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1.3 Development of professional competences
Author(s) -
Plasschaert Alphons,
Boyd Marcia,
Andrieu Sandra,
Basker Robin,
Beltran Roberto J.,
Blasi Giorgio,
Chadwick Barbara,
Chambers David,
Christersson Cecilia,
Haddock Fernando,
Kerschbaum Thomas,
Kogon Stan,
Kovesi Gyorgy,
Ozer Fusun,
Parkash Hari,
Villamil Juanita E.,
Vogel Richard I.,
Wolowski Anne
Publication year - 2002
Publication title -
european journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.583
H-Index - 41
eISSN - 1600-0579
pISSN - 1396-5883
DOI - 10.1034/j.1600-0579.6.s3.5.x
Subject(s) - curriculum , medical education , norm (philosophy) , psychology , health care , dental education , political science , medicine , pedagogy , law
Competency‐based education, introduced approximately 10 years ago, has become the preferred method and generally the accepted norm for delivering and assessing the outcomes of undergraduate (European) or predoctoral (North America) dental education in many parts of the world. As a philosophical approach, the competency statements drive national agencies in external programme review and at the institutional level in the definition of curriculum development, student assessment and programme evaluation. It would be presumptuous of this group to prescribe competences for various parts of the world; the application of this approach on a global basis may define what is the absolute minimum knowledge base and behavioural standard expected of a ‘dentist’ in the health care setting, while respecting local limitations and values. The review of documents and distillation of recommendations is presented as a reference and consideration for dental undergraduate programmes and their administration.