Corporate Partner's Lunch Time Programme: Shaping the Future of Dental Education II
In partnership with our corporate partners, we provided packed lunches to delegates at New Hunt House. This enabled more effective use of delegate time during our workshop meetings, as the area surrounding King’s College can be congested and busy during lunch times.
We also presented a number of lunchtime discussions and presentations each day where delegates had the opportunity to engage with our corporate partners and discuss specific topics of interest to them.
Outlined below is the timetable for these sessions.
Monday 8th May 13:30 to 14:00
Venue: New Hunt House Lecture Theatre
Liftupp: An Integrated Platform for Curriculum Management, Continuous Student Development, Competency Demonstration, and Research.
Presenter: Professor Luke Dawson, University of Liverpool, School of Dentistry, UK
Data suggest that high stakes summative assessments have not resulted in a lowering of patient harm (1,2). This is likely due to current approaches not being sufficiently sophisticated to predict real-world competency (3). Moreover, students often seek to avoid and challenge any situation where ‘failure’ could result (4). To overcome these problems, several pedagogies were operationalised into an innovative technology-enhanced programmatic approach (5,6) to learning. This seminar present ed how the pedagogy was operationalised; the outcomes, which improved student satisfaction and defensibility against legal challenge; how the approach can transfer across disciplines, and supporting research in professional competence.
- James JT. A new, evidence-based estimate of patient harms associated with hospital care. J Patient Saf. 2013 Sep;9(3):122–8.
- Eva KW, Bordage G, Campbell C, Galbraith R, Ginsburg S, Holmboe E, et al. Towards a program of assessment for health professionals: from training into practice. Springer Netherlands; 2015 Nov 21;:1–17.
- Dawson LJ, Mason BG, Bissell V, Youngson C. Calling for a re-evaluation of the data required to credibly demonstrate a dental student is safe and ready to practice. European Journal of Dental Education. 2016 Mar 29;:n/a–n/a.
- Forsythe A, Johnson S. Thanks, but no-thanks for the feedback. Assessment & Evaluation in Higher Education. 2016 Jul 5;:1–10.
- Van Der Vleuten CP. The assessment of professional competence: Developments, research and practical implications. Adv Health Sci Educ Theory Pract. Kluwer Academic Publishers; 1996 Jan;1(1):41–67.
- van der Vleuten CPM, Schuwirth LWT, Driessen EW, Dijkstra J, Tigelaar D, Baartman LKJ, et al. A model for programmatic assessment fit for purpose. 2012;34(3):205–14.
Venue: New Hunt House G3
Can Academia Work with Industry in a Valuable and Transparent Manner for the Benefit of Dental Education?
With knowledge refreshing at around 90 days, and procedures, technology and materials changing as innovation accelerates, we discussed whether there is space to collaborate to maintain high standards in dental education without compromising schools’ principles, and maintaining an objective platform for lifelong learning.
This session was designed to open discussion around whether space exists for an international code to allow clarity and collaboration for the good of dental education and to meet the demands of excellence of the students, both now and in the future.
Sponsored by
Venue: New Hunt House G12
RFID Technology: Improving Dental Education and Patient Safety
Use of Radio Frequency Identification (RFID) technology has exploded as various industries garner the efficiencies gained from passively, and precisely, tracking objects. R adio frequency antennas confirm the presence of objects—from shipping containers to library books— via a signal from an RFID tag. At Columbia University College of Dental Medicine, we have adopted RFID to improve instrument and material management and patient flow. In both preclinical and clinical programs, instruments and cassettes are fitted with RFID tags for tracking. RFID scanners allow instruments to be tracked at each step of sterilization and distribution.
Defined processes ensure that only kits that have passed through the sterilization process can be dispensed for clinical use. Additionally, each instrument has its own unique RFID code that enables the system to check kits’ contents for completeness at each process point. This ensures that only complete kits are dispensed, maximizing student efficiency. All of this occurs passively, with no need for the staff to scan bar codes or complete visual checks. Besides operational improvements, Columbia envisions the future to include readers at the operatory to allow tracking of individual instruments and material movements that will provide significant ergonomic educational benefits.
RFID antennae on the dental unit will track the instances and duration that students have instruments in their hands. As the procedure progresses, a complete picture of instrument usage develops. RFID wristbands will be used to track patient movement and to allow for positive patient identification at the dental unit. With patient, provider and armamentarium data all linked together, we envision the development of an event tracking model with a number of key uses. Data from individual events could be compared to a benchmark to assess student performance or can be analyzed in conjunction with patient outcomes to inform best practice.
Over time, this collection of data could inform educators of gaps in preclinical training, or lead to individualized learning programs for those that require remediation. The research opportunities are enormous across a number of areas including patient care, education and operations management.
Venue: New Hunt House G4
Developing a Competence Framework for European Dental Deans
At ADEE 2017 in Barcelona, the Forum of European Heads and Deans of Dental Schools commenced work on defining and developing guidance on the skills and competencies required to be a Dental Dean. Through a facilitated and interactive workshop, skills were explored and categories and a draft framework designed. Since Barcelona, work continued on progressing the document with European wide consultation and feedback. The evolving document was presented for final consultation to our international colleagues at the London meeting.
Invitation only.
Tuesday 9th May 13:30 to 14:00
Venue: New Hunt House Lecture Theatre
Liftupp: An Integrated Platform for Curriculum Management, Continuous Student Development, Competency Demonstration, and Research.
