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

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Title Assessment of knowledge and competencies related to implant dentistry in undergraduate and postgraduate university education
Author Matthaios, Nikolaos; Ucer, C.; Velde, T. Van de; Nattestad, A.
Journal Name European Journal of Dental Education
Editor M Manogue
Year Published 2009
Place of publication United States
Publisher Wiley-Blackwell Publishing, Inc.
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 fulfill 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.
Peer Reviewed Yes
Published Yes
Alternative URI
Volume 13
Issue Number s1
Page from 56
Page to 65
ISSN 1396-5883
Date Accessioned 2009-11-20
Date Available 2010-06-23T05:22:44Z
Language en_AU
Faculty Griffith Health Faculty
Subject Dentistry
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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