1. Professor Heikki Murtomaa Institute of Dentistry Oral Public Health
PROFILE AND COMPETENCES FOR THE GRADUATING EUROPEAN DENTIST AND CURRICULUM DESIGN
Professor Heikki Murtomaa
Institute of Dentistry
Oral Public Health

2. City of Helsinki

3. University of Helsinki

4. Institute of Dentistry, University of Helsinki, Finland

5. Dental education
in 3 universities (in 4 starting 2010 )
5 year curriculum
300 ECTS
annual admission of 140 students (180 in 2010)
Oral hygienist education
in 4 polytechnics
3,5 year curriculum
210 ECTS
annual admission of 120 students

6. The Humanistic Model of Professional Education
Awareness
Commitment
Understanding
Knowledge
Skills
Expertise

7. Agreed profile for the new European dentist according to the Association for Dental Education in Europe
On graduation the new European dentist should:
have had a broad academic dental education and be able to function in all areasof clinical dentistry
be trained in biomedical science
be able to work together with other dental and health care professionals in the health care system
have good communicative skills
be prepared to undertake continuing professional development supporting the concept of life-long learning
be able to practice evidence-based dentistry based through a problem solving approach, using basic theoretical and practical skills

8. COMPETENCE
1. Dentists are expected to contribute through the achievement of a set of generic and subject specific competences – abilities essential to begin independent, unsupervised dental practice.
2. The competences are the basic level of professional behaviour, knowledge and skills necessary for a graduating dentist to respond to the full range of circumstances encountered in general professional practice.
3. Competences should support integration and merging of all disciplines, which should benefit dentists in training and also patients who are receiving treatment.

9. COMPETENCES (2)
The graduating dentist should learn to undertake a holistic approach to the management of their patients.
2. They should have knowledge of and adhere to the concept of dental team working in their approach to patient management; all this should be supported by an ethos of achieving continuing professional development and promoting life long learning to achieve a continuum of education from undergraduate to retirement.

10. Domains
Seven domains have been identified that represent the broad categories of professional activity and concerns that occur in the general practice of dentistry.
The domains are interdisciplinary in orientation and must embrace an element of critical thinking; they may apply in differing ways to patients of all ages, including children, adolescents, adults and the elderly within a given population:
I. Professionalism
II. Interpersonal, Communication and Social Skills
III. Knowledge Base, Information and Information literacy
IV. Clinical Information Gathering
V. Diagnosis and Treatment Planning
VI. Therapy: Establishing and Maintaining Oral Health
VII. Prevention and Health Promotion

11. MAJOR COMPETENCE A major competence is the ability of
a dentist on graduation to perform provide a particular, but complex, service or task.
Its complexity suggests that multiple
and more specific abilities are required to support the performance of any
major competence.

12. SUPPORTING COMPETENCE
1. The more specific abilities could be considered as subdivisions of a ‘major competence’ and are termed a ‘supporting competence’. 2. Achievement of a major competence requires the acquisition and demonstration of all supporting competences related to that particular service or task. 3. Some supporting competences may also contribute to the achievement of other major competences. The lists of ‘supporting competences’ are not intended to be prescriptive and are by no means exhaustive. The lists are included for use by individual schools or countries to complete and modify to meet particular national or regional needs. 4. ADEE envisages that all European schools will adhere to the major competences as described in this document, but that supporting competences may vary in detail between schools.

13. COMPETENCES:
Be competent at: a dentist should on graduation demonstrate a sound theoretical knowledge and understanding of the subject together with an adequate clinical experience to be able to resolve clinical problems encountered independently or without assistance.
Have knowledge of: a dentist should on graduation demonstrate a sound theoretical knowledge and understanding of the subject, but need/have only a limited clinical/practical experience.
Be familiar with: a dentist should on graduation demonstrate a basic understanding of the subject but need not have clinical experience or be expected to carry out procedure independently.

14. DOMAIN I: PROFESSIONALISM
Major Competence 1: Professional Attitude and Behaviour
On graduation, a dentist must be competent in a wide range of skills, including investigative, analytical, problem solving, planning, communication, and presentation skills and has to demonstrate a contemporary knowledge and understanding of the broader issues of dental practice. The dentist should understand the relevance of these issues, including research, team building and leadership skills in clinical dental practice.

