Learning together to improve oral health and quality of life
ADEE - Association for Dental Education in Europe
Wednesday 22nd August 2018 commencing 16:15
Venue: Main Auditorium [Store Aud]
Conversations on the challenges and rewards of diversity in education
Thomas Hylland Eriksen
Kim C. D’Abreu
Diversity was never a challenge as such for educational systems in the past, rather an obstacle to be overcome. In contemporary Western societies, the situation has recently changed, and cultural diversity within society is contested, but also widely considered a permanent condition. At the same time, conventional approaches to education are challenged by another potentially fragmenting force in the spread of electronic communication replacing traditional forms.
Three options are discussed in the lecture. First, traditional universalism is confronted with multiculturalism; Insistence on the uniformity and universality of a particular educational paradigm is compared with the view that the knowledge systems and methods of learning associated with different cultural groups ought to be treated in the same way. The third, preferred model, which attempts to strike a balance between the first two without succumbing to their obvious weaknesses, is described as pluralist universalism. Its universalism entails that it insists on a unitary view of knowledge and a democratic view of education: everyone should have the same opportunities. Its pluralism lies in its recognition of the fact that the world changes depending on where one sees it from, that there are no eternal absolutes and no privileged vantage-point. The challenge for this model consists in avoiding knowledge relativism and unintentional hegemony.
Thomas Hylland Eriksen (1962) is Professor of Social Anthropology at the University of Oslo and PI of the ERC Advanced Grant project ‘Overheating’. The author of many books in different genres, his academic research, which began with fieldwork on identity and society in Mauritius in 1986, has largely concerned cultural dynamics and social identities in complex societies. His books in this field include Ethnicity and Nationalism: Anthropological Perspectives (2010/1993) and Common Denominators: Ethnicity and the Politics of Compromise in Mauritius (1998).
He has also published works about globalization, e.g. Globalization: The Key Concepts (2014/2007), as well as basic textbooks in anthropology: Small Places, Large Issues (2014/1995), What is Anthropology? (2017/2004) and a book about public anthropology: Engaging Anthropology (2006). His latest book is an introduction to the anthropology of accelerated change: Overheating (Pluto Press 2016).
Kim C. D’Abreu serves as Principal Consultant for Diversity Dimensions Consulting, LLC. Ms. D’Abreu is an entrepreneurial and dynamic executive with 25 years of experience managing national, workforce diversity and inclusion programs. She is a thought leader within education, healthcare and non-profit sectors, with a reputation for managing the culture and complexities of environments. Ms. D’Abreu has effectively developed tools, strategies, and resources focused on climate and cultural competency as a means to promote success of women, racial and ethnic minorities and LGBT communities, and other marginalized groups.
Ms. D’Abreu was formerly the senior vice president for access, diversity and inclusion at the American Dental Education Association (ADEA). She designed strategies and programs to increase the cultural competency and diversity of students and faculty in dental education. Ms. D’Abreu obtained her B.S. from The Johns Hopkins University and M.P.H. from the Columbia University Mailman School of Public Health. Kim is a member of the International Coach Federation, Washington, DC chapter obtaining her Certificate in Leadership Coaching from Georgetown University.
Thursday 23rd August 2018 commencing 09:00
Venue: Main Auditorium [Store Aud]
Invited Speakers Session One
Visualization and its implications for learning and instruction in dental training
Roger Säljö and Hans Rystedt
The purpose of this session is to illustrate some of the potentials of digital technologies for instruction in dental education. More specifically, the presentation shows how to overcome the restricted visual access in traditional clinical demonstrations by introducing instructor-led seminars that allow students to follow and discuss broadcasted root canal treatments. The view from cameras built into surgical microscopes enabled the instructors to demonstrate clinical reasoning in situ and to provide the context necessary for understanding procedures. The empirical results convincingly show that discussions on the generalizability of knowledge beyond the specific case were encouraged by the interactive format of the seminars.
Hans Rystedt is Professor in Education at the University of Gothenburg. In his research, he investigates the relation between technological advancements and the transformation of professional knowledge. Of particular interest are questions concerning how to bridge the gap between formal education and the competences needed in professional activities. This broad issue is mainly addressed in two ways. Firstly, by making empirical investigations of how different realms of experience and activities are mediated by simulations and visualizations. Secondly, by exploring how the use of modern information systems and imaging technologies transform the ways in which professionals construe and deal with problems in everyday work.
Roger Säljö, Ph. D., Dr. h. c. mult., specializes in research on learning and technologies in a historical and contemporary perspective. He has been a Finland Distinguished Professor (FiDiPro) at the Centre for Learning Research at the University of Turku in Finland. He is an honorary doctor at the University of Turku and the University of Agder, and honorary professor at the University of Bath, UK. Previously he has been visiting professor at a number of universities, including Universität Konstanz, University of California San Diego, Rijksuniversiteit Utrecht, University of Oslo, Georg-August-Universität Göttingen, University of Agder, University of Stavanger. He is a member of editorial boards of a large number of scientific journals . He has supervised 50 students to their Ph. D. degrees.
Digital Prospects of Formative and Summative Assessment in Dental Education: Technological Opportunities and Challenges
Thomas de Lange, Håvard Haugen, Anne Møystad
It is a well-known fact that assessment is an important driver for student learning. In the advancement of digital technologies, the question is how digital resources can be used to improve formative and summative assessment in ways that support student learning as well as ensuring knowledge standards for future dental professionals.
