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

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

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

INTERNATIONAL COMMISSION 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;

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 universal coverage of high quality comprehensive services essential for health equity within and between countries

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

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

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

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

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

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)

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

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

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

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

YEARS 1-2YEARS 3-4YEAR 5 BASIC SCIENCES Chemistry, Physics, Biology Anatomy for Dentistry Physiology for Dentistry Oral Biology Oral Pathology Oral Microbiology General Pathology General Microbiology TREATMENT CLINICAL SCIENCES General Medicine General Surgery Oral Medicine & Periodontology Maxillo-Facial & Oral Surgery Restorative Dentistry Orthodontics Paediatric Dentistry PLANNING INTEGRATED CLINICAL DENTISTRY ROTATION: Hospital Special Clinics Private Practice Case Pres Seminars Literature Reviews Research Project CLINIC PUBLIC Community Clinics Language Proficiency Communication Computer Literacy Community Studies HEALTH Community Clinics Research Methodology Language Proficiency Professionalism in Dentistry DENTISTRY Community Clinics Ethics Practice Management

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

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

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

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

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