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dc.contributor.authorNulty, Duncan D
dc.contributor.authorShort, Leonie M
dc.contributor.authorJohnson, Newell W
dc.date.accessioned2017-05-03T14:33:28Z
dc.date.available2017-05-03T14:33:28Z
dc.date.issued2010
dc.date.modified2011-01-31T05:53:10Z
dc.identifier.issn0022-0337
dc.identifier.urihttp://hdl.handle.net/10072/35523
dc.description.abstractThe assessment of clinical competence in health disciplines is a critical issue. Universities have a responsibility to graduate students who can demonstrate fitness to practice because clinical competence relates directly to the quality of patients' care-the quality of their treatment, their health outcomes, and their experience. In respect of the last of these, this article argues that the nature of what we term "clinical competence" ought to recognize the patient before the medical/dental condition or clinical intervention and, in order to achieve this, dental education should adopt learning, teaching, and assessment strategies that develop integrated learning outcomes consistent with a paradigm of comprehensive care. The article describes the ways in which this paradigm has been operationalized in the learning, teaching, and assessment strategies at Griffith University in Australia. It places a particular focus upon the assessment methods used in the Bachelor of Oral Health program. In this way, the article aims to illustrate ways that the quality of the assessment of clinical competence can, and should, be improved. While this is a work in progress, this description may be useful for educators at other academic dental institutions who wish to adopt, adapt, and develop similar approaches.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent1119816 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherAmerican Dental Education Association
dc.publisher.placeUnited States
dc.publisher.urihttp://www.adea.org
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom1367
dc.relation.ispartofpageto1379
dc.relation.ispartofissue12
dc.relation.ispartofjournalJournal of Dental Education
dc.relation.ispartofvolume74
dc.rights.retentionY
dc.subject.fieldofresearchDentistry
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchEducation assessment and evaluation
dc.subject.fieldofresearchcode3203
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode390402
dc.titleImproving Assessment in Dental Education Through a Paradigm of Comprehensive Care: A Case Report
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, Griffith Institute of Higher Education
gro.rights.copyright© 2010 Journal of Dental Education (JDE). The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.date.issued2010
gro.hasfulltextFull Text
gro.griffith.authorJohnson, Newell W.


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    Contains articles published by Griffith authors in scholarly journals.

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