15. Major Competence 2: Ethics and Jurisprudence
DOMAIN I: PROFESSIONALISM
Major Competence 2: Ethics and Jurisprudence
On graduation a dentist must display knowledge of the content and have a thorough understanding of the moral and ethical responsibilities involved in the provision of care to individual patients, to populations and communities. The dentist must display knowledge of contemporary laws applicable to the practice of dentistry.

16. DOMAIN II: INTERPERSONAL, COMMUNICATION AND SOCIAL SKILLS
Major Competence: Communication
On graduation a dentist must be competent to communicate effectively, interactively and reflectively with patients, their families, relatives and carers and with other health professionals involved in their care, irrespective of age, social and cultural background.

17. DOMAIN III: KNOWLEDGE BASE, INFORMATION AND INFORMATION LITERACY
Major Competence 1: Application of Basic Biological, Medical, Technical and Clinical Sciences
On graduation a dentist must be competent to apply knowledge and understanding of the basic biological, medical, technical and clinical sciences in order to recognise the difference between normal and pathological conditions/disorders relevant to clinical dental practice and understand the bases of these.

18. Major Competence 2: Acquiring and Using Information
DOMAIN III: KNOWLEDGE BASE, INFORMATION AND INFORMATION LITERACY
Major Competence 2: Acquiring and Using Information
On graduation, the dentist must be competent at demonstrating appropriate information literacy to acquire and use information from library and other databases and display the ability to use this information in a critical, scientific and effective manner. A dentist should demonstrate an ability to maintain their professional knowledge and understanding throughout their professional life.

19. DOMAIN IV: CLINICAL INFORMATION GATHERING
Major Competence: Obtaining and Recording a Complete History of the Patient’s Medical,
Oral and Dental State
On graduation, a dentist must be competent at obtaining and recording a complete history of the patient’s medical, oral and dental state. This will include biological, medical, psychological and social information in order to evaluate the oral and dental condition in patients. In addition, the dentist will be competent at performing an appropriate physical examination; interpreting the findings and organising further investigations when necessary in order to arrive at an appropriate diagnosis.

20. DOMAIN V: DIAGNOSIS AND TREATMENT PLANNING
Major Competence: Decision-making, Clinical Reasoning and Judgement
On graduation, a dentist must be competent in decision-making, clinical reasoning and judgement in order to develop a differential, provisional or definitive diagnosis by interpreting and correlating findings from the history, clinical and radiographic examination and other diagnostic tests, taking into account the social and cultural background of the patient. A dentist must be competent at formulating and recording a diagnosis and treatment plan which meets the needs and demands of patients. For treatments that are beyond their skills, a dentist should be competent to be able to refer on for an appropriate specialist opinion and/or treatment.

21. DOMAIN VI: THERAPY: ESTABLISHING AND MAINTAINING ORAL HEALTH
This domain may relate to patients from different age groups (children, adolescents,adults and the elderly) or specifically to one particular age group and to those patients with special needs and requirements.
On graduation the dentist should be aware of their limitations and know when to refer a patient for specialist dental or medical care.

22. DOMAIN VII: PREVENTION AND HEALTH PROMOTION
Major Competence: Improving Oral Health of Individuals, Families and Groups in the Community
On graduation a dentist must be competent at promoting and improving the oral health of individuals, families and groups in the community.

23. TF II to develop an agreed approach to the application of a modularized curricula, including ECTS that should not impose a single curricula or single educational approach
Curriculum structure and ECTS, Part I
(published in EJDE 2006;10: )
Curriculum structure and ECTS, Part II
(published in EJDE 2007;11: )

24. ADEE Curriculum Structure
Requirements, guidelines and recommendations
Framework for a dental programme
Student exchange and ECTS
Teaching and learning
Traditional teaching versus Student directed learning
Use of Internet and e-learning
Assessment Procedures and Performance criteria

25. OUTCOME AND CONTENT REQUIREMENTS
CONTENT SHOULD BE RELATED AND CONTRIBUTED TO PROFILE AND COMPETENCES BY ADEE
EVIDENCE-BASED DENTISTRY SHOULD BE INTEGRAL
ELECTIVES SHOULD BE INCLUDED
EARLY PATIENT CONTACT SHOULD TAKE PLACE
A RESEARCH PROJECT BY EVERY STUDENT
(BIO)MEDICAL SUBJECTS SHOULD BE LEARNED IN AN INTEGRATED WAY

