Continuing Education Levels Research Articles

Application of the Team Emergency Assessment Measure Scale in undergraduate medical students and interprofessional clinical teams: validity evidence of a Spanish version applied in Chile.

Teamwork is one of the competencies necessary for physicians to work effectively in health systems and is a competency that can be developed with simulation in professionals and medicine students. The Team Emergency Assessment Measurement (TEAM) was created to evaluate the non-technical performance of team members during resuscitation events in real teams. The TEAM scale includes items to assess leadership, teamwork, situational awareness, and task management. An objective evaluation tool in Spanish is valuable for training health professionals at all undergraduate and continuing education levels. This study aimed to generate evidence of the validity of the Team Emergency Assessment Measure (TEAM) in Spanish to measure the performance of medical students and adult, pediatric, and obstetric emergency clinical teams in simulated emergencies as a self-assessment tool. To develop the Spanish version of the instrument, a forward and backward translation process was followed by independent translators, native and fluent in English and Spanish, and a review by a panel of Chilean experts comprising three trained simulation instructors to verify semantics and cultural equivalence. High-fidelity simulations with debriefing were conducted with 5th-year medical students, in which students and instructors applied the Spanish version of the TEAM scale. In the second stage, adult, pediatric, and obstetric emergency management simulations were conducted using the TEAM scale for real clinical teams as a self-assessment tool. By applying the overall TEAM scale to medicine students and clinical teams, Cronbach's alpha was 0.921. For medical students' self-assessment, we obtained Cronbach's alpha of 0.869. No significant differences were found between the overall scores and the scores by dimensions evaluated by instructors and students (p > 0.05). In the case of clinical team training, Cronbach's alpha was 0.755 for adult emergency teams, 0.797 for pediatric emergency teams, and 0.853 for obstetric emergency teams. The validated instrument is adequate for evaluating teamwork in medical student simulations by instructors and peers and for self-assessment in adult, pediatric, and obstetric emergency clinical teams.

A Scoping Review of Retrieval Practice (Test-Enhanced Learning) in Nursing Education.

The aim of this study was to determine the status of retrieval practice in original research of nursing education. The science of learning is an emerging interdisciplinary field that offers evidence-based strategies to improve learning. One of the most highly effective strategies is retrieval practice, which involves recalling previously learned information from long-term memory prior to additional study. Searching PubMed, CINAHL, Scopus, Psych INFO, and ERIC, an interprofessional team followed a formal scoping review framework and utilized the PRISMA Extension for Scoping Reviews to report the findings. The review included 25 research studies, with all but one at the prelicensure level. Quantitative designs were most common, and outcomes reflected objective and subjective measures. If present, terms were varied and inconsistent with supporting research. Documentation of many characteristics was lacking. Retrieval practice is an increasingly common strategy being studied at the prelicensure level. Opportunities for improvement include consistent use of standard terminology, documentation of important characteristics, and more attention to subjective outcomes and to graduate and continuing education levels.

Financial competencies as investigated in the nursing field: Findings of a scoping review.

This study aims to map the extent of the research activity in the field of financial competencies and nursing and identify main patterns, advances, gaps, and evidence produced to date. Financial competencies are important indicators of professionalism and may influence the quality of care in nursing; moreover, these competencies are the basis of health care sustainability. Despite their relevance, studies available on financial competencies in the nursing field have not been mapped to date. A scoping review was guided according to (a) the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Review and (b) the Patterns, Advances, Gaps and Evidence for practice and Research recommendations framework. A total of 21 studies were included. Main research patterns have been developing/evaluating the effectiveness of education programmes and investigating the nurse's role in the context of financial management, challenges and needs perceived by them, and tool validation to assess these competencies. The most frequently used concept across studies was 'financial management competencies' (n = 19). The sparse production of studies across countries suggests that there is a need to invest in this research field. Nurses with managerial roles should invest in their financial competencies by requiring formal training both at the academic and at the continuing education levels. They should also promote educational initiatives for clinical nurses, to increase their capacity to contribute, understand, and manage the emerging financial issues.

