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Title: Developing educators of European undergraduate dental students : towards an agreed curriculum
Author: Chuenjitwongsa, Supachai
ISNI:       0000 0004 5368 1778
Awarding Body: Cardiff University
Current Institution: Cardiff University
Date of Award: 2015
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Recent developments in European dental education are student-focused, concerned, for example, with competency-based and problem-based learning. The development of dental educators has so far received little consideration. This study aimed to agree curriculum content for developing dental educators so that they are better able to support changing undergraduate dental education. Adopting consensus methodology, a two-round Delphi was conducted in 2012. Fifty-three dental educators attending the Association of Dental Education in Europe (ADEE) annual conference 2010-2011 and 39 dental students attending the European Dental Students Association (EDSA) volunteered to take part. The Delphi questionnaire was developed based on literature, piloted, and sent to participants to gather opinions of and seek consensus on educational content using rating-scales and open-ended questions. Numeric data were analysed using descriptive statistics and qualitative data were analysed thematically. This study identified required educational content for undergraduate-teachers and practical issues for developing dental educators. This study revealed seven domains of curriculum content for dental educators. Four domains were deemed essential in which all educators should be competent:educational principles; educational practice in dentistry; curriculum, quality, and improvement; and educational professionalism. Three domains were optional which could be tailored to local needs include: educational principles in specific context, educational research, and educational and healthcare management. When developing training for dental educators, factors which need consideration are: scope and type of educational content; academic position and teaching experience of educators, roles and responsibilities of educators, the nature of undergraduate dental education, and local and cultural contexts. The results are beneficial for (1) individual educators to inform professional development plans, (2) institutions to devise faculty developments, (3) ADEE to inform policies on developing European dental educators, and (4) other disciplines to inform training for their educators.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: L Education (General)