INCORPORATING TRANSFORMATIVE
DENTAL EDUCATION
BACHELOR OF DENTAL SURGERY- CURRICULUM
UNIVERSITY OF KWAZULU-NATAL
DURBAN
SOUTH AFRICA
SCHOOLS OF DENTISTRY - SA
• University of the Witwatersrand:
Johannesburg
• University of Pretoria: Pretoria
• Medical University of South Africa: Garunkuwa
• University of Western Cape: Cape Town
• Planned: University of Kwa-Zulu/Natal, Durban
EMERGING CHALLENGES
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Epidemiological changes
Demographic transitions
Population demands
Technological innovation
Education and training of different categories
of health service personnel
INTERNATIONAL COMMISSION - 2010
Twenty professional and academic leaders from
diverse countries came together to develop a
shared vision and a common strategy for postsecondary education in medicine, nursing and
public health that reaches beyond the confines
of national borders and individual professions
Julio Frenk et al, Health professionals for a new
century; Lancet, 2010: 376; 1923-58
VISION – INTERNATIONAL
COMMISSION 2010
All health professionals should be educated to
mobilise knowledge and to engage in critical
reasoning and ethical conduct so that they are
competent to participate in patient and
population-centered health systems as members
of locally responsive and globally connected
teams. The ultimate purpose is to assure
universal
coverage
of
high
quality
comprehensive services essential for health
equity within and between countries
SOCIAL DETERMINANTS OF HEALTH
AND DISEASE
• Psycho-social, economic, political and
environmental factors
• More effective to prevent diseases at
community and environmental levels than at
individual level
• Risk factors – tobacco use, physical inactivity,
alcohol use and unhealthy diet
• Obesity, cancers, heart disease, respiratory
disease, dental caries and periodontal disease
VISION – SCHOOL OF DENTISTRY
To produce an oral health workforce that
strengthens health systems and improves
population health outcomes as a contribution to
South Africa’s sustainable development
MISSION – SCHOOL OF DENTISTRY
The education and training of oral and dental
health professionals with academic excellence,
clinical competence and imbued with the values
of service, ethics, integrity and life-long learning
OUTCOMES OF THE BDS
QUALIFICATION
• Empower patients to maintain optimum oral health as
part of good general health throughout their lives
• Empower communities to effectively manage oral
health in the context of maintaining and promoting
systemic health
• An education and training experience that prioritises
continuing development from undergraduate training
to general dental practice and postgraduate degrees
• Employ professional attitudes and values in the
management of individual patients and in working
effectively as members of an integrated dental and
health team
REQUIRED COMPETENCIES FOR THE
BDS DEGREE
Competency:
The ability to apply knowledge, understanding,
skill and behaviour in a real life situation i.e.,
abilities to start a practice – public or private
Kersten et al, 2007
FOUR DOMAINS OF COMPETENCIES
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Ethics, integrity and professionalism (1-7)
Health promotion and prevention (8-16)
Diagnosis and treatment planning (17-21)
Treatment (22 – 32)
BDS CURRICULUM TYPOLOGY
SPICES MODEL
student-centered
problem based
integrated
community based
elective driven
systematic
TRADITIONAL MODEL
teacher-centered
information based
discipline based
hospital based
uniform
opportunistic
ASSESSMENT
FORMATIVE AND SUMMATIVE
• Knowledge
• Skills
• Communication
• Decision making
• Attitudes
Within boundaries of learning objectives,
outcomes and competencies
MENU OF ASSESMENT METHODS
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Essays – short and long
Multiple choice questions
OSCE
Case reports
Critical reading
Projects
Self-assessment
QUALITY ASSURANCE
• Regulatory bodies responsible for QA
CHE-HEQC - national
HPCSA - professional
QPA – institutional
School / Faculty
• Teaching & feedback; assessment; infection control;
infra-structure; clinical teaching; community clinics
• Faculty development programme would be an integral
aspect of quality assurance
Culture of continuous improvement
YEARS 1-2
YEARS 3-4
BASIC SCIENCES
CLINICAL SCIENCES
Chemistry, Physics, Biology
Anatomy for Dentistry
Physiology for Dentistry
Oral Biology
Oral Pathology
Oral Microbiology
General Medicine
General Surgery
Oral Medicine & Periodontology
Maxillo-Facial & Oral Surgery
Restorative Dentistry
Orthodontics
Paediatric Dentistry
General Pathology
General Microbiology
TREATMENT
PUBLIC
Community Clinics
Language Proficiency
Communication
Computer Literacy
Community Studies
PLANNING
HEALTH
Community Clinics
Research Methodology
Language Proficiency
Professionalism in Dentistry
YEAR 5
INTEGRATED
CLINICAL
DENTISTRY
ROTATION:
Hospital
Special Clinics
Private Practice
Case Pres Seminars
Literature Reviews
Research Project
CLINIC
DENTISTRY
Community Clinics
Ethics
Practice
Management
TRANSFORMATIVE LEARNING
• To develop leadership attributes to produce
enlightened change agents Involves three fundamental
shifts:
- from memorisation to analysis and synthesis of
information for decision making
- achieving core competence for effective
teamwork in health systems
- from non-critical adoption of educational models
to creative adaptation of global resources to address
local priorities
Frenk et al, 2010
THE FOUR SCHOLARSHIPS
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Discovery
Integration
Application
Teaching
Ernest Boyer, Carnegie Foundation, 1990
TEACHING
• To teach properly is to be intellectually engaged and
widely read
• Pedagogical procedures should be planned, be
continuously examined and updated
• Encourage students to be critical, creative thinkers
• Inculcate the capacity for life-long learning
• Faculty also learn in teaching
• Teaching translates knowledge as well as transforms it
Boyer 1990
RESEARCH QUESTIONS
• Impact of the School of Dentistry on Dental
Indicators
• Tracer studies – alumni
• Quality of teaching – faculty development
• Admission profile and success
• Patient satisfaction studies
• Student satisfaction studies
IMPLEMENT NEW CURRICULUM
STRONG CREATIVE AND VISIONARY
LEADERSHIP BY THE DEAN AND SENIOR FACULTY