Current practices of Malaysian speech-language pathologists working with dysarthria

Purpose: This study investigated the practice patterns used by Malaysian speech-language pathologists (SLPs) with patients with dysarthria, identified challenges perceived by SLPs and explored strategies to address perceived barriers for improving dysarthria management. Method: Two studies were conducted. Study 1 disseminated a 30-item survey questionnaire electronically via google link to SLPs in the Malaysian Speech-Language-Hearing Association through e-mail lists. Responses were analysed using descriptive statistics. In Study 2, semi-structured interviews of twelve SLPs who managed patients with dysarthria were conducted. Data were transcribed verbatim and analysed using the thematic analysis method. Result: Three major themes and ten sub-themes emerged from the interviews, including “assessment and treatment practices”, “challenges”, and “overcoming challenges”. SLPs’ practice of assessment and treatment of dysarthria were predominantly impairment-based. Respondents (64%) who never used standardised assessment tools valued textbooks more as sources of evidence and had a lower level of confidence in their knowledge about dysarthria compared to those who used standardised tools. Conclusion: Focus now needs to be on the education needs of our SLPs, on both the university training and continuing education levels, for direction of the development of professional training courses. Ongoing research and public awareness are required to guide clinical management decisions.

An adapted continuing education program in gerodontics: The actual challenge

The Concept started after WW2 mainly is US, and was divided in 3 directions; Geriatric Dentistry, Gerodontics and Gerodontology. Two important Journals were edits; Special care in Dentistry and Gerodontology. In Europe we were witness to the creation to the International Association in Gerodonotology. In 1991 appeared the European College of Gerodontology actually publishing in the Journal Gerodontology Since this topic is not recognized as a specialty, the Faculties were not enthusiastic to introduce it in the basic formation. Moreover in the large audience meetings/ Congresses the number of Speakers were very small. In the FDI it took time under my leading to fix Gerodontic sessions. Only during the last few years appeared an initiative that was sponsored and under the control of the FDI, a Federation of Dental Associations and the OHAP (Oral Health for an Ageing Population). But despite these progresses, on a Continuing Education level few people attended the lectures and also only a few remained until the end of Lecture. Consequently it is necessary to find out the reasons of this situation

An adapted continuing education program in gerodontics: The actual challenge

The Concept started after WW2 mainly is US, and was divided in 3 directions; Geriatric Dentistry, Gerodontics and Gerodontology. Two important Journals were edits; Special care in Dentistry and Gerodontology. In Europe we were witness to the creation to the International Association in Gerodonotology. In 1991 appeared the European College of Gerodontology actually publishing in the Journal Gerodontology Since this topic is not recognized as a specialty, the Faculties were not enthusiastic to introduce it in the basic formation. Moreover in the large audience meetings/ Congresses the number of Speakers were very small. In the FDI it took time under my leading to fix Gerodontic sessions. Only during the last few years appeared an initiative that was sponsored and under the control of the FDI, a Federation of Dental Associations and the OHAP (Oral Health for an Ageing Population). But despite these progresses, on a Continuing Education level few people attended the lectures and also only a few remained until the end of Lecture. Consequently it is necessary to find out the reasons of this situation

Attitudes of Greek dentists towards repair of conservative restorations. An online survey