26. STRUCTURAL REQUIREMENTS
STRONG LINK OR PART OF A UNIVERSITY WITH CLEARLY DEFINED ORGANIZATIONAL STRUCTURE
EDUCATIONAL PRINCIPLES SHOULD BE STUDENT- AND PATIENT CENTERED
MODULES (5 -20 ECTS) WITH INFO ON LEARNING OBJECTIVES
STUDY TIME
LEARNING METHODS AND MATERIALS
ASSESSMENT PROCEDURES

27. ECTS European Credit Transfer and Accumulation System
a student-centered system based on the student workload required to achieve the objectives of a program
objectives preferable specified in terms of the learning outcomes and competencies to be acquired

28. Key features of ECTS
60 credits is a measure of the workload of a full-time student during an academic year
workload amounts weeks a year
one credit stands for working hours
total workload to obtain a dental degree is 300 credits following ADEE/DentEd model
credits can only be obtained after completion of workload required and appropriate assessment of learning outcomes achieved

29. Workload and ECTS
refers to notional time an average learner might be expected to complete the required learning outcomes
workload depends on the student’s ability, teaching and learning methods, resources, curriculum design etc.
calculation is largely discipline related and should be performed by academic staff
consists of time required to complete all planned learning activites (lectures, seminars, independent study, practical sessions, preparations of projects, examinations, etc.)

30. Key features of ECTS
student performance documented by national/local grade
ECTS grade recommended
A best 10%
B next 25%
C next 30%
D next 25%
E next 10

31. METHODS OF LEARNING AND TEACHING REQUIREMENTS
AIMS AND LEARNING OUTCOMES OF ALL TEACHING SHOULD BE CLEARLY DEFINED
ACTIVITIES SHOULD BE BASED ON EDUCATIONAL NEEDS OF STUDENTS AND ORAL HEALTH NEEDS OF PATIENTS AND COMMUNITY
LEARNING AND TEACHING STUDENT-CENTERED
VARIETY OF LEARNING STYLES
IT AND VIRTUAL LEARNING MATERIALS

32. PROBLEM BASED LEARNING SESSION
A QUICK TEST OF KNOWLEDGE BY TEN RIGHT-WRONG STATEMENTS
SEVEN STEPS ARE PROCESSED
CASES ARE MAINLY COMMON CLINICAL PATIENT CASES OR DESCRIBING A PHENOMEN RELATED TO THE ISSUE
A STUDENT CHAIR AND SECRETARY AT A TIME
DISCUSSION IMPORTANT
FORMULATE EXPLANATION FOR THE PHENOMEN OF THE CASE

33. PROBLEM BASED LEARNING PROCESS
CASE
PROBLEM
BRAIN STORMING
EXPLANATION MODEL
LEARNING GOALS
SELFDIRECTED STUDYING
CLOSING SESSION
ASSESSMENT OF KNOWLEDGE LEARNED AND ITS IMPLEMENTATION

34. PROBLEM BASED LEARNING TUTOR
PEDAGOGICAL EDUCATION IN PBL REQUIRED
SUBSTANCE SPECIALIST BUT NOT EXPERTS
A TUTOR GUIDE FOR EVERY CASE WITH THOROUGH DISCUSSIONS IN TEACHER MEETINGS
DETAILED LEARNING GOALS
THOROUGH EXPLANATION OR MODEL FOR TEH CASE AND PRINCIPLES BEHIND IT
REFERENCES TO TEXTBOOKS AND INTERNET ADDRESSES

36. ASSESSMENT PROCEDURES AND PERFORMANCE CRITERIA REQUIREMENTS
CRITERIA FOR LEARNING OUTCOMES, ASSESSMENT AND GRADING SCHEMES KNOWN TO ALL
MULTIPLE METHODS OF ASSESSMENT FOR STUDENTS TO RECEIVE FEEDBACK
TOOLS TO PROMOTE REFLECTION, CRITICAL THINKING AND CONTINUED LEARNING EX. SELF-/PEER- ASSESSMENT AND PORTFOLIOS SHOULD BE IN PLACE
CLINICAL ASSESSMENTS ON COMPETENCE
KNOWLEDGE, SKILLS,BEHAVIORS, SAFETY
QUANTITY AND QUALITY

37. ASSESSMENT METHODS SUMMATIVE ASSESSMENT FORMATIVE ASSESSMENT
TRANSITIION TO THE NEXT STAGE OF THE COURSE
FORMATIVE ASSESSMENT
INFO ON PROGRESS BEING MADE BY A STUDENT
SELF, PEER AND COLLOBORATIVE ASSESSMENT
PORTFOLIO
OBJECTIVE STRUCTURED CLINICAL EXAMINATION OSCE
CLINICAL EXAMINATION

