New Models of Dental Education and Curricular Change: Their Potential Impact on Dental Education

Pyle, Marsha A.

doi:10.1002/j.0022-0337.2012.76.1.tb05237.x

Cited by 37 publications

(41 citation statements)

References 31 publications

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“…“Old school” basic sciences or knowledge for its own sake, that is not applied or translational, is becoming redundant. This needs to be replaced with new 21st‐century biomedical science or enhanced soft skills for today's healthcare needs . For example, curricula that focus on knowledge in isolation which is not applied or integrated into clinical or biomedical relevancy will not stimulate or have relevancy for our current generation of students entering workplace environments that demands new skills of healthcare professionals .…”

Section: Resultsmentioning

confidence: 99%

Global networking: Meeting the challenges, facilitating collaboration

Botelho

Oancea

Thomas

et al. 2018

Eur J Dental Education

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The constant change of information and technology advancement as well as the impact of social media has radically changed the world and education and, in particular, the needs of students, organisations and disadvantaged communities who share the aim of training and providing quality healthcare services. Dental organisations and education centres around the world have recognised the importance of networking in delivering effective education to students, healthcare professionals and communities. Networking is one way to meet the challenges of delivering healthcare education and services. This can be achieved by sharing of resources, expertise, knowledge and experience to benefit all the stakeholders in healthcare delivery. The joint ADEE/ADEA Meeting in London on 8-9 May 2017 has facilitated discussions amongst dental educators from all over the world during a workshop on "Global Networking: the how and why for dental educators." The aim of this workshop was to determine how can dental educators worldwide network to share ideas, experience, expertise and resources to improve both the curricula and the teaching and learning environment. A pre-conference survey was designed and implemented to identify the domains of interest and needs of participants. A structured questionnaire was administered, and this information was used to guide discussions on three main themes: curricula, faculty development and mobility of faculty and students. Four questions were then defined to help group leaders to frame discussions in the four working groups. The four groups engaged in parallel discussions, with the ideas recorded and collated by group leaders, which later served for the thematic analysis across the groups to draw the key points discussed. Overall, a great desire and potential to create a global networking to share and gain support and expertise at individual and organisational level was apparent and the working group has proposed an action plan, acknowledging that it requires great planning, effort and commitment.

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Section: Resultsmentioning

confidence: 99%

Global networking: Meeting the challenges, facilitating collaboration

Botelho

Oancea

Thomas

et al. 2018

Eur J Dental Education

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“…This theme reflected the issues of timetabling constraints and confidence in techniques hampering students' engagement in 'optimal' meditation and relaxation techniques sessions offered by JMC. The undergraduate curriculum is already very intensely utilised, 14 particularly in an outreach setting. However, many mindfulness and meditation courses offered in the private sector are of up to 12-15 sessions and would have significant cost and time implications for often overstretched educational budgets.…”

Section: What Were the Students' Thoughts Of The Intervention Ten Monmentioning

confidence: 99%

Teaching stress management in undergraduate dental education: are we doing enough?

et al. 2018

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Dentistry is recognised as a stressful profession. A number of studies focusing on undergraduate education have shown high levels of stress in dental students. However, despite calls to do so, little has been published on methods to teach future dental professionals about stress and how to manage it on a personal level. Psychological stress which is uncontrolled may have an effect on general health. It is recognised, however, that stress can be beneficial if channelled appropriately. Techniques and ways to teach management of potential stresses of a career in dentistry have still not been widely reported in either dental undergraduate or postgraduate education. An intervention used with final year dental students at the University of Portsmouth for the last four years has highlighted some of the problems raised by students coping with a stressful programme of study. Students' comments indicated the need for an educational intervention on recognising and reducing stress to be introduced earlier on in their curriculum and that it should be universally taught.

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“…External accrediting and licensing bodies are instrumental in determining and modifying dental education curricula . Recently within Europe , Australia and North America , their influence has prompted a move away from a curriculum dominated by demonstration of clinical knowledge and technical skill to one that encompasses broader, interdisciplinary skills such as communication, professionalism, clinical information gathering, critical thinking and management and leadership .…”

Section: Introductionmentioning

confidence: 99%