The specification of learning outcomes in dentistry

Abstract

Increasing emphasis is being placed in dentistry, as in other areas, on outcome-based education and on the specification of learning outcomes. This paper describes the adaptation for dentistry of the medical three circle model as described by Harden to specify learning outcomes. The model offers an effective and user-friendly format based on the three dimensions of the work of a dentist. What the dentist is able to do ('doing the right thing'), how the dentist approaches their practice ('doing the thing right'), and the dentist as a professional ('the right person doing it'). The model also facilitates curriculum and examination planning, reconciles tensions between vocational and academic education and is readily understood and accepted by students and teachers.

Curriculum structure: principles and strategy

“…Clark et al. (42) have provided a strategic view of learning outcomes, describing a ‘three circle’ model. The inner circle represents what the dentist is able to do (clinical information‐gathering, treatment planning, treatment procedures), the middle circle represents how the dentist approaches their practice (application of basic science, clinical reasoning and judgement, communication, health promotion, professional behaviour and information handling).…”

Applying learning outcomes to dental education

“…The application of the framework to the range of postgraduate education, including vocational training, general professional training and specialist training, facilitates a meaningful dialogue between undergraduate curriculum planners and vocational or general professional trainers. 6 …”

“…1,2,3 The General Dental Council 4 has adopted the three-circle model described by Harden et al 5 ( Figure 1) to specify and summarise learning outcomes in undergraduate education. A modification of this framework to meet the specific needs in dentistry has been described by Clark et al 6 and is an attractive model to encapsulate the learning outcomes identified in the First Five Years and beyond, into postgraduate education.…”

In our opinion: The First Five Years — A framework for Dental Undergraduate Education

“…A modified three-circle model has already been described for dentistry 9 and is an ideal model to encapsulate the learning outcomes identified in the First Five Years and draw together the learning objectives in the three separate sections of the document presenting them in a unified format (Fig. 1).…”