INCORPORATING TRANSFORMATIVE DENTAL EDUCATION

1. INCORPORATING TRANSFORMATIVE DENTAL EDUCATION BACHELOR OF DENTAL SURGERY- CURRICULUM UNIVERSITY OF KWAZULU-NATAL DURBAN SOUTH AFRICA

2. SCHOOLS OF DENTISTRY - SA • University of the Witwatersrand: Johannesburg • University of Pretoria: Pretoria • Medical University of South Africa: Garunkuwa • University of Western Cape: Cape Town • Planned: University of Kwa-Zulu/Natal, Durban

3. EMERGING CHALLENGES • Epidemiological changes • Demographic transitions • Population demands • Technological innovation • Education and training of different categories of health service personnel

4. INTERNATIONAL COMMISSION - 2010 Twenty professional and academic leaders from diverse countries came together to develop a shared vision and a common strategy for post-secondary education in medicine, nursing and public health that reaches beyond the confines of national borders and individual professions Julio Frenk et al, Health professionals for a new century; Lancet, 2010: 376; 1923-58

5. VISION – INTERNATIONAL COMMISSION 2010 All health professionals should be educated to mobilise knowledge and to engage in critical reasoning and ethical conduct so that they are competent to participate in patient and population-centered health systems as members of locally responsive and globally connected teams. The ultimate purpose is to assure universalcoverage of high quality comprehensive services essential for health equity within and between countries

6. SOCIAL DETERMINANTS OF HEALTH AND DISEASE • Psycho-social, economic, political and environmental factors • More effective to prevent diseases at community and environmental levels than at individual level • Risk factors – tobacco use, physical inactivity, alcohol use and unhealthy diet • Obesity, cancers, heart disease, respiratory disease, dental caries and periodontal disease

7. VISION – SCHOOL OF DENTISTRY To produce an oral health workforce that strengthens health systems and improvespopulation health outcomes as a contribution to South Africa’s sustainable development

8. MISSION – SCHOOL OF DENTISTRY The education and training of oral and dental health professionals with academic excellence, clinical competence and imbued with the values of service, ethics, integrity and life-long learning

9. OUTCOMES OF THE BDS QUALIFICATION • Empower patients to maintain optimum oral health as part of good general health throughout their lives • Empower communities to effectively manage oral health in the context of maintaining and promoting systemic health • An education and training experience that prioritises continuing development from undergraduate training to general dental practice and postgraduate degrees • Employ professional attitudes and values in the management of individual patients and in working effectively as members of an integrated dental and health team

10. REQUIRED COMPETENCIES FOR THE BDS DEGREE Competency: The ability to apply knowledge, understanding, skill and behaviour in a real life situation i.e., abilities to start a practice – public or private Kersten et al, 2007

11. FOUR DOMAINS OF COMPETENCIES • Ethics, integrity and professionalism (1-7) • Health promotion and prevention (8-16) • Diagnosis and treatment planning (17-21) • Treatment (22 – 32)

12. BDS CURRICULUM TYPOLOGY SPICES MODEL TRADITIONAL MODEL student-centeredteacher-centered problem based information based integrated discipline based community based hospital based elective driven uniform systematic opportunistic

13. ASSESSMENT FORMATIVE AND SUMMATIVE • Knowledge • Skills • Communication • Decision making • Attitudes Within boundaries of learning objectives, outcomes and competencies

14. MENU OF ASSESMENT METHODS • Essays – short and long • Multiple choice questions • OSCE • Case reports • Critical reading • Projects • Self-assessment

15. QUALITY ASSURANCE • Regulatory bodies responsible for QA CHE-HEQC - national HPCSA - professional QPA – institutional School / Faculty • Teaching & feedback; assessment; infection control; infra-structure; clinical teaching; community clinics • Faculty development programme would be an integral aspect of quality assurance Culture of continuous improvement

17. TRANSFORMATIVE LEARNING • To develop leadership attributes to produce enlightened change agents Involves three fundamental shifts: • from memorisation to analysis and synthesis of information for decision making - achieving core competence for effective teamwork in health systems - from non-critical adoption of educational models to creative adaptation of global resources to address local priorities Frenk et al, 2010

18. THE FOUR SCHOLARSHIPS • Discovery • Integration • Application • Teaching Ernest Boyer, Carnegie Foundation, 1990

19. TEACHING • To teach properly is to be intellectually engaged and widely read • Pedagogical procedures should be planned, be continuously examined and updated • Encourage students to be critical, creative thinkers • Inculcate the capacity for life-long learning • Faculty also learn in teaching • Teaching translates knowledge as well as transforms it Boyer 1990

20. RESEARCH QUESTIONS • Impact of the School of Dentistry on Dental Indicators • Tracer studies – alumni • Quality of teaching – faculty development • Admission profile and success • Patient satisfaction studies • Student satisfaction studies

21. IMPLEMENT NEW CURRICULUM STRONG CREATIVE AND VISIONARY LEADERSHIP BY THE DEAN AND SENIOR FACULTY