Professor Damien Walmsley President Association of Dental Education in Europe

Transcription

1 Professor Damien Walmsley President Association of Dental Education in Europe

2 Dublin Dental School

3 Our offices

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5 Association for Dental Education in Europe

6 Aim of Presentation To show how the development of a European curriculum has taken place over time Involvement of different educational establishments and societies in dentistry to achieve the overall aim

7 Association of Dental Education in Europe Started as European School members Annual conference since 1975 Represent over 80% of Dental Schools

8 Founded in 1975 The Start

9 World Health Organization held 2 conferences: 1. Undergraduate Dental Education, Copenhagen, November Postgraduate Dental Education London, April This led to the formation of ADEE

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11 * *DentEd Members in Europe * * * * * Dented * * * * * * * * *** * * * * * * * *** ** * * * ** * * * * * * *** * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * 03/01/02 * * * 2

12 Peer visitations following a self assessment process ACTA Amsterdam

13 Dented School Visitations 44 dental schools visited School produced a self assessment document Visited by a team of 4 assessors Final report on the Web Outcome influence and impact Locally Nationally Internationally

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17 Publications in European Journal of Dental Education October 2002 Volume 6, Issue Supplement s3 Pages 5 190

18 DentEd III

19 DentEd III

20 Profile of the European dentist competences and curriculum structure European Credit Transfer System (ECTS) Global Congress on dental education 2007 Continuation of work of DentEd TNP merging activities ADEE

21 Task Force I Profile and Competences for the Graduating European Dentist Objectives To tune dental education through the establishment of an agreed profile for the dentist based on learning units, generic and professional competences. To seek agreement from European dental schools to this profile through strategic alliances within academic dentistry and the involvement of national competent organisations.

22 Task Force I Profile and Competences for the Graduating European Dentist Documents and links Profile and Competences for the Graduating European Dentist - Update 2009 Profil et Compétences du Futur Odontologiste Européen This document is published in the European Journal of Dental Education Issue 2010:14:4.

23 Task Force II Curriculum Structure, Content, Learning & Assessment in European Undergraduate Dental Education Objective To develop an agreed approach to the application of a modularised curriculum, including ECTS, that should not impose a single curriculum or single educational approach

24 Documents Task Force II Curriculum Structure, Content, Learning & Assessment in European Undergraduate Dental Education Task Force II Curriculum Structure, Content, Learning and Assessment in European Undergraduate Dental Education - Update 2010 Task Force II Appendix 1 - ECTS - Update 2010 Task Force II Appendix 2 - Assessment - Update 2010 This document is published in the European Journal of Dental Education Issue 2011:13:3.

25 Objective To develop a quality assurance model for the European curricula by identifying and agreeing to indicators for benchmarking. Documents and links Task Force III Quality Assurance and Benchmarking Task Force III Benchmarking & Quality Assurance This document is published in the European Journal of Dental Education 2007 and update is awaiting publication

26 Task Force Example an agreed profile for the dentist based on learning units, generic and professional competences agreement from European Dental Schools,..involvement of National competent organisations

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28 Plasschaert AJM, Holbrook WP, Delap E, Martinez C, Walmsley AD Profile and Competences for the European Dentist European Journal of Dental Education 2005; 9:

29 Definitions e competent at: student should have 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.

30 Definitions Have knowledge of: students should have a sound theoretical knowledge of the subject, but need/have only a limited clinical/practical experience.

31 Definitions Be familiar with: students should have a basic understanding of the subject but need not have clinical experience or be expected to carry out procedures independently.

32 Domain 6 establishment and maintenance of oral health Broken down into specialities

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34 Major competence: oral medicine management periodontal management caries and endodontic management surgical procedures pain and anxiety management restorative/prosthodontic management orthodontic management emergency treatment paediatric dentistry??

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36 Dental Schools European & National Specialist Societies Council of European Dentists European & National Regulatory Bodies National Professional Associations EDSA Dental Students...and anyone we may have forgotten

37 pe J, Plasschaert A, Harzer W, kka-puhakka H, Walmsley AD file and Competences for the opean Dentist - an update opean Journal of tal Education 0; 14:

38 Revised document Changed terminology Rephrased pedagological statements Looked at the Domains Consulted Accommodated

39 Major competences Supporting competences 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.

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41 I. Professionalism II. Interpersonal, Communication and Social Skills III. Knowledge Base, Information and Information literacy IV. Clinical Information Gathering V. Diagnosis and Treatment Planning VI. Therapy: Establishing and Maintaining Oral Health VII. Prevention and Health Promotion

42 This has been changed to: - 10 Major Competencies General 68 Minor Competencies As a list and not subject specific

43 No longer prescriptive Review documents already available. Found and referenced peer reviewed documents for Endodontics, Oral Pathology, Oral Surgery Where specific competencies or learning outcomes are not available, specialist educators to produce information

44 Cited 157 times Cited 88 times

45 Macluskey M et al. UK national curriculum for undergraduate oral surgery subgroup for teaching of the Association of British Academic Oral and Maxillofacial Surgeons. Eur J Dent Educ 2008: 12: European Society of Endodontology. Quality guidelines for endodontic treatment: consensus report of the European Society of Endodontology. Int Endodont J. 2006: 39: Odell EW et al. British Society for Oral and Maxillofacial Pathology, UK: minimum curriculum in oral pathology. Eur J Dent Educ. 2004: 8:

46 Kossioni A, Vanobbergen J, Newton J, Müller F, Heath MR. European College of Gerodontology: undergraduate curriculum guidelines in Gerodontology. Gerodontology : European Academy of Paediatric Dentistry: A guideline framework for undergraduate education in paediatric Dentistry. Eur Archs Paediatr Dent. 2009: 10(2);

