ABSTRACT
This report provides general guidelines for the structure of a curriculum, followed by specific advice on the principles of learning and teaching, the process of restructuring and change leadership and management. It provides examples of several educational philosophies, including vertical and horizontal integration. It discusses the use of competence, learning outcomes, level of degree and assessment and provides a number of recommendations. It does not seek to be prescriptive of time allocation to disciplines within a curriculum. Although this report has been written primarily for those who will develop an undergraduate curriculum, the information may be sufficiently generic to apply to the recent development in graduate entry ('shortened dental' or 'accelerated') courses and to postgraduate degree planning and higher education certificate or diploma courses for other dental care professionals (auxiliaries). The report may have a European bias as progress is made to converge and enhance educational standards in 29 countries with different educational approaches - a microcosm of global collaboration.
Subject(s)
Curriculum , Education, Dental , Clinical Competence , Competency-Based Education , Dental Auxiliaries/education , Education, Dental/organization & administration , Education, Dental/standards , Education, Dental, Graduate , Europe , Faculty, Dental , Feedback , Humans , Leadership , Learning , Models, Educational , Program Development , Program Evaluation , Students, Dental , Teaching/methodsABSTRACT
This document was written by Task Force 3 of DentEd III, which is a European Union funded Thematic Network working under the auspices of the Association for Dental Education in Europe (ADEE). It provides a guide to assist in the harmonisation of Dental Education Quality Assurance (QA) systems across the European Higher Education Area (EHEA). There is reference to the work, thus far, of DentEd, DentEd Evolves, DentEd III and the ADEE as they strive to assist the convergence of standards in dental education; obviously QA and benchmarking has an important part to play in the European HE response to the Bologna Process. Definitions of Quality, Quality Assurance, Quality Management and Quality Improvement are given and put into the context of dental education. The possible process and framework for Quality Assurance are outlined and some basic guidelines/recommendations suggested. It is recognised that Quality Assurance in Dental Schools has to co-exist as part of established Quality Assurance systems within faculties and universities, and that Schools also may have to comply with existing local or national systems. Perhaps of greatest importance are the 14 'requirements' for the Quality Assurance of Dental Education in Europe. These, together with the document and its appendices, were unanimously supported by the ADEE at its General Assembly in 2006. As there must be more than one road to achieve a convergence or harmonisation standard, a number of appendices are made available on the ADEE website. These provide a series of 'toolkits' from which schools can 'pick and choose' to assist them in developing QA systems appropriate to their own environment. Validated contributions and examples continue to be most welcome from all members of the European dental community for inclusion at this website. It is realised that not all schools will be able to achieve all of these requirements immediately, by definition, successful harmonisation is a process that will take time. At the end of the DentEd III project, ADEE will continue to support the progress of all schools in Europe towards these aims.
Subject(s)
Benchmarking , Education, Dental/standards , Schools, Dental/organization & administration , Total Quality Management , Accreditation , Benchmarking/methods , Benchmarking/organization & administration , Benchmarking/standards , Curriculum/standards , Europe , European Union , Faculty, Dental/standards , Feedback , Guidelines as Topic , Humans , Peer Review , Program Evaluation , Schools, Dental/standards , Students, Dental , Total Quality Management/methods , Total Quality Management/organization & administration , Total Quality Management/standardsABSTRACT
The purpose of this study was to determine the effect of the T4K, a prefabricated functional appliance, on the transverse and anterior-height dimensions of the maxillary and mandibular dental arches. Dimensions before and after treatment were measured on the sample, then, natural growth was subtracted from the treatment effects and compared with twice the error of the method. A clinically significant increase of both dimensions was observed in the maxilla and mandible when Class II malocclusion patients were treated with the T4K. Therefore, this retrospective study demonstrates that T4K is a valid treatment choice at an early age when transverse expansion is part of the treatment goal.
