The Canadian Core Cariology Curriculum: Outcomes of a national symposium

Tikhonova, Svetlana; Jessani, Abbas; Girard, Félix; Macdonald, Mary Ellen; Souza, Grace M. De; Tam, Laura E.; Eggert, F M; Nguyen-Ngoc, Caroline; Morin, Nathalie; Aggarwal, Neha; Schroth, Robert J

doi:10.1002/jdd.12313

Cited by 9 publications

(25 citation statements)

References 21 publications

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“…The text is based on the curriculum proposed at the European level 10 which has had significant international acceptance; furthermore, it has formed the basis for the drawing up of similar project plans in other countries. [11][12][13][14][15][16] In the Spanish document that we now present, although the Domainsbased structure of the European original has been respected, the learning requirements have been modified following the new proposed methodology. 21,23 In the case of Spain, the autonomous body known as ANECA and attached to the Ministry of Science, Innovation and Universities has the objective of contributing to the improvement of the quality of the higher education system through the evaluation, certification and accreditation of the content taught, as well as of lecturers and institutions.…”

Section: Discussionmentioning

confidence: 99%

“…This article describes the process undertaken in Spain for the elaboration of a Cariology Curriculum for teaching students who want to obtain a Degree in Dentistry. The text is based on the curriculum proposed at the European level 10 which has had significant international acceptance; furthermore, it has formed the basis for the drawing up of similar project plans in other countries 11–16 . In the Spanish document that we now present, although the Domains‐based structure of the European original has been respected, the learning requirements have been modified following the new proposed methodology 21,23 .…”

Section: Discussionmentioning

confidence: 99%

“…Throughout 2018, SESPO took the initiative to invite SEOC and SEOP members to form a Spanish Cariology Curriculum Group (SCCG) that could contribute to the development of the adaptation for Spain of the European Core Curriculum in Cariology for undergraduate dental students , as had already occurred in Colombia, 11 USA, 12 Chile, 13 Italy, 14 Canada 15 and the Caribbean region 16 . At the end of July 2018, the SCCG was made up of five representatives of the aforementioned scientific societies (FJ C‐M, JM A‐S, L C, E M‐P, M H‐J).…”

Section: Methodsmentioning

confidence: 99%

“…10 From then on, a movement for the adoption of Cariology Curricula took place in various countries. [11][12][13][14][15][16] The Spanish Society of Epidemiology and Oral Public Health known as SESPO (Sociedad Española de Epidemiología y Salud Pública Oral) in conjunction with Alliance for a Caries Free Future (ACFF) established in 2019 the Spanish Chapter of ACFF. Its objectives include the following: "ACFF and its Chapters will work towards ensuring that ninety per cent of dental schools and dental associations accept the philosophy behind the 'new' approach of 'caries as a continuum' in order to improve dental caries prevention and management."…”

Section: The State Of Oral Health In Europe Provided By the Platform ...mentioning

confidence: 99%

“…At the European level and in 2011, the joint work of the European Organization for Caries Research (ORCA) and the Association of Dental Education in Europe (ADEE) resulted in the publication of the “European Core Curriculum in Cariology for undergraduate dental students” (ECCC) 10 . From then on, a movement for the adoption of Cariology Curricula took place in various countries 11–16 …”

Section: Introductionmentioning

confidence: 99%

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Spanish Curriculum in Cariology for undergraduate dental students: Proceedings and consensus

Cortés-Martinicorena¹,

Ceballos

Martínez-Pérez

et al. 2021

Eur J Dental Education

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Introduction:Cariology is today a broad-based discipline and in the Spanish university teaching field, all this knowledge is not unified in a curriculum. Therefore, the aim was to develop a consensus text based on the European Core Curriculum, updated, and adapted to the characteristics of the Spanish university environment. Materials and Methods: A Spanish Cariology Curriculum Group (SCCG) was set up with members of the Spanish Society of Epidemiology and Oral Public Health (SESPO), Spanish Society of Conservative and Aesthetic Dentistry (SEOC) and Spanish Society of Paediatric Dentistry (SEOP) and university experts to adapt the European Core Curriculum in Cariology for undergraduate dental students (ECCC) for Spain. The work was carried out online during 2018 and 2019, and also face-to-face meetings took place to obtain a draft curriculum open for discussion that was presented to all the Spanish universities. The final modifications to the document were specified in a Consensus Conference of Spanish universities offering a Degree in Dentistry that took place in Madrid on 19 November 2019. Results: Thirty-eight university experts, under SCCG supervision, participated in the elaboration of the new framework document. A total of 16 universities, from 23 invited, reached a consensus as to the contents of the Spanish Curriculum in Cariology for undergraduate dental students. This new Curriculum emphasises learning outcomes, uses a consensus-based terminology pertaining to caries and other hard-tissue conditions, and introduces a new domain of competence in Domain III of ECCC. Conclusion: This new Cariology Curriculum is the result of a very broad-based consensus of university experts in Spain and lays the foundation for the implementation of an integrated teaching of Cariology in Spain in adherence to Alliance for a Caries Free Future (ACFF) objectives.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: The State Of Oral Health In Europe Provided By the Platform ...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Spanish Curriculum in Cariology for undergraduate dental students: Proceedings and consensus

