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dc.contributor.authorMatthaios, Nikosen_US
dc.contributor.authorUcer, C.en_US
dc.contributor.authorVan de Velde, T.en_US
dc.contributor.authorNattestad, A.en_US
dc.contributor.editorM Manogueen_US
dc.date.accessioned2017-05-03T15:33:57Z
dc.date.available2017-05-03T15:33:57Z
dc.date.issued2009en_US
dc.date.modified2010-06-23T05:22:44Z
dc.identifier.issn13965883en_US
dc.identifier.doi10.1111/j.1600-0579.2008.00546.xen_AU
dc.identifier.urihttp://hdl.handle.net/10072/30262
dc.description.abstractLearning in academic settings is strongly related to the way the students are tested or examined. Assessment therefore must be integrated in the curriculum design, coordinated and should reflect the learning outcomes of the education. Assessment within the field of implant dentistry must fulfill four major objectives: complete and direct the learning process with feedback (formative), ensure that students are adequately prepared (summative), assess attitudes and skills such as critical thinking, reflection and self-assessment ability, and supply continuous feedback to teachers on curricular content and impact. Different assessment methods should be used to assess different levels of competencies throughout the curriculum. Various forms of written or oral assessment methodologies are applicable at earlier stages in the curriculum. At intermediate levels, interactive assessment methods, such as patient simulations (paper based or virtual) and more could encourage the necessary synthesis of several disciplines and aspects of the theoretical knowledge. At higher levels of competence, documentation of clinical proficiency by means of reflective portfolios and diaries is an appropriate assessment method with both formative and summative potential. The highest level of competence requires performance assessment using structured, objective, clinical criteria. The group strongly encourages the use of reflective forms of assessment methods which engage the students in a process of self-appraisal, identification of individual learning needs and self-directed learning. The ultimate goal of this would be to allow the student to develop a lifelong learning attitude.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherWiley-Blackwell Publishing, Inc.en_US
dc.publisher.placeUnited Statesen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom56en_US
dc.relation.ispartofpageto65en_US
dc.relation.ispartofissues1en_US
dc.relation.ispartofjournalEuropean Journal of Dental Educationen_US
dc.relation.ispartofvolume13en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchDentistry not elsewhere classifieden_US
dc.subject.fieldofresearchcode110599en_US
dc.titleAssessment of knowledge and competencies related to implant dentistry in undergraduate and postgraduate university educationen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Health, School of Dentistry and Oral Healthen_US
gro.date.issued2009
gro.hasfulltextNo Full Text


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