum design
etc.
 calculation is largely discipline related and should be
performed by academic staff
 consists of time required to complete all planned
learning activites (lectures, seminars, independent
study, practical sessions, preparations of projects,
examinations, etc.)
Key features of ECTS
 student performance documented by national/local
grade
 ECTS grade recommended
 A best 10%
 B next 25%
 C next 30%
 D next 25%
 E next 10
METHODS OF LEARNING AND TEACHING
REQUIREMENTS
 AIMS AND LEARNING OUTCOMES OF ALL TEACHING
SHOULD BE CLEARLY DEFINED
 ACTIVITIES SHOULD BE BASED ON EDUCATIONAL
NEEDS OF STUDENTS AND ORAL HEALTH NEEDS
OF PATIENTS AND COMMUNITY
 LEARNING AND TEACHING STUDENT-CENTERED
 VARIETY OF LEARNING STYLES
 IT AND VIRTUAL LEARNING MATERIALS
PROBLEM BASED LEARNING SESSION
 A QUICK TEST OF KNOWLEDGE BY TEN RIGHT-WRONG
STATEMENTS
 SEVEN STEPS ARE PROCESSED
 CASES ARE MAINLY COMMON CLINICAL PATIENT CASES
OR DESCRIBING A PHENOMEN RELATED TO THE ISSUE
 A STUDENT CHAIR AND SECRETARY AT A TIME
 DISCUSSION IMPORTANT
 FORMULATE EXPLANATION FOR THE PHENOMEN OF
THE CASE
PROBLEM BASED LEARNING PROCESS
 CASE
 PROBLEM
 BRAIN STORMING
 EXPLANATION MODEL
 LEARNING GOALS
 SELFDIRECTED STUDYING
 CLOSING SESSION

ASSESSMENT OF KNOWLEDGE LEARNED AND ITS
IMPLEMENTATION
PROBLEM BASED LEARNING TUTOR
 PEDAGOGICAL EDUCATION IN PBL REQUIRED
 SUBSTANCE SPECIALIST BUT NOT EXPERTS
 A TUTOR GUIDE FOR EVERY CASE WITH THOROUGH
DISCUSSIONS IN TEACHER MEETINGS

DETAILED LEARNING GOALS

THOROUGH EXPLANATION OR MODEL FOR TEH CASE AND
PRINCIPLES BEHIND IT

REFERENCES TO TEXTBOOKS AND INTERNET ADDRESSES
ASSESSMENT PROCEDURES AND
PERFORMANCE CRITERIA REQUIREMENTS
 CRITERIA FOR LEARNING OUTCOMES, ASSESSMENT
AND GRADING SCHEMES KNOWN TO ALL
 MULTIPLE METHODS OF ASSESSMENT FOR STUDENTS
TO RECEIVE FEEDBACK
 TOOLS TO PROMOTE REFLECTION, CRITICAL THINKING
AND CONTINUED LEARNING EX. SELF-/PEERASSESSMENT AND PORTFOLIOS SHOULD BE IN PLACE
 CLINICAL ASSESSMENTS ON COMPETENCE

