Abstract
This paper reports on the recent activity of the pan-European consensus of the ADEE Special Interest Group for Pre-Clinical Operative Skills. Following the previous recommendations from the group, and in order to support teachers and to harmonise the delivery of skills training across Europe, a more formal curriculum relating to pre-clinical operative skills needs to be created. This paper reports European consensus surrounding the categorisation (level of importance, and difficulty) of basic operative dental clinical skills within the undergraduate curriculum and provides recommendations relating to session structure and timing of curricular elements for basic operative dental clinical skills teaching.
Highlights
During the annual Association for Dental Education in Europe (ADEE) meetings in 2015, 2018 and 2019, a series of Special Interest Group sessions focussed on the teaching of pre-clinical operative skills
In order to support teachers and to harmonise the delivery of skills training across Europe, a more formal curriculum relating to pre-clinical operative skills needs to be created
Given the large number of basic operative skills that were discussed, the skills were categorised within the tables into the following themes: Equipment and environment, Material application, Operative skills, Reflective practice, Communication and Team Working and Professionalism
Summary
During the annual Association for Dental Education in Europe (ADEE) meetings in 2015, 2018 and 2019, a series of Special Interest Group sessions focussed on the teaching of pre-clinical operative skills. In order to support teachers and to harmonise the delivery of skills training across Europe, a more formal curriculum relating to pre-clinical operative skills needs to be created. This aspiration complemented recommendations from the recently published "Graduating European Dentist" curriculum,[2] which encouraged subject matter experts to collaborate and develop subject-level learning outcome-based curricula. COMMENTARY critical appraisal might be examples of this It is important for staff and students to understand the expected complexity of each task, at which points essential and straightforward skills are reinforced, and at what points difficult skills will be revisited and developed further. Report European consensus surrounding the categorisation (level of importance, and difficulty) of basic operative dental clinical skills within the undergraduate curriculum
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