Two experimental studies on digital assessment have been conducted at the Faculty of Dentistry, University of Oslo. Firstly, digitized formative assessment based on Multiple Choice questionnaires (MCQ) was implemented in testing students’ knowledge from prior parts of their education. Secondly, a pilot-study of a digitized summative assessment in oral radiology was conducted to identify benefits and challenges in applying entirely digital based exams. Results from these experiments are presented and discussed in relation to research on assessment and student learning.
Anne Møystad, DDS, Dr Odont. Dr Møystad is a Professor and specialist in Maxillofacial Radiology at the Faculty of Dentistry, University of Oslo, Norway. She has served as the head of the Department of Maxillofacial Radiology, University of Oslo (2002-2006), has been a visiting associate professor at Harvard School of Dental Medicine (HSDM) and Massachusetts General Hospital (MGH), Boston, USA (2006-2007) and has served as a professor at the Department of Oral and Maxillofacial Radiology, Faculty of odontology, University of Malmø, Sweden (2011-2012). She has been a teacher and researcher for more than 35 years. Her research interest focuses on digital diagnostic imaging in oral and maxillofacial radiology, faculty development in dental education and how digital resources and digital imaging can be used to improve assessment to support student learning.
Thomas de Lange, PhD in Education. Dr de Lange is an associate professor in education at the Faculty of Education, University of Oslo, Norway. He has been head of the student learning-strategy program at the University of Oslo and served as the head of the faculty education program at the same institution. He has been a visiting researcher at the Graduate School of Education at the University in Bristol, UK and served as an associate professor and been involved as a teacher and course developer at the faculty staff teacher training program at the University of Oslo. His research focuses on student learning in higher education, digital technologies in learning, doctoral supervision as well as assessment and supervision practices in professional education.
Håvard J. Haugen, PhD in Biomaterials. Dr. Haugen is Professor of Biomaterials and Head of the Biomaterial group since 2013. Previously Haugen has worked at Imperial College, London, Helmholtz Institute for Biomedical Engineering, Aachen and Technische Universität München. Haugen is in charge of dental biomaterial education for undergraduates and postgraduates. He has led the commission for new curriculum for master of dental education in 2012-2013, and additionally led the group that has enabled new technologies for dental education where the use of multiple-choice quizzes has been central. Haugen is also responsible for all teaching for the 5th and 6th semester. His group has had multiple national and EU research grants on research on dental implants and bone graft materials.
Friday 24th August 2018 commencing 09:00
Venue: Main Auditorium [Store Aud]
Invited Speakers Session Two
Speaker session two covers two diverse areas of interest to Dental Educators namely how dental schools respond to the challenges of an ageing European population and how countries manage the challenges of licensing overseas dentists.
It will consist of two speaker presentations followed by a chaired questions and answer session:
Dental schools meet the challenge of an ageing Europe
Anastassia E Kossioni
The European population is rapidly ageing but the dental workforce is not adequately prepared to meet the oral health needs of older adults. Frailty, care dependency, limited access to dental care and limited professional support contribute to poor oral health in old age.
Although more than 85% of the European dental schools teach Gerodontology at the undergraduate level, more clinical training in frail patients is required, with emphasis on collaborative practice and developing positive attitudes towards caring for older people.
Barriers in human, financial, and educational resources may be overcome by interprofessional and international collaborations, sharing educational material and use of modern technologies.
Dr Anastassia Kossioni is Associate Professor in Gerodontology at the Dental School of the National and Kapodistrian University of Athens, Greece. She obtained her DDS and PhD from the Athens University, her MSc in Gerodontology from the University of London, and her Certificate in Open and Distance Learning from the Hellenic Open University.
She has served as a tutor in Adult Education and an expert in distance learning at the Hellenic Open University. She is currently Honorary Secretary and Chair of the Education Committee of the European College of Gerodontology and member of the Academic Board of the European Geriatric Medicine Society.
Challenges in licensing overseas dentists - European perspective
Vincent Bissell Marjoke Vervoorn
This session explores the experiences of various European countries (UK, Netherlands & Norway) in dealing with the certification of non EU dentists in practices. The various approaches are discussed as is the role of the dental school within the process.
Professor Vince Bissell is Dean of the School of Dentistry at the University of Liverpool, UK, an appointment he commenced in 2018. Immediately prior to this he was Professor of Restorative Dentistry and Dental Education at the University of Glasgow. He has chaired the UK General Dental Council's Overseas Registration Examination Advisory Group since 2010. This group provides governance for an examination that enables entry to the UK Dentists Register for dentists who have qualified outside the EEA. He retains an active clinical practice, specialising in Periodontology and he has a broad academic interest in dental education.
Marjoke Vervoorn graduated in 1982 (DDS, University of Utrecht, NL), completed her PhD in 1992 (University of Groningen, NL) and since 1992 she is connected to the Academic Centre of Dentistry Amsterdam (ACTA). She was Director of Education at ACTA from 2005 till 2013.
Currently she is involved in Research and Development of Dental Education with focus on learning environment and development and implementation of new technologies in dental training. Also she is involved in the Assessment Procedures for reregistration of dentists in the Netherlands and for non-EU dentists.