Assessment of knowledge and competencies related to implant dentistry in undergraduate and postgraduate university education

Abstract

Learning in academic settings is strongly related to the way the students are tested or examined. Assessment therefore must be integrated in the curriculum design, coordinated and should reflect the learning outcomes of the education. Assessment within the field of implant dentistry must fulfil four major objectives: complete and direct the learning process with feedback (formative), ensure that students are adequately prepared (summative), assess attitudes and skills such as critical thinking, reflection and self‐assessment ability, and supply continuous feedback to teachers on curricular content and impact. Different assessment methods should be used to assess different levels of competencies throughout the curriculum. Various forms of written or oral assessment methodologies are applicable at earlier stages in the curriculum. At intermediate levels, interactive assessment methods, such as patient simulations (paper based or virtual) and more could encourage the necessary synthesis of several disciplines and aspects of the theoretical knowledge. At higher levels of competence, documentation of clinical proficiency by means of reflective portfolios and diaries is an appropriate assessment method with both formative and summative potential. The highest level of competence requires performance assessment using structured, objective, clinical criteria. The group strongly encourages the use of reflective forms of assessment methods which engage the students in a process of self‐appraisal, identification of individual learning needs and self‐directed learning. The ultimate goal of this would be to allow the student to develop a lifelong learning attitude.

Developing implant dentistry education in Europe: the continuum from undergraduate to postgraduate education and continuing professional development

“… It is recommended that CPD activities in implant dentistry include clear identification of learning outcomes for quality assurance purposes. Learning outcomes should match the needs of the learners and be mapped against the experience and qualifications of the participants, as well as different categories of treatment complexity. Learning outcomes should match the content and structure of each CPD activity. Delivery of learning outcomes and educator performance should be assessed and analysed for each CPD activity. The assessment could involve different methods to test acquisition and application of knowledge as recommended by the dental CPD project . …”

Current trends and status of continuing professional development in implant dentistry in Europe

“… Predetermined learning objectives. Assessment of learning outcomes both summative and formatively and feedback from learners. Accreditation by a national or European organisation. Blended teaching with a good mix of theory with practice. Clinical experience at the workplace under supervision of clinical mentors (using objective clinical assessment tools). Transferrable credits that can be accumulated towards a tangible learning outcome or recognition of CPD activity. Course providers and educators should be recognised by a national or European body. Course providers and tutors/educators in implant dentistry should declare any conflicts of interest prior to teaching. Courses should be held in an environment that is conducive to efficient teaching and learning activity. Implant industry should confine their teaching to product training only. …”

Acceptance of virtual dental implant planning software in an undergraduate curriculum: a pilot study

“…The potential of three-dimensional (3D) simulation software for dental implant planning in an undergraduate setting has been recognized previously [3]. These tools are based on data acquired by conventional computed tomography or cone beam CT.…”

“…Dental implants can be virtually planned, placed, and restored according to a chosen treatment plan and positioned related to anatomical and occlusal information. The planning itself can be saved and left for evaluation with the supervisor [3]. …”