39. HELSINKI CURRICULUM

40. Helsinki Curriculum Learning entity ECTS Contact hours
Independent studies
TST
1st preclinical year 44
321
848
1169
2nd preclinical year 53
431
971
1402
Growth of the masticatory system 6 75
150
General diagnostic methods 7 82 92
174
Development and guidance of the occlusion 93 55
148
Function of the masticatory system 80 70
Reconstruction and rehabilitation of the bite function 13
224
114
338
Infectous diseases of the teeth and periodontium 32
552
307
859
Oral and maxillofacial surgery 11
142
284
Oral medicine 19
253
264
517
Oral public health
160
Clinical studies
1476
Personal and professional growth
124 76
200
Language studies 84 90
Scientific project 20 30
500
530
Electives 10
270
300
8001

44. HELSINKI CITY
DENTAL SERVICES
CLINICAL
TEACHERS
GOOD
CLINICAL
PRACTICE
QUALITY CARE
COMPETENT DENTISTS
STUDENTS
ACADEMIC
STAFF
EBD
HELSINKI INSTITUTE
OF DENTISTRY

46. All-around education
General medicine and
oral biology
Society and administration
Diagnostics
DENTIST
Manual skills
Humanity
and interaction
Materials
Acquisition of information
and evaluation

47. CORE CONTENT ANALYSIS IN PRACTICE
Core content analysis means that those responsible for study modules at the Faculty, with a group consisting of teachers from different fields, make note of what they teach in each period
The content of the cources is classifield according to the relevance of content and how these contents should be mastered

48. THE OBJECTIVES OF CORE CONTENT ANALYSIS
to guarantee logical and comprehensive studies with essential contents that are familiar to everyone
to serve as a tool for teachers
the database allows for teachers to see what the study module has previously included.
the teaching staff sees their own teaching as a part of the whole training programme.

49. RELEVANCE – How relevant is the knowledge?
Must be mastered completely (the essential content of the study module)
Must be mastered adequately (information significant for the study module)
3. Special knowledge (advanced knowledge)

50. LEVEL OF COMPETENCE – How well should the content be mastered?
A. Application (”can treat or apply in the clinical phase”) B. Comprehension (”can diagnose”) C. Knowledge (”has heard/seen”)

51. PERFORMANCE MANAGEMENT BALANCED SCORE CARD (BSC) Kaplan and Norton 1996
A STRATETIC PERFORMANCE MANAGEMENT TOOL
PROVIDES THE INSTRUMENTATION NEEDED TO NAVIGATE TO FUTURE COMPETIVE SUCCESS
INCORPORATES ALL QUANTITATIVE AND ABSTRACT MEASURES OF TRUE IMPORTANCE TO THE ENTERPRISE
HELPS ORGANIZATIONS TO ACHIEVE A DEGREE OF BALANCE IN SELECTION OF PERFORMANCE MEASURES

52. Implementing Balanced Scorecards typically includes four processes:
Translating the vision into operational goals
Communicating the vision and linking it to
individual performance
Business planning
Feedback and learning and adjusting the
strategy accordingly

53. STRATEGIC MANAGEMENT BSC Kaplan and Norton 1996
BASELINE ANALYSIS
WHERE WE ARE, SWOT
REALISATION OF THE NEED FOR CHANGE
WHAT WOULD WE LIKE TO IMPROVE
VISION
WHAT WOULD WE LIKE TO ACHIEVE
MAKING OF THE ACTION PLAN
WHAT HAS TO BE DONE AND HOW
RESPONSIBILITIES, TIMETABLE, PRIORITIES
STARTING THE ACTION AND INFORMING THE STAFF
INTERMEDIATE ASSESSMENT
HOW ARE WE DOING
FINAL ASSESSMENT
FURTHER ACTIVITIES – HOW TO GO ON

54. STRATEGIC LEADERSHIP BSC Kaplan and Norton 1996 PERSPECTIVES
Financial/Services
Customer/Students, University, Society
Internal process/Staff, Curriculum
Innovation and learning perspective/Development

55. STRATEGIC LEADERSHIP BSC Kaplan and Norton 1996 PERSPECTIVES
Innovation and learning perspective
Human capital
Information capital
Organization capital

56. TASKFORCE IV – GLOBAL CONGRESS