Repair versus replacement of a defective direct restoration is one important step for conserving tooth structure. This study was designed to collect information on the attitudes of Greek dentists towards repairing direct restorations. An electronic questionnaire with 16 multiple-choice and rank-ordering questions was created online and its URL address was randomly emailed to 800 dentists in the area of Athens, Greece. The questionnaire remained open for 3months, and after two reminder emails the data collected were analysed statistically to identify differences between clinician's sex or years of practicing dentistry, using the chi-square and Kruskal-Wallis tests at α=0.05. Three-hundred and twenty dentists completed and submitted the questionnaire (response rate = 40%). A high proportion (86.8%) of the respondents reported that they routinely repair defective restorations, ranking the order of their frequency as 2.47 for amalgam and 2.41 for resin restorations. The reasons, with the highest ranks, for repairing amalgams were the restoration of bulk fractures (4.10) and restoration of marginal fractures (3.69). For repair of resin restorations, the reasons with the highest ranks were improving their colour (4.04) and removing marginal discoloration (3.99). Moreover, 94.1% of the respondents stated that they were enough, much and very much satisfied with the repair, 1year after it was performed. A high percentage of Greek dentists are repairing defective direct restorations. There are discrepancies in the indications, techniques and materials used for repairs, such as bulk fractures and marginal restorations. Further studies on the efficacy of repairs, the criteria and procedure protocols are needed. Further, additional clinical education should be offered at the undergraduate or continuing education levels.

Twelve tips for applying change models to curriculum design, development and delivery

Drawing primarily from business and management literature and the authors’ experience, these 12 tips provide guidance to organizations, teams, and individuals involved in curriculum or program development at undergraduate, postgraduate, and continuing education levels. The tips are based around change models and approaches and can help underpin successful curriculum review, development, and delivery, as well as fostering appropriate educational innovation. A range of tools exist to support systematic program development and review, but even relatively simple changes need to take account of many factors, including the complexity of the environment, stakeholder engagement, cultural and psychological aspects, and the importance of followers.

Higher education in Gerodontology in European Universities

BackgroundThe rapid aging of the European population and the subsequent increase in the oral care needs in older adults necessitates adequate training of dental professionals in Gerodontology (Geriatric Dentistry). This study was designed to investigate the current status of Gerodontology teaching amongst European dental schools at the undergraduate, postgraduate and continuing education levels.MethodsAn electronic questionnaire was developed by a panel of experts and emailed to the Deans or other contact persons of 216 dental schools across 39 European countries. The questionnaire recorded activity levels, contents and methodology of Gerodontology teaching as part of dental education programs. Repeated e-mail reminders and telephone calls were used to encourage non-responders to complete the questionnaire.ResultsA total of 123 responses from 29 countries were received (response rate: 56.9%). Gerodontology was taught in 86.2% of schools at the undergraduate level, in 30.9% at the postgraduate level and in 30.1% at the continuing education level. A total of 43.9% of the responding schools had a dedicated Gerodontology program director. Gerodontology was taught as an independent subject in 37.4% of the respondent schools. Medical problems in old age, salivary impairment and prosthodontic management were the most commonly covered topics in Gerodontology teaching. Clinical teaching took place in 64.2% of the respondent schools, with 26.8% offering clinical training in outreach facilities.ConclusionsThe vast majority of European dental schools currently teach Gerodontology at the undergraduate level. More training opportunities in oral care of frail elders should be offered, and more emphasis should be placed on interdisciplinary and interprofessional training, educational collaborations, and the use of modern technologies. Dedicated postgraduate Gerodontology courses need to be developed to create a significant number of specialized dentists and trained academics.

The relevance of educating doctors, pharmacists and older patients about potentially inappropriate medications.

Providing appropriate pharmacotherapy to older people can be difficult since older people are more at risk of developing adverse drug reactions due to age-related physiological changes. The use of potentially inappropriate medications (PIMs) among older people is common throughout the globe, and is a cause for concern due to their clinical, humanistic and economic implications. Nevertheless, it appears that doctors and pharmacists have limited knowledge regarding PIMs. Moreover, uninformed older patients may use PIMs without considering their potential negative consequences. There is a need, therefore, to educate doctors, pharmacists and older patients about PIMs. Geriatric pharmacotherapy education with an emphasis on appropriate prescribing, and PIMs, should be included in the medical and pharmacy teachings at the undergraduate, postgraduate and continuing education levels. Moreover, older patients should be informed about PIMs and the possible risks that they may pose.

