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dc.contributor.authorNulty, Duncanen_US
dc.contributor.authorShort, Leonieen_US
dc.contributor.authorJohnson, Newellen_US
dc.date.accessioned2017-05-03T14:33:28Z
dc.date.available2017-05-03T14:33:28Z
dc.date.issued2010en_US
dc.date.modified2011-01-31T05:53:10Z
dc.identifier.issn00220337en_US
dc.identifier.urihttp://hdl.handle.net/10072/35523
dc.description.abstractThe assessment of clinical competence in health disciplines is a critical issue. Universities have a responsibility to graduate students who can demonstrate fitness to practice because clinical competence relates directly to the quality of patients' care-the quality of their treatment, their health outcomes, and their experience. In respect of the last of these, this article argues that the nature of what we term "clinical competence" ought to recognize the patient before the medical/dental condition or clinical intervention and, in order to achieve this, dental education should adopt learning, teaching, and assessment strategies that develop integrated learning outcomes consistent with a paradigm of comprehensive care. The article describes the ways in which this paradigm has been operationalized in the learning, teaching, and assessment strategies at Griffith University in Australia. It places a particular focus upon the assessment methods used in the Bachelor of Oral Health program. In this way, the article aims to illustrate ways that the quality of the assessment of clinical competence can, and should, be improved. While this is a work in progress, this description may be useful for educators at other academic dental institutions who wish to adopt, adapt, and develop similar approaches.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent1119816 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherAmerican Dental Education Associationen_US
dc.publisher.placeUnited Statesen_US
dc.publisher.urihttp://www.adea.orgen_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom1367en_US
dc.relation.ispartofpageto1379en_US
dc.relation.ispartofissue12en_US
dc.relation.ispartofjournalJournal of Dental Educationen_US
dc.relation.ispartofvolume74en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation Assessment and Evaluationen_US
dc.subject.fieldofresearchcode130303en_US
dc.titleImproving Assessment in Dental Education Through a Paradigm of Comprehensive Care: A Case Reporten_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, Griffith Institute of Higher Educationen_US
gro.rights.copyrightCopyright 2010 Journal of Dental Education (JDE). The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_AU
gro.date.issued2010
gro.hasfulltextFull Text


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    Contains articles published by Griffith authors in scholarly journals.

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