Presenter: Professor Luke Dawson, University of Liverpool, School of Dentistry, UK
Data suggest that high stakes summative assessments have not resulted in a lowering of patient harm (1,2). This is likely due to current approaches not being sufficiently sophisticated to predict real-world competency (3). Moreover, students often seek to avoid and challenge any situation where ‘failure’ could result (4). To overcome these problems, several pedagogies were operationalised into an innovative technology-enhanced programmatic approach (5,6) to learning. This seminar present ed how the pedagogy was operationalised; the outcomes, which improved student satisfaction and defensibility against legal challenge; how the approach can transfer across disciplines, and supporting research in professional competence.
- James JT. A new, evidence-based estimate of patient harms associated with hospital care. J Patient Saf. 2013 Sep;9(3):122–8.
- Eva KW, Bordage G, Campbell C, Galbraith R, Ginsburg S, Holmboe E, et al. Towards a program of assessment for health professionals: from training into practice. Springer Netherlands; 2015 Nov 21;:1–17.
- Dawson LJ, Mason BG, Bissell V, Youngson C. Calling for a re-evaluation of the data required to credibly demonstrate a dental student is safe and ready to practice. European Journal of Dental Education. 2016 Mar 29;:n/a–n/a.
- Forsythe A, Johnson S. Thanks, but no-thanks for the feedback. Assessment & Evaluation in Higher Education. 2016 Jul 5;:1–10.
- Van Der Vleuten CP. The assessment of professional competence: Developments, research and practical implications. Adv Health Sci Educ Theory Pract. Kluwer Academic Publishers; 1996 Jan;1(1):41–67.
- van der Vleuten CPM, Schuwirth LWT, Driessen EW, Dijkstra J, Tigelaar D, Baartman LKJ, et al. A model for programmatic assessment fit for purpose. 2012;34(3):205–14.
Venue: New Hunt House G3
Facilitating the Future of Erosive Toothwear Education - The ET Foundation
Presenters: Professor Nigel Pitts and Professor David Bartlett.
This session outlined the development of the Erosive Toothwear (ET) Foundation and our aims, and presented summaries of the educational tools produced to date and to be developed in the future. This new initiative is an example of collaboration by design, showing how academics from international universities working with scientists and communications professionals from a number of Corporations, can all work together for the greater good in health and education by partnering in a clear and transparent manner.
The Foundation is focused on education and health in order to get research evidence into action. The aim is, for Erosive Toothwear, to promote understanding of the condition, the underlying science, the scale of the problem and how best to prevent it and, where appropriate, how to manage it. The ultimate target audiences are dental and other educators, students across health disciplines, dental team and health practitioners, researchers and epidemiologists, public health and policy makers and children and families. The objective of the Foundation is to raise awareness of the condition by promoting education and understanding on a global level using an educational based website. The format of the website will be open, non-pay and inclusive. It will be a portal for information.
The ET Foundation is bringing together scientific expertise from professor Adrian Lussi from the University of Berne, Switzerland; Professor Dom Zero from Indiana University, US; and Professor Carolina Ganss from the University of Giessen, Germany. This group is working together with four major oral health companies ( Colgate, GSK, Oral B and Unilever) and is working with Healthcare Learning from London as an eLearning provider. The ET Foundation has to date held: 1) a development Workshop in London in Feb. 2016; 2) launched at the ORCA Meeting in Athens in July 2016 and 3) run a well-attended formal symposium and informal discussion session at the IADR meeting held in San Francisco in March 2017. The website is about to go live and the first two eLearning modules (on 1) Epidemiology, Risk Factors & Guidance and 2) the Basic Erosive Wear Examination) will then be available to all.
Venue: New Hunt House G12
RFID Technology: Improving Dental Education and Patient Safety
Use of Radio Frequency Identification (RFID) technology has exploded as various industries garner the efficiencies gained from passively, and precisely, tracking objects. R adio frequency antennas confirm the presence of objects—from shipping containers to library books— via a signal from an RFID tag. At Columbia University College of Dental Medicine, we have adopted RFID to improve instrument and material management and patient flow. In both preclinical and clinical programs, instruments and cassettes are fitted with RFID tags for tracking. RFID scanners allow instruments to be tracked at each step of sterilization and distribution.
Defined processes ensure that only kits that have passed through the sterilization process can be dispensed for clinical use. Additionally, each instrument has its own unique RFID code that enables the system to check kits’ contents for completeness at each process point. This ensures that only complete kits are dispensed, maximizing student efficiency. All of this occurs passively, with no need for the staff to scan bar codes or complete visual checks. Besides operational improvements, Columbia envisions the future to include readers at the operatory to allow tracking of individual instruments and material movements that will provide significant ergonomic educational benefits.
RFID antennae on the dental unit will track the instances and duration that students have instruments in their hands. As the procedure progresses, a complete picture of instrument usage develops. RFID wristbands will be used to track patient movement and to allow for positive patient identification at the dental unit. With patient, provider and armamentarium data all linked together, we envision the development of an event tracking model with a number of key uses. Data from individual events could be compared to a benchmark to assess student performance or can be analyzed in conjunction with patient outcomes to inform best practice.
Over time, this collection of data could inform educators of gaps in preclinical training, or lead to individualized learning programs for those that require remediation. The research opportunities are enormous across a number of areas including patient care, education and operations management.
Venue: New Hunt House G4
Outcome of the "ACFF Pre-Meeting on The Shape of the Future of Dental Education for Dental Caries - and How to Get There"
Presenters: Cat Mayne, ACFF & Dr. Marco Mazevet, King's College
Mrs. Mayne and Dr. Mazevet presented the outcome of this year's pre-meeting on "The Shape of the Future of Dental Education for Dental Caries (and How to Get There)". This included an overview of the current implementation state of the European Core Curriculum in Cariology, the findings of the breakout workgroups and expected future actions.