MO‐C‐9A‐01: Effective Medical Physics Educational Activities: Models and Methods

Medical physics is learned in a combination of activities including classroom sessions, individual study, small‐group collaborative problem solving, and direct experience in the laboratory or clinical environment. Each type of learning activity is characterized by its effectiveness in producing the desired knowledge for the learner and the cost in terms of resources and human effort required providing it. While learning and teaching is a human activity, modern technology provides a variety of tools that can be used to enhance human performance. The class or conference room is the common setting for educational sessions in both academic institutions and continuing education conferences and programs such as those sponsored by the AAPM. A major value of a class/conference room program is efficiency by bringing a group of learners together to share in a common learning experience under the guidance of one or more experienced learning facilitators (lecturers or presenters). A major challenge is that the class/conference room is separated from the real world of medical physics. The design of an educational activity needs to take into consideration the desired outcomes with respect to what the learners should be able to do. The distinction is that of being able to apply the knowledge to perform specific physics functions rather than just knowing and being able to recall facts, and perhaps do well on written examinations. These are different types of knowledge structures within the human brain and distinctly different learning activities to develop each. Much of medical physics education, especially at the post‐graduate and continuing education level, is for the purpose of enhancing the ability of physicists and other related professionals to perform applied procedures and tasks and requires specific types of knowledge.In this session we will analyze various learning activity models, the values and limitations of each, and how they can be used in medical physics education. An example we will use is optimizing CT image quality and dose which is an important topic for medical physicists, radiologists and residents, along with technologists. The knowledge structure for this is best developed by a combination of learning activities including class/conference discussions, individual study and review, and direct observation and interaction in the clinical setting under the direction of a knowledgeable leader. The function of the human brain will be considered with respect to learning experiences that contribute to effective medical physics knowledge structures. The characteristics of various types of educational activities will be compared with respect to their effectiveness for producing desired outcomes along with their limitations. Emphasis will be given to the design of highly‐effective classroom/conference presentations, and activities will be demonstrated with an emphasis on using technology to enhance human performance of both learners and the learning facilitators.Learning Objectives: Develop and provide highly effective medical physics educational sessions. Use technology to enhance human performance in the educational process. Identify and analyze various models of educational activities Select and use educational activities that contribute value to the medical physics profession

Teaching genomic counseling: preparing the genetic counseling workforce for the genomic era.

Genetic counselors have a long-standing history of working on the clinical forefront of implementing new genetic technology. Genomic sequencing is no exception. The rapid advancement of genomic sequencing technologies, including but not limited to next generation sequencing approaches, across all subspecialties of genetic counseling mandates attention to genetic counselor training at both the graduate and continuing education levels. The current era provides a tremendous opportunity for counselors to become actively involved in making genomics more accessible, engaging the population in decisions to undergo sequencing and effectively translating genomic information to promote health and well-being. In this commentary, we explore reasons why genomic sequencing warrants particular consideration and put forward strategies for training program curricula and continuing education programs to meet this need.

Design and Evaluation of a Simulation for Pediatric Dentistry in Virtual Worlds

BackgroundThree-dimensional virtual worlds are becoming very popular among educators in the medical field. Virtual clinics and patients are already used for case study and role play in both undergraduate and continuing education levels. Dental education can also take advantage of the virtual world’s pedagogical features in order to give students the opportunity to interact with virtual patients (VPs) and practice in treatment planning.ObjectiveThe objective of this study was to design and evaluate a virtual patient as a supplemental teaching tool for pediatric dentistry.MethodsA child VP, called Erietta, was created by utilizing the programming and building tools that online virtual worlds offer. The case is about an eight-year old girl visiting the dentist with her mother for the first time. Communication techniques such as Tell-Show-Do and parents’ interference management were the basic elements of the educational scenario on which the VP was based. An evaluation of the simulation was made by 103 dental students in their fourth year of study. Two groups were formed: an experimental group which was exposed to the simulation (n=52) and a control group which did not receive the simulation (n=51). At the end, both groups were asked to complete a knowledge questionnaire and the results were compared.ResultsA statistically significant difference between the two groups was found by applying a t test for independent samples (P<.001), showing a positive learning effect from the VP. The majority of the participants evaluated the aspects of the simulation very positively while 69% (36/52) of the simulation group expressed their preference for using this module as an additional teaching tool.ConclusionsThis study demonstrated that a pediatric dentistry VP built in a virtual world offers significant learning potential when used as a supplement to the traditional teaching techniques.

