EFCD Curriculum for undergraduate students in Integrated Conservative Oral Healthcare (ConsCare)

Meyer-Lueckel, Hendrik; Opdam, Niek Jm; Breschi, Lorenzo; Buchalla, Wolfgang; Ceballos, Laura; Doméjean, Sophie; Federlin, Marianne; Field, James; Gürgan, Sevil; Hayashi, Mikako; Lægreid, Torgils; Loomans, Bas; Lussi, Adrian; Lynch, Christopher D.; Pallesen, Ulla; Peumans, Marleen; Tóth, Zsuzsanna; Wilson, Nairn

doi:10.1007/s00784-019-02978-x

Cited by 7 publications

(8 citation statements)

References 30 publications

(25 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The oral healthcare sector is shifting due to factors like financial investors, with the opening of many large dental centers or even chains, an increasing number of employed dentists, a possible oversupply in urban and undersupply in rural areas and the shortage or the migration of skilled personnel. Furthermore, technical and professional challenges associated with progress through research [2], new fields such as artificial intelligence and big data, sustainability and green dentistry, tele-dentistry, the cross-border use of services and the digital transformation in health care contribute to change. These factors can influence dentists, people working in the oral healthcare sector and even patients.…”

mentioning

confidence: 99%

Changing Dental Profession—Modern Forms and Challenges in Dental Practice

Wolf

Campus

2021

IJERPH

View full text Add to dashboard Cite

show abstract

mentioning

confidence: 99%

Changing Dental Profession—Modern Forms and Challenges in Dental Practice

Wolf

Campus

2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…However, in the present document the term "learning outcomes" has been used instead of "competences" in its different levels. In this way, the recommendations presented in the new curriculum for the European graduate dentist are met 21 as is the case in new the syllabuses already adopted for Conservative Dentistry 22 and complying furthermore with the ANECA requirements for Spain. 23 ANECA defines learning outcomes as statements of what a student is expected to know, understand and be able to do at the end of a learning period.…”

Section: Materials S and Me Thodsmentioning

confidence: 93%

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

Cortés-Martinicorena¹,

Ceballos

Martínez-Pérez

et al. 2021

Eur J Dental Education

View full text Add to dashboard Cite

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.

show abstract

“…A professional attitude and behavior is also required. Students need to learn how to establish a trusting patient-dentist relationship and how to work with other members of the dental team [20,21]. Therefore students should continuously develop those skills including a thorough understanding and application of their moral, ethical, and legal responsibilities.…”

Section: Cariology Education Requirementsmentioning

confidence: 99%

“…Some studies have confirmed that online teaching methods could enable students to get timely feedback from teachers and other students in the learning process, and students were familiar with online communication methods and participated in discussions more actively [13,29]. Teaching social and communicative competencies has become an important part of undergraduate dental education [20]. Studies have also shown that social media promoted the formation of a student-centered teaching mode by providing information and interactive feedback anytime and anywhere, which significantly improves the proportion of students actively participating in learning and enhanced the satisfaction of students [13].…”

Section: Cbl Extended Traditional Teachingmentioning

confidence: 99%

The Application of a Case-Based Social Media–Assisted Teaching Method in Cariology Education：Comparative Study

Li¹,

Liu²,

Chen³

et al. 2021

J Med Internet Res

View full text Add to dashboard Cite

Background Current cariology education based on the traditional teaching method faces a lot of challenges. Meanwhile, the COVID-19 pandemic caused an unprecedented disruption in medical education and health care systems worldwide. Innovation in the teaching mode of cariology education is required to change the situation. Objective The goal of the research was to evaluate the application effects of a case-based social media–assisted teaching method in cariology education. Methods Dental students of class 2019 were enrolled into the experimental group, while students of class 2018 served as control. A case-based social media–assisted teaching method was used in the experimental group, which included preclass activity via social media, additional discussion and practice process record in class, and questions and answers on the platform after class. The traditional teaching method, which consisted of conventional preparation before class, traditional lectures and demonstrations followed by students practice in class, and questions and answers step after class, was used in the control group. The teaching materials were the same in both groups. At the end of the program, students from both groups took cavity preparation skill evaluation tests. Questionnaires were tested on the case-based social media–assisted teaching group students anonymously. All data were analyzed using SPSS statistical software (version 22.0, IBM Corp). Results The mean student cavity preparation skill evaluation scores was 82.51 (SD 6.82) in the experimental group and 77.19 (SD 5.98) in the control group (P<.05). The questionnaire response rate was 100%. Of those, 94.3% (100/106) of the students recommended the case-based social media–assisted teaching method in cariology education. The majority of the participants agreed that it helped them memorize the theoretical knowledge of cariology, facilitated in-depth discussion, improved their enthusiasm and initiative in learning, and enhanced the relationship between teachers and students (104/106, 98.1%). They also recognized that the classroom atmosphere was active (94/106, 88.7%). Conclusions The case-based social media–assisted teaching method was beneficial in terms of learning, as demonstrated by the statistically significant improvement of the cavity preparation skill evaluation scores and satisfaction from attending students. This method could be used to supplement the teaching of cariology.

show abstract

EFCD Curriculum for undergraduate students in Integrated Conservative Oral Healthcare (ConsCare)

Cited by 7 publications

References 30 publications

Changing Dental Profession—Modern Forms and Challenges in Dental Practice

Changing Dental Profession—Modern Forms and Challenges in Dental Practice

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

The Application of a Case-Based Social Media–Assisted Teaching Method in Cariology Education：Comparative Study

Contact Info

Product

Resources

About