Dental education and the European context

Section: Blackwell Munksgaard 2002mentioning

confidence: 99%

Socio‐economic and schooling status of dental undergraduates from six French universities

Hennequin¹,

Tubert²,

Devillers

et al. 2002

“…A good example is the European Economic Area (EEA) (the countries of the European Union (EU) plus Iceland, Luxembourg and Norway), where by law, healthcare practitioners are free to choose where they practise. Such developments are prompting efforts to consider harmonizing aspects of the dental care system, such as dental education (4)(5)(6). Dental regulatory bodies are increasingly concerned about the equivalence and adequacy of the qualifica-tions of foreign-trained practitioners who may have a legal right to practise in a specific country (6).…”

mentioning

confidence: 99%

“…Such developments are prompting efforts to consider harmonizing aspects of the dental care system, such as dental education (4)(5)(6). Dental regulatory bodies are increasingly concerned about the equivalence and adequacy of the qualifica-tions of foreign-trained practitioners who may have a legal right to practise in a specific country (6). Licensing by credentials in the US faces the same issues (7,8).…”

mentioning

confidence: 99%

Comparison of dental licensure, specialization and continuing education in five countries

Schleyer

Eaton

Mock

et al. 2002

Dental practice and education are becoming more globalized. Greater practitioner and patient mobility, the free flow of information, increasingly global standards of care and new legal and economic frameworks (such as European Union [EU] legislation) are forcing a review of dental licensure, specialization and continuing education systems. The objective of this study was to compare these systems in Canada, France, Germany, the UK and the US. Representatives from the five countries completed a 29-item questionnaire, and the information was collated and summarized qualitatively. Statutory bodies are responsible for licensing and re-licensing in all countries. In the two North American countries, this responsibility rests with individual states, and in Europe, with the countries themselves, mainly governed by the legal framework of the EU. In some countries, re-licensure requires completion of continuing education credits. Approaches to dental specialization tend to differ widely with regard to definition of specialities, course and duration of training, training facilities, and accreditation of training programmes. In most countries, continuing education is provided by a number of different entities, such as universities, dental associations, companies, institutes and private individuals. Accreditation and recognition of continuing education is primarily process-driven, not outcome-orientated. Working towards a global infrastructure for dental licensing, specialization and continuing education depends on a thorough understanding of the international commonalities and differences identified in this article.

“…International co‐operation between Dental Schools is not new, notably within the research domain. Building on this experience, a common culture of sharing and understanding is now emerging in education, highlighted by the Bologna Declaration (1) and by the ground‐breaking work of Dented and, more recently, Dented Evolves (2). These initiatives have sparked a new spirit of co‐operation between schools aimed at delivering the highest global standards of professional education.…”

Section: The Anglo‐italian Collaboration: Implementing the Bologna Dementioning

confidence: 99%

The Anglo‐Italian collaboration: a report of the first steps in implementing the Bologna Declaration

Reynolds

Paganelli

Dunne

et al. 2005