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    Developing an undergraduate curriculum in Special Care Dentistry - by consensus.

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    Authors
    Dougall, A
    Pani, S C
    Thompson, S
    Faulks, D
    Romer, M
    Nunn, J
    Affiliation
    Dublin University Dental Hospital, Trinity College, Dublin, Ireland. alison.dougall@dental.tcd.ie
    Issue Date
    2013-02
    
    Metadata
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    Citation
    Developing an undergraduate curriculum in Special Care Dentistry - by consensus. 2013, 17 (1):46-56 Eur J Dent Educ
    Publisher
    European journal of dental education : official journal of the Association for Dental Education in Europe
    Journal
    European journal of dental education : official journal of the Association for Dental Education in Europe
    URI
    http://hdl.handle.net/10147/292551
    DOI
    10.1111/eje.12011
    PubMed ID
    23279392
    Abstract
    It has been reported that healthcare providers often lack the skills set to provide care for people with disabilities, leading to inequalities in health and reduced access to health care. Newly graduating dentists are likely to see a significant number of patients with special healthcare needs in the course of their practicing lives. However, there is evidence of national and international variation in the availability of education and training at the undergraduate level in this important, emerging area. The quality and content of undergraduate education in Special Care Dentistry has been shown to correlate with students' confidence and their expressed willingness, towards providing care for patients with special healthcare needs in their future practice. The aim of this study was to use information from a three-round Delphi process, continued into a face-to-face meeting, to establish consensus on what constitutes the essential core knowledge, skills and attitudes required by a newly qualified dentist so that they are able to deliver patient care to diverse populations following graduation. A high level of agreement was established amongst an international panel of experts from 30 countries. The final core items identified by the panel showed a paradigm shift away from the traditional emphasis on medical diagnosis within a curriculum towards an approach based on the International Classification of Functioning (ICF) with patient-centred treatment planning for people with disabilities and special healthcare needs according to function or environment. Many of the core skills identified by the panel are transferable across a curriculum and should encourage a person-centred approach to treatment planning based on the function, needs and wishes of the patient rather than their specific diagnosis.
    Item Type
    Article
    Language
    en
    ISSN
    1600-0579
    ae974a485f413a2113503eed53cd6c53
    10.1111/eje.12011
    Scopus Count
    Collections
    Dublin Dental University Hospital

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