Cortés-Martinicorena¹,

Ceballos

Martínez-Pérez

et al. 2021

Eur J Dental Education

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Integration of an evidence‐based caries management approach in dental education: The perspectives of dental instructors

Pillai,

Rohani,

Macdonald

et al. 2023

Journal of Dental Education

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Purpose/objectivesEvidence‐based caries management (EBCM) has developed into an internationally recognized tool for integration of comprehensive non‐surgical caries treatment in dental education. However, uptake of the EBCM approach remains uneven across Canadian dental schools. Our project sought to understand how dental instructors perceive the challenges and solutions to the integration of the EBCM approach in undergraduate clinical education.MethodsUsing a qualitative descriptive design, we recruited a purposeful sample of clinical instructors supervising undergraduate dental students in caries‐related dental care. Semi‐structured, online interviews focused on the main characteristics of EBCM. Interviews were analyzed using the awareness, desire, knowledge, ability, and reinforcement (ADKAR) change management model to understand challenges with EBCM implementation in undergraduate education. The analysis process started with verbatim transcription; then, transcripts were coded deductively based on the interview guide and the ADKAR model domains, and inductively to generate emergent codes. Finally, thematic analysis was used to develop themes and subthemes.ResultsWe interviewed 11 dental instructors with a wide range of clinical experience. Our results show that participants had sufficient awareness regarding the need for the EBCM approach and portrayed a strong desire to participate in bringing curricular changes. Knowledge and ability of participants depended on their training, experience, and involvement in continuing education courses. A lack of standardized caries management practices, less chairside time, and poor remuneration for instructors were major barriers in EBCM clinical implementation. Potential solutions suggested included providing continuing education courses, credits for students for non‐surgical caries management, and remunerating instructors for implementation.ConclusionsIn conclusion, most participants were aware of the need for a substantive change toward EBCM and demonstrated the desire to participate and improve its implementation. Our analysis showed that to facilitate full integration of the EBCM approach into the undergraduate dental clinics, organizational focus needs to be placed on the individual's knowledge and ability, with tailored efforts toward reinforcement.

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Critically engaging vulnerability: Rethinking oral health with vulnerabilized populations

Macdonald

Muirhead

Doughty

et al. 2021

Comm Dent Oral Epid

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This paper is the third in a series of narrative reviews challenging core concepts in oral health research and practice. Our series started with a framework for Inclusion Oral Health. Our second review explored one component of this framework, looking at how intersectionality adds important complexity to oral public health. This current manuscript drills into a second component of Inclusion Oral Health, exploring how labels can lead to ‘othering’ thereby misrepresenting populations and (re)producing harms. Specifically, we address a common oral public health label: vulnerable populations. This term is commonly used descriptively: an adjective (vulnerable) is used to modify a noun (population). What this descriptor conceals is the ‘how,’ ‘why,’ and ‘therefore’ that leads to and from vulnerability: How and why is a population made vulnerable; to what are they vulnerable; what makes them ‘at risk,’ and to what are they ‘at risk’? In concealing these questions, we argue our conventional approach unwittingly does harm. Vulnerability is a term that implies a population has inherent characteristics that make them vulnerable; further, it casts populations as discrete, homogenous entities, thereby misrepresenting the complexities that people live. In so doing, this label can eclipse the strengths, agency and power of individuals and populations to care for themselves and each other. Regarding oral public health, the convention of vulnerability averts our research gaze away from social processes that produce vulnerability to instead focus on the downstream product, the vulnerable population. This paper theorizes vulnerability for oral public health, critically engaging its production and reproduction. Drawing from critical public health literature and disability studies, we advance a critique of vulnerability to make explicit hidden assumptions and their harmful outcomes. We propose solutions for research and practice, including co‐engagement and co‐production with peoples who have been vulnerabilized. In so doing, this paper moves forward the potential for oral public health to advance research and practice that engages complexity in our work with vulnerabilized populations.

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The Canadian Core Cariology Curriculum: Outcomes of a national symposium

Cited by 9 publications

References 21 publications

Spanish Curriculum in Cariology for undergraduate dental students: Proceedings and consensus

Spanish Curriculum in Cariology for undergraduate dental students: Proceedings and consensus

Integration of an evidence‐based caries management approach in dental education: The perspectives of dental instructors

Critically engaging vulnerability: Rethinking oral health with vulnerabilized populations

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