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Curriculum development in final year dentistry to enhance competency and professionalism for contemporary general dental practice
Author(s) -
Friedlander Lara T.,
Meldrum Alison M.,
Lyons Karl
Publication year - 2019
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 - 10.1111/eje.12458
Subject(s) - curriculum , medical education , bachelor , medicine , professional development , clinical practice , quality (philosophy) , health care , faculty development , dental practice , curriculum development , psychology , nursing , dentistry , pedagogy , political science , philosophy , epistemology , law
Abstract Introduction General dentistry is the most common area of practice, and new dentists must have the competency and skills to safely deliver patient care. In New Zealand (NZ), completion of a 5‐year Bachelor of Dental Surgery (BDS) degree enables graduates to register with the Dental Council in NZ. This necessitates that the clinical component of the curriculum in final year dentistry (BDS5) transparently delivers learning opportunities and evaluates competency for independent practice. A review of the BDS5 Clinical Practice course was undertaken in 2015 and a revised curriculum introduced in 2016. Curriculum We present a BDS5 curriculum for a Clinical Practice course that is learner focused with emphasis on comprehensive patient‐centred care, competency and professional practice. Learning opportunities and assessment processes are described alongside teacher training. These changes have provided students scaffolding to support clinical and professional development, and accommodate different learning preferences. The outcomes align with the competency requirements of the NZ regulatory body for registration as a general dental practitioner. Since its introduction 3 years ago, ongoing feedback from students and staff has been positive and indicates the curriculum is effective in achieving its objectives. Conclusions This curriculum provides a firm foundation for students transitioning to independent clinical practice in the community and supports the professional development of clinical teachers. It may also be translated to other areas of health education to ensure the delivery of quality holistic patient care.