A survey of the opinions of recent veterinary graduates and employers regarding early career business skills

A questionnaire was designed to assess recent veterinary graduates' proficiency in early career business skills, from the perspectives of graduates of 2006-2008 and employers of recent graduates in the UK. Recent graduates perceived themselves to be generally more competent in financial matters than employers considered them to be. However, when specific skills were assessed, graduates felt less prepared than employers considered them to be competent. Overall, graduates and employers rated recent graduates' preparedness/competence as poor to average for all skills, which were regarded as having average to high importance. Both groups commented on the difficulties faced by new graduates in terms of client communication (generally and financially), and having the confidence to charge clients appropriately for veterinary services. The results of this study indicate that veterinary schools need to take a more active role in the teaching of basic finance skills in order to equip graduates with essential early career competencies. It is anticipated that the information reported will help inform undergraduate curriculum development and highlight the need for increased training at the continuing education level.

TU‐C‐116‐01: The Elements of a Highly Effective Educational Session

The class or conference room is the common setting for educational sessions in both academic institutions and continuing education conferences and programs such as those sponsored by the AAPM. A major value of a class/conference room program is one of efficiency by bringing a group of learners together to share in a common learning experience under the guidance of one or more learning facilitators (lecturers or presenters). The challenge is providing truly effective learning, especially in the field of medical physics. An effective learning activity is one which enables an individual to perform specific functions or tasks. The design of an educational activity needs to take into consideration the desired outcomes with respect to what the learners should be able to do. The distinction is that of being able to apply the knowledge to perform specific physics functions rather than just knowing and being able to recall facts, and perhaps do well on written examinations. These are two different types of knowledge structures within the human brain and distinctly different learning activities to develop each. Much of medical physics education, especially at the postgraduate and continuing education level, is for the purpose of enhancing the ability of physicists and other related professionals to perform applied procedures and tasks. An example we will use in this session is optimizing CT image quality and dose. The knowledge structure for this is best developed by observing and interacting with the physics activities that are being studied by working directly in the laboratory, clinic, or other real‐world environment under the direction of a knowable leader.The major limitation of the class/conference room is its physical separation from the applied physics activities taking place elsewhere and the limitation on one‐to‐one or small group activities. In this session we will focus on five initiatives that will consider these limitations and contribute to more effective class/conference room activities. They are:• Effective representations of the physics reality in the classroom • Development of useful knowledge structures in the human brain• Efficient utilization of class/conference room time and resources• Guided interactions, feedback, and real time assessment• Testing and verification of achievement. The function of the human brain will be considered with respect to learning experiences that contribute to effective medical physics knowledge structures. The characteristics of various types of educational activities will be compared with respect to their effectiveness for producing desired outcomes along with their limitations. The design of highly‐effective classroom/conference presentations and activities will be demonstrated with an emphasis of using technology to enhance human performance of both learners and the learning facilitators. The value and process of assessment for both the learners and facilitators/instructors during class activities will be described along with techniques to improve the use of audience response systems. There are many issues associated with the design of effective testing and question writing. This session will discuss effective test design which includes determining the best form of testing to use. Forms of testing will be discussed. Planning tests to assure reliability and effectiveness will be considered. Item writing requires knowledge of effective techniques to make sure questions are clear and unambiguous.Learning Objectives:1. Develop and provide highly effective medical physics educational sessions.2. Use technology to enhance human performance in the educational process.3. Integrate audience response systems into their presentations.4. Understand various types of testing and determine which should be used in various circumstances5. Write questions that are clear and effective

Current status and trends in oral health in community dwelling older adults: a global perspective.

