Periodontal education and assessment in the undergraduate dental curriculum—A questionnaire-based survey in European countries

M. Gürsoy, A. Wilensky, N. Claffey, D. Herrera, P. M. Preshaw, M. Sanz, U. Schlagenhauf, L. Trombelli, K. Demirel (Lead / Corresponding author)

Research output: Contribution to journalArticlepeer-review

10 Citations (Scopus)

Abstract

Objectives: This survey aimed to evaluate whether periodontal education and assessment in undergraduate dental curricula amongst the member countries of the European Federation of Periodontology (EFP) follow the competency-based curricular guidelines and recommendations developed by the Association for Dental Education in Europe. Materials and methods: A multiple-choice questionnaire was emailed to 244 dental institutes amongst the 24 EFP member countries between November 2014 and July 2015. Results: Data were received from 16 (66.7%) EFP member countries. Out of 117 responding dental institutes, 76 (64.95%) were included as valid responders. In most of the institutes (86.3%), a minimum set of competencies in periodontology was taken into account when constructing their dental education programmes. Out of 76 responders, 98.1% included lecture-based, 74.1% case-based and 57.1% problem-based teaching in their periodontal curricula, whilst a minority (15.9%) also used other methods. A similar pattern was also seen in the time allocation for these four educational methods, that is, the highest proportion (51.8%) was dedicated to lecture-based teaching and only a small proportion (5.7%) to other methods. Periodontal competencies and skills were most frequently assessed by clinical grading on clinic, multiple-choice examination (written examination) and oral examination, whereas competency tests and self-assessment were rarely used. Only in 11 (14.5%) cases, access flap procedures were performed by students. Conclusion: Great diversity in teaching methodology amongst the surveyed schools was demonstrated, and thus, to harmonise undergraduate periodontal education and assessment across Europe, a minimum set of recommendations could be developed and disseminated by the EFP.

Original languageEnglish
Pages (from-to)e488-e499
Number of pages12
JournalEuropean Journal of Dental Education
Volume22
Issue number3
Early online date20 Feb 2018
DOIs
Publication statusPublished - Aug 2018

Keywords

  • competencies
  • dental education
  • Europe
  • periodontology
  • undergraduate students

ASJC Scopus subject areas

  • Education
  • General Dentistry

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