Introduction The scoping review examined the evidence related to infection control and transmission measures of the SARS-CoV-2 virus in a dental setting during this pandemic. Dental practitioners are normally guided in practice by set ethical principles, thus the researchers wanted to determine how these rules are managed during this pandemic. Methods A protocol specific for the objectives of this study was developed according to the criteria for a scoping review. Relevant databases (Pubmed, Scopus, Elsevier, Science Direct, Wiley), including online access to health/ dental organizations (World Health Organization/ American Dental Association), were searched to identify evidence which was restricted to the English language for the period 2015–2020. Predetermined eligibility criteria were applied, evidence was assessed and data extracted for each included article. Relevant outcomes assessed were: infection control measures, transmission of the SARS-CoV-2 virus, such as modes and sources of transmission and the ethical principles related to the dental setting with a focus on the COVID-19 pandemic. Results Searches yielded a total of 402 articles: 387 from electronic databases and 15 from other sources. Of these, 231 were unrelated to the objectives of the current scoping review. The full text of 69 studies was assessed for eligibility, of which 26 were finalized for inclusion following the objectives and inclusion criteria set for the scoping review. Most of the included articles were reviews, recommendations and guidelines for dentists. A narrative explanation of the pre-specified outcomes is reported for the 3 areas covered for this review. There is no clinical evidence available that can support the recommendations by individuals, dental organizations or health authorities related to the objectives of this review, but these may be considered as the much needed guidelines during the unprecedented COVID-19 pandemic. A different ethical framework is required during a pandemic and these must be informed by evidence.

Educational technology can enhance learning by supporting the learning environment through various digital resources. There have been numerous emerging technologies which are able to bridge the resource gap in learning environments enabling students to get access to an abundance of resources on digital platforms. This paper presents a literature review, exploring the potential of using Mobile Augmented Reality (AR) and Virtual Reality (VR) technologies to support experiential learning in South African institutions. While there have been studies which aim to assess the use of AR and VR for educational purposes such as in mining safety education in South Africa, there is a need for studies that look at the potential of AR and VR in augmenting higher educational institutions such as universities and Technical and Vocational Education and Training (TVET) colleges which require students to complete an experiential learning component in their studies in order to complete their qualifications. The study aims to establish the potential role that AR and VR can provide in enhancing experiential learning by providing students with practical experience in various educational fields, leveraging augmented and virtual reality technologies to simulate such learning environments.

Accreditation visits are 'high stake' processes that have a tendency to place additional pressure and workload on a faculty. For accreditation, medical and dental schools need to provide evidence that their graduates are trained according to the requirements of the accreditation bodies and are therefore able to service the needs of patients. In preparation for these accreditation processes, guidelines are provided for the schools by the accreditation bodies to ensure transparency and fairness.The Medical and Dental Professions Board of the Health Professions Council of South Africa (HPCSA), in collaboration with training institutions and the South African Committee of Medical and Dental Deans, adapted the core competency framework of the Canadian Medical Education Directives for Specialists (CanMEDS) to inform medical and dental curricula in South Africa (SA). [1] This adapted version of the CanMEDS framework is the competency framework of the African Medical Education Directives for Specialists (AfriMEDS) (Fig. 1). The AfriMEDS framework guides the accreditation process of all medical and dental schools in SA. [2] Because of the adoption of the AfriMEDS competency framework by the HPCSA, all dental schools in SA are required to incorporate and implement the core competencies described by AfriMEDS in undergraduate curricula. Each dental school has autonomy in the strategies for implementation of these core competencies in its undergraduate dental curriculum. A self-evaluation questionnaire is used in the accreditation process of the undergraduate curriculum to elicit information about the implementation and translation of the AfriMEDS core competencies.From a previous undergraduate dental accreditation process at the University of the Western Cape (UWC), SA, it was found that the core competencies were not clearly or consistently described and the implementation thereof was not evident. Furthermore, the translation of the AfriMEDS core competencies throughout the undergraduate dental curriculum was not explicit. Consequently, the completion of the self-evaluation questionnaire was challenging, Background. In response to the adoption of the African Medical Education Directives for Specialists (AfriMEDS) competency framework by the Health Professions Council of South Africa, all dental schools in the country were required to incorporate and implement the core competencies described in AfriMEDS in the undergraduate curricula. Objectives. To describe curriculum mapping as a tool to demonstrate the alignment of an undergraduate dental curriculum with a competency framework, such as AfriMEDS, in preparation for accreditation and curriculum review. Methods. All the module descriptors (n=59) from the first to fifth year of study were included, and outcomes were mapped against the AfriMEDS competency framework. The presence of AfriMEDS core competencies (healthcare practitioner, communicator, collaborator, health advocate, leader and manager, scholar, professional) were located (if present) within the module learning outc...

The reach of Coronavirus Disease - 2019 (COVID-19) has even reached the ethical guidelines for good practice from the Health Professions Council of South Africa (HPCSA).The health care worker should carefully consider the guidance outlined in several of the booklets as patient treatment has multiple dimensions where COVID-19 had impacted on clinical practice. Due to the nature of dentistry and aerosol generation, special care must be taken when treating healthy patients and patients that are carriers but do not realise that they are COVID-19 positive.COVID-19 transmission and aerosol dissemination may expose the practice team to hazards of infection. The risk is elevated when implementing aerosol generating procedures without any protective equipment. The oral health care worker (OHCW) and staff thus require the appropriate personal protective equipment (PPE) as suggested by country-specific guidelines, for example, The South African Dental Association (SADA).To this extent, practicing dentistry in the 21st century is complex and amidst the current COVID-19 pandemic the OHCW is presented with more pitfalls. As the pandemic is showing no sign of abating in SA, this has presented the OHCW with a range of additional ethical considerations.These dilemmas may be resolved in a variety of ways following an understanding of the basic knowledge of core ethical values and standards for good practice outlined by the HPCSA guidelines.

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