To record the available current national and regional data on the oral health of community-dwelling (living in their own homes, not institutionalised) older people globally and discuss the future trends considering existing dangers and opportunities. A literature search on tooth loss, dental decay and periodontal disease in the elderly was performed using available databases and electronic sources. The findings revealed that the updated national data are scarce in many parts of the world, particularly in Africa, Asia and South America, and direct comparisons are not always possible due to methodological variations. The available information may indicate that dental disease in older adults worldwide is more prevalent compared to younger age groups, with significant variation between countries and regions. Tooth loss is currently more common in the developed countries, while dental decay and periodontal disease are more widespread globally. There are important threats for further deterioration of the oral status among older adults in many developed and less developed areas due to existing sociodemographic and economic risk factors. National studies should be undertaken to record the specific oral problems of the elderly in each area. It is also necessary to develop gerodontology study programmes globally at the undergraduate, postgraduate and continuing education levels which will enhance dentists' knowledge, skills and attitudes towards oral care in the older population, and will promote opportunities for further research and development of relevant policies.

Application of Journal club teaching method in continuous education for neurosurgical refresher doctors

Tangdu hospital of the fourth military medical university explored the aim,method,critical points and effect for organizing a neurosurgical continuous education Journal club and summarized the key factors important for its successful organization and the improvement of its short-term and long-term educational effects in order to discover a Journal club education pattern which could satisfy the demand of for neurosurgical refresher doctors.Paying attention to these factors could better satisfy the demand of for neurosurgical refresher doctors,achieve their participating aims,promote their understanding of the advancing front of the discipline and improve their literature analyzing competence and problem solving ability.The wide application of continuous education Journal club is helpful to improve the level of neurosurgical continuing education in our country. Key words: Journal club; Neurosurgery; Teaching method; Continuous education

Communication and Dentistry – an Important Part of the Dentist‐Patient Relationship

It is interesting to note the editorial from Professor Bartold1 and the letter from Dr Lee2 regarding personalized dentistry. Indeed, communication is one of the most salient skills in regards to any clinician-patient relationship but, unfortunately, it is a subject which is readily overlooked and underemphasized, both at a dental school and continuing education level. In contrast, communication, empathy and rapport skills were recognized some years back as an important part of medical training. This was probably introduced as a result of a patient/public perception of a lack of communication in the medical profession and is now compulsory for all students at the University of Melbourne. As a medical student, we had to undergo workshops and participate in role playing exercises to highlight the importance of the skills being taught. Even though these may not be obvious to the student at the time, they can be highlighted or taught so that the student then becomes more aware of what to say and, sometimes, what not to say to a patient and when empathy may be required or appropriate. Therefore, another important skill set is the technique of empathy and sympathy – but particularly empathy. We may not have experienced similar situations to our patients (sympathy) but we should be able to empathize with what the patient is going through, which for some with severe dental phobia is very important in establishing rapport and reducing patient anxiety. These techniques are not only verbal, i.e. ‘That must have been a terrible experience for you’ but also visual or interactive, i.e. giving tissues to a patient who is upset or crying. These represent acknowledgement of the patient’s concerns and may be considered intuitive by some. One can understand, however, with the pressures of clinical dentistry and the heat of the moment, that these things can be overlooked, which is disappointing because such subtle gestures can significantly aide dentist-patient interaction and build rapport. An example of a lack of empathy is the occasional patient one sees in oral and maxillofacial surgical practice requiring a full or partial clearance under general anaesthesia who feels that the referring practitioner has criticized the patient as responsible for their dental condition. Fortunately, this is not a common occurrence. However, it is not our place to judge our patients but to help them through these difficult times. On further questioning of these patients, invariably, they have had a previous bad experience which has affected their whole dental history. Although it is terrible that, in these circumstances, the endpoint of exodontia has been reached, with the use of empathy and rapport we may be able to turn the patient’s experience around to a more positive one that may allow better optimization of their oral health in the future. These communication, empathy/sympathy skills and development of rapport are important in communicating treatment plans and the options for treatment plans to patients. It needs to be explained why a particular treatment plan is suggested or recommended to a patient, and the more evidence based treatment plans are, the better. Central to this is the establishment of informed consent – what are the outcomes of having the treatment proposed but what are the outcomes of not having the treatment. A classic example of this quandary is the management of asymptomatic wisdom teeth. The patient should be informed of the risks of removal and the risks of leaving the teeth in place. Although we can suggest a treatment plan to the patient, sometimes in these situations the treatment plan is actually a decision made between the patient and oral and maxillofacial surgeon, and not a plan dictated by the surgeon alone. Having the patient involved with the decision-making in these situations also empowers the patient, giving them more responsibility over their own actions. Therefore, the four assets made by Bartold1 are extremely pertinent, however so is the order of the points. Communication comes first and foremost. The better communicators we are, the better clinicians we will become.