KNOWLEDGE, SKILLS,BEHAVIORS, SAFETY

QUANTITY AND QUALITY
ASSESSMENT METHODS
 SUMMATIVE ASSESSMENT

TRANSITIION TO THE NEXT STAGE OF THE COURSE
 FORMATIVE ASSESSMENT

INFO ON PROGRESS BEING MADE BY A STUDENT
 SELF, PEER AND COLLOBORATIVE ASSESSMENT
 PORTFOLIO
 OBJECTIVE STRUCTURED CLINICAL EXAMINATION OSCE
 CLINICAL EXAMINATION
HELSINKI CURRICULUM
Helsinki Curriculum
Learning entity
ECTS
Contact
hours
Independent
studies
TST
1st preclinical year
44
321
848
1169
2nd preclinical year
53
431
971
1402
Growth of the masticatory system
6
75
75
150
General diagnostic methods
7
82
92
174
Development and guidance of the occlusion
6
93
55
148
Function of the masticatory system
6
80
70
150
Reconstruction and rehabilitation of the bite function
13
224
114
338
Infectous diseases of the teeth and periodontium
32
552
307
859
Oral and maxillofacial surgery
11
142
142
284
Oral medicine
19
253
264
517
Oral public health
6
80
80
160
Clinical studies
55
1476
Personal and professional growth
7
124
76
200
Language studies
7
84
90
174
Scientific project
20
30
500
530
Electives
10
270
300
8001
1476
HELSINKI CITY
DENTAL SERVICES
CLINICAL
TEACHERS
STUDENTS
ACADEMIC
STAFF
GOOD
CLINICAL
PRACTICE
QUALITY CARE
COMPETENT DENTISTS
EBD
HELSINKI INSTITUTE
OF DENTISTRY
SBU
1680
1600
1520
1440
1360
1280
1200
1120
1040
960
880
800
720
640
560
480
400
320
240
160
80
1st ye ar
scienti fic
2n d year
trai ning
3d year
4th ye ar
Rese arch
proje ct
5th ye ar
ele ctives
Professional
Train i ng
To tal patien t care
ele ctives
Free electives
All-around
education
General medicine and
oral biology
Society and
administrati
on
Diagnostics
DENTIST
Manual
skills
Humanity
and
interaction
Acquisition of
information
and evaluation
Materials
CORE CONTENT ANALYSIS IN PRACTICE
1. Core content analysis means that those
responsible for study modules at the Faculty,
with a group consisting of teachers from
different fields, make note of what they teach
in each period
2. The content of the cources is classifield
according to the relevance of content and how
these contents should be mastered
THE OBJECTIVES OF CORE CONTENT
ANALYSIS

to guarantee logical and comprehensive
studies with essential contents that are familiar
to everyone

to serve as a tool for teachers

the database allows for teachers to see what
the study module has previously included.

the teaching staff sees their own teaching as a
part of the whole training programme.
RELEVANCE – How relevant is
the knowledge?
1. Must be mastered completely (the
essential content of the study module)
2. Must be mastered adequately (information
significant for the study module)
3. Special knowledge (advanced knowledge)
LEVEL OF COMPETENCE – How well
should the content be mastered?
A. Application (”can treat or apply in the clinical
phase”)
B. Comprehension (”can diagnose”)
C. Knowledge (”has heard/seen”)
PERFORMANCE MANAGEMENT
BALANCED SCORE CARD (BSC) Kaplan and Norton 1996
 A STRATETIC PERFORMANCE MANAGEMENT TOOL
 PROVIDES THE INSTRUMENTATION NEEDED TO
NAVIGATE TO FUTURE COMPETIVE SUCCESS
 INCORPORATES ALL QUANTITATIVE AND ABSTRACT
MEASURES OF TRUE IMPORTANCE TO THE
ENTERPRISE
 HELPS ORGANIZATIONS TO ACHIEVE A DEGREE OF
BALANCE IN SELECTION OF PERFORMANCE
MEASURES
Implementing Balanced Scorecards typically
includes four processes:
 Translating the vision into operational goals
 Communicating the vision and linking it to
individual performance
 Business planning
 Feedback and learning and adjusting the
strategy accordingly
STRATEGIC MANAGEMENT BSC Kaplan and Norton 1996
 BASELINE ANALYSIS

WHERE WE ARE, SWOT
 REALISATION OF THE NEED FOR CHANGE

WHAT WOULD WE LIKE TO IMPROVE
 VISION

WHAT WOULD WE LIKE TO ACHIEVE
 MAKING OF THE ACTION PLAN

WHAT HAS TO BE DONE AND HOW

RESPONSIBILITIES, TIMETABLE, PRIORITIES
 STARTING THE ACTION AND INFORMING THE STAFF
 INTERMEDIATE ASSESSMENT

HOW ARE WE DOING
 FINAL ASSESSMENT

FURTHER ACTIVITIES – HOW TO GO ON
STRATEGIC LEADERSHIP BSC Kaplan and Norton 1996
PERSPECTIVES
Financial/Services
Customer/Students, University, Society
Internal process/Staff, Curriculum
Innovation and learning
perspective/Development
STRATEGIC LEADERSHIP BSC Kaplan and Norton 1996
PERSPECTIVES
Innovation and learning perspective
Human
capital
Information capital
Organization capital
TASKFORCE IV – GLOBAL CONGRESS