Assessment in a global context: An international perspective on dental education. (30th March 2018)

• Record Type: Journal Article
• Authors: Patel, U. S.; Tonni, I.; Gadbury‐Amyot, C.; Van der Vleuten, C. P. M.; Escudier, M.
• Other Names: Kavadella A guestEditor.; Garcia L guestEditor.
• Is Part Of: European journal of dental education. Volume 22(2017)Supplement 1
• Page Start: 21
• Page End: 27
• Publication Date: 2018-03-30
• Subjects: assessment -- dental -- dentistry -- education -- ePortfolio -- feedback -- global -- programmatic -- quality assurance -- reproducibility -- validity -- workplace‐based assessment; Dentistry -- Study and teaching -- Europe -- Periodicals; Dentistry -- Study and teaching -- Periodicals; 617.60071
• DOI: 10.1111/eje.12343
• Languages: English
• ISSNs: 1396-5883

Abstract

Abstract: Assessments are widely used in dental education to record the academic progress of students and ultimately determine whether they are ready to begin independent dental practice. Whilst some would consider this a "rite‐of‐passage" of learning, the concept of assessments in education is being challenged to allow the evolution of "assessment for learning." This serves as an economical use of learning resources whilst allowing our learners to prove their knowledge and skills and demonstrating competence. The Association for Dental Education in Europe and the American Dental Education Association held a joint international meeting in London in May 2017 allowing experts in dental education to come together for the purposes of Shaping the Future of Dental Education. Assessment in a Global Context was one topic in which international leaders could discuss different methods of assessment, identifying the positives, the pitfalls and critiquing the method of implementation to determine the optimum assessment for a learner studying to be a healthcare professional. A post‐workshop survey identified that educators were thinking differently about assessment, instead of working as individuals providing isolated assessments; the general consensus was that a longitudinally orientated systematic and programmatic approach to assessment provide greater reliability and improved the ability to demonstrate learning.