Is Europe prepared to meet the oral health needs of older people?

To discuss the preparedness of the social and health care systems and the health workforce in Europe to manage the increasing general and oral health care needs of older adults. There are large inequalities across European countries and regions in the demographic, socioeconomic and health status of the elderly. The ageing of the population and the economic crisis put at risk the existing social and health care systems and are expected to further widen the existing inequalities. Despite the increase in funding for the general health care, public funding for dental care has reduced, limiting the access for the disadvantaged elderly. Dental care is isolated from health care policies and funding. At the same time there is a significant shortage of adequately trained personnel in the care of the elderly and a shortage of training opportunities particularly at a postgraduate and continuing education level. Immediate action is needed and appropriate strategies need to be implemented. Oral health prevention, delivery policies and funding should be integrated within the general health care system. Clinical protocols and guidelines need to be developed on the oral care of the elderly. Interdisciplinary training in the care of the elderly needs to be implemented for all health care workers (dentists, physicians, nurses, health care aids, social workers) at all education levels to enhance comprehensive care.

First European consensus workshop in periodontal education – objectives and overall recommendation

The first European Workshop in Periodontal Education was held by the European Federation of Periodontology in collaboration with representatives of the Association of Dental Education in Europe (ADEE), in Segovia Spain between the 18th and 21st November 2009. It was generously supported by an educational grant from DENTAID SL (Spain). Over 60 experts broadly representing the European Universities addressed a mission, which focused upon the production of a consensus approach towards the teaching and learning of Periodontology in university undergraduate and post graduate curricula, and within the context of life-long learning. The specific objectives of the workshop were to: review the current trends in the epidemiology of periodontal diseases and periodontal treatment needs in Europe, the current status of the provision of periodontal services and human manpower; make recommendations regarding the scope and limits of periodontal education at the undergraduate, postgraduate and continuing education levels; define the competencies, learning outcomes, teaching and evaluation systems appropriate for undergraduate, postgraduate and continuing education in Periodontology. The following documents, therefore represent the consensus reports of the four working groups. Groups 1 and 4 based their consensus statements and conclusions upon the position paper which follows their report and which was peer reviewed, modified and accepted by the workshop. Groups 2 and 3 produced manuscripts which are the consensus reports of those groups and which were accepted by the workshop. The workshop arrived at an overall recommendation for appropriate interest groups (ADEE, Council of European Chief Dental Officers, Council of European Dental Deans and the Universities they represent), which is recorded below. Given the continued high prevalence of periodontitis within the population and the fact that it remains a major cause of tooth loss in adults, and its association with other chronic inflammatory diseases, core elements of periodontal management should be incorporated into compulsory CPD for dental practitioners. Correspondence Mariano SanzDean Faculty of Odontology University Complutense of MadridPlaza Ramon y Cajal 28040 Madrid (Spain)e-mail: marianosanz@odon.ucm.esTel: +34913941901 Iain ChappleProfessor of PeriodontologyBirmingham Dental SchoolCollege of Medical & Dental SciencesSt Chads QueenswayBirmingham B4 6NN (UK)e-mail: i.l.c.chapple@bham.ac.ukTel: +44 121 2372808Fax: +44 121 2372809