47 eeting in Segovia overed undergraduate and postgraduate education ecial Issue: European Consensus Workshop in riodontal Education ropean Journal of Dental Education ume 14, Issue Supplement s1, es 34 40, 2010

48 eeting in Berlin overed undergraduate and postgraduate education al Issue: onsensus Workshop on the Development uropean Core Curriculum in Cariology ean Journal of Dental Education e 15, Issue Supplement s1, pages 18 22,

49 Budapest, June 13-15, 2013

50 Three strands to work 1.Undergraduate 2.Postgraduate 3.CPD Publication and special issue European Journal of Dental Education Volume 18, Issue s1, March 2014

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52 European Community Advisory body and not legislative Looking to where education is heading Profile and competences Guidelines and not definite requirements

53 ADEE-initiated European project

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55 ropean citizens wish list for their dentists: gree or license that meets EU-standards aintain & up-date knowledge and skills D enhancing the quality of their practice

56 CPD - European State of Play No harmonisation on: the essential content or regulation of CPD for graduate dentists in EU CPD is provided by a variety of enterprises dental schools in higher education institutions public sector organisations & industry Not all subject to quality management

57 Some Findings Statement N (%) hink that CPD should be obligatory for all ntists ll countries should have an official, tional, accredited CPD system ore CPD should be available electronically -learning)

58 Special Issue: DentCPD. Dental Continuing Professional Development (CPD) Reference Manual May 2013 Volume 17, Issue Supplement s1 Pages i iv, 1 84

59 Impact & Sustainability hort term target groups Guidelines to be endorsed by majority of dental schools and other CPD providers, in Europe, beyond the life of the project ong term target groups providers and users of dental CPD African, Asian and South American continents

60 An Ongoing Legacy for Dental Education

61 Joint Position statement on Competencies European Interactions

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63 ..and not forgetting European Dental Students Association

64 fessor Damien Walmsley ident

65 Leading European Academic Dental Education and Research

66 ssociation for Dental Education in Europe convergence towards high standards of dental education. co-ordinate peer review and quality assurance in dental education and training. development of assessment and examination methods exchange of staff, students and programmes. disseminate knowledge and understanding of education. European link with other bodies concerned with education, particularly dental education.

67 Introducing The LEADER Programme by ADEE (Leading European Academic Dental Education and Research) ofessor Damien Walmsley

68 Membership driven European Dental Schools European Dental Associations Affiliated non-european Dental Schools and associations Sister associations United States (ADEA) South East Asia (SEAADE) European Dental Students Association (EDSA) Federation of European Heads and Deans of Dental schools FEHDD

69 Strategic partnership and alliances Industry and corporate engagement Project focused support

70 Developed as a concept to Encourage and foster continuous quality improvement Complement existing regulatory and licencing requirements Embed quality systems Provide a grounding for best practice in dental education at a Pan European level Enable schools co-ordinate multiple quality assurance programmes

71 Developed as a concept to Guide ongoing development of the curriculum and teaching practice through communication and transparent quality improvement Provide a voice for staff and students in continuously evolving their practice and learning

72 Evolved out of ADEE s experience and expertise DentEd and ADEE School visit programmes ADEE taskforce documents Based on Principles of Peer review and support Recognition of excellence Assisting improvement ims and Objectives LEADER

73 LEADER Reinforces the ADEE Taskforces: Task Force I: Profile &Competences for the Graduating European Dentist Task Force II: Curriculum Structure, Content, Learning & Assessment in European Undergraduate Dental Education Task Force III: Benchmarking & Quality Assurance Delivers: Coordinated, agreed Pan-European approach to quality improvement within dental education based on best practice

74 The LEADER 4 year cycle

75 The LEADER 4 year cycle EE School visit llowed by Application to participate and self assessment against LEADER Progress report on initial ADEE School visit Follow up school visit to validate improvements made Update report focusing on embedding quality

76 Peer review panel drawn form ADEE membership Maximum of 4 Will review self assessment report prior to visit Make a 4 day visit to school to validate school report Make and agree recommendations with school Draft and agree report for school

77 Decision to participate in LEADER Provisional 4 year schedule is agreed and School issued with LEADER logo School commences carrying out self-assessment against: quality improvement plans identified by initial School visit areas of progress and advancement are highlighted outstanding improvement actions are scheduled EADER Participating Logo

78 Submission of Self assessment report focusing on how the School has embedded the ADEE core documents within their educational programme delivery. Taskforces I, II and III DentCPD (CPD) EADER Self Assessment Report

79 chool visit to assist review of rogress Shorter two day duration Peer review panel of 3 members. Visit focuses on activities in year 2 report validate progress Identifying future areas for improvement. uccessful completion of year 3 articipating schools receive ADEE LEADER Recognised School logo Certificate of recognition Updated school visit report on web site year 3 llowing school visit becomes a Recognised Leader School

80 Final self-assessment report identifying progress since year 3 and completing quality cycle Will provide details on innovation within the School and how ADEE best practice documents are utilised Return to year 1 using the Year 4 self-assessment as the new base line report, thereby ensuring continuity of process.

81 Five areas which ADEE have found to be common to most quality assurance programmes. Vision, Mission, Goals and Objectives. Quality Management Structures and processes. Educational Stakeholder engagement. Managing the human resource. Managing the Curriculum

82 Schools will have a strategic and focused approach to its quality improvement ADEE seal of approval mbedding LEADER Embeds common best practice principles

83 Beruit Turkey Jordan

84 LEADER recognises excellence and assisting improvement focus for strategic and coordinated quality improvement ggrounded in peer reviewed self assessment concepts available to ADEE members at reduced rate will continue to evolve in the coming years

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86 monisation in Europe

87 Annual Conference Riga, Lativia

88 ADEA-ADEE Interactions