File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

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

TitleAssessment of knowledge and competencies related to implant dentistry in undergraduate and postgraduate university education
Authors
Issue Date2009
PublisherBlackwell Munksgaard. The Journal's web site is located at http://www.blackwellpublishing.com/journals/EJE
Citation
European Journal Of Dental Education, 2009, v. 13 SUPPL1., p. 56-65 How to Cite?
AbstractLearning 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 fulfil 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. © 2009 Blackwell Munksgaard.
Persistent Identifierhttp://hdl.handle.net/10722/167037
ISSN
2015 Impact Factor: 0.784
2015 SCImago Journal Rankings: 0.524
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorMattheos, Nen_US
dc.contributor.authorUcer, Cen_US
dc.contributor.authorVan De Velde, Ten_US
dc.contributor.authorNattestad, Aen_US
dc.date.accessioned2012-09-28T04:02:06Z-
dc.date.available2012-09-28T04:02:06Z-
dc.date.issued2009en_US
dc.identifier.citationEuropean Journal Of Dental Education, 2009, v. 13 SUPPL1., p. 56-65en_US
dc.identifier.issn1396-5883en_US
dc.identifier.urihttp://hdl.handle.net/10722/167037-
dc.description.abstractLearning 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 fulfil 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. © 2009 Blackwell Munksgaard.en_US
dc.languageengen_US
dc.publisherBlackwell Munksgaard. The Journal's web site is located at http://www.blackwellpublishing.com/journals/EJEen_US
dc.relation.ispartofEuropean Journal of Dental Educationen_US
dc.subject.meshClinical Competence - Standardsen_US
dc.subject.meshCurriculum - Standardsen_US
dc.subject.meshDental Implantation - Education - Standardsen_US
dc.subject.meshEducation, Dental - Standardsen_US
dc.subject.meshEducational Measurement - Methodsen_US
dc.subject.meshEuropeen_US
dc.subject.meshHumansen_US
dc.subject.meshProsthodontics - Education - Standardsen_US
dc.subject.meshReconstructive Surgical Procedures - Education - Standardsen_US
dc.titleAssessment of knowledge and competencies related to implant dentistry in undergraduate and postgraduate university educationen_US
dc.typeArticleen_US
dc.identifier.emailMattheos, N: mattheos@hku.hken_US
dc.identifier.authorityMattheos, N=rp01662en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1111/j.1600-0579.2008.00546.xen_US
dc.identifier.pmid19281515-
dc.identifier.scopuseid_2-s2.0-68949180101en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-68949180101&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume13en_US
dc.identifier.issueSUPPL1.en_US
dc.identifier.spage56en_US
dc.identifier.epage65en_US
dc.identifier.isiWOS:000263258800008-
dc.publisher.placeDenmarken_US
dc.identifier.scopusauthoridMattheos, N=6602862633en_US
dc.identifier.scopusauthoridUcer, C=23398840100en_US
dc.identifier.scopusauthoridVan De Velde, T=17347465100en_US
dc.identifier.scopusauthoridNattestad, A=6701582728en_US

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats