56
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wileyonlinelibrary.com/journal/eje Eur J Dent Educ. 2021;25:56–77.Received: 9 March 2020
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Revised: 15 June 2020|
Accepted: 13 July 2020DOI: 10.1111/eje.12577
O R I G I N A L A R T I C L E
O-HEALTH-EDU: A scoping review on the reporting of oral
health professional education in Europe
Jonathan Dixon
1| Cristina Manzanares-Cespedes
2| Julia Davies
3| Sibylle Vital
4|
Gabor Gerber
5| Corrado Paganelli
6| Ilze Akota
7| Alyette Greiveldinger
8|
Denis Murphy
9| Barry Quinn
9| Valerie Roger-Leroi
10| Stephanie Tubert-Jeannin
10|
James Field
11This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
© 2020 The Authors. European Journal of Dental Education published by John Wiley & Sons Ltd
1The University of Sheffield, Sheffield, UK
2Universitat de Barcelona, Barcelona, Spain
3Malmö University, Malmo, Sweden
4Paris Descartes University, Paris, France
5Semmelweis Egyetem, Budapest, Hungary
6University of Brescia, Brescia, Italy
7Riga Stradins University, Riga, Latvia
8European Dental Students' Association
9Association for Dental Education in Europe,
Dublin, Ireland
10Clermont Auvergne University,
Clermont-Ferrand, France
11Cardiff University, Cardiff, UK
Correspondence
James Field, Cardiff University, Cardiff, UK. Email: fieldj2@cardiff.ac.uk
Funding information
Agence Erasmus+, Grant/Award Number: 2019-1-FR01-KA203-062894
Abstract
Introduction: The variability in oral health professional education is likely to impact on the management of oral health needs across Europe. This scoping review forms the initial part of a larger EU-funded collaborative Erasmus + project, ‘O-Health-Edu’. The aim of this scoping review is to investigate how oral health professional educa-tion in Europe is reported.
Methods: The PRISMA and Arksey & O’Malley methodological frameworks for scop-ing reviews were used to guide reviewers in answerscop-ing the research question “How is oral health professional education reported in Europe?”. The search strategy en-compassed published literature searches, internet searches and further searching of relevant documents from educational organisations, regulators and professional bod-ies. Once the search strategy was developed, it was sent to key stakeholders for con-sultation. Sources were reviewed by two authors (JD, JF) and included in the review if they reported on oral health professional education in Europe.
Results: A total of 508 sources were retrieved from all of the searches. A total of 405 sources were excluded as they did not report on the topic of interest, leaving 103 sources that reported on oral health professional education in Europe. Handsearching the references of published sources lead to a further 41 sources being screened, of which, 15 were included. In total, 33 duplications were removed and the final number of included sources was 85. The average year of publication for the included sources was 2007, with sources most commonly published in journals dedicated to dental education. Surveys represented the most common form of reporting. From the data obtained, four broad themes of reporting were evident: dental education at a pro-gramme level, dental education at a discipline level, other oral health professional education, and postgraduate education and continuous professional development. Conclusion: The reporting of dental and oral health professional education in Europe is limited. Whilst there are many useful documents that provide guidelines on dental
1 | INTRODUCTION
Historically, ‘dental education’ has focused on the education of den-tists. More recently, however, the term is used to encompass a wider range of professionals, also known as ‘dental care professionals’ or ‘oral health professionals’. It is difficult to obtain a unanimously agreed definition of these terms due to the different regulation of oral health professionals across the continent. However, the terms tend to encompass the complete range of dental professionals in-cluding dentists, hygienists, therapists, nurses and clinical dental technicians.
Basic dental training (a primary degree in dentistry or dental surgery) in the EU is regulated by the European directive 2005/36/ EC on the recognition of professional qualifications. This states that “initial dental training must be for at least 5 years’ study, with the
equiv-alent ECTS credits, and must consist of at least 5,000 hours of full-time theoretical and practical training provided in a university or in a higher institute providing training recognised as being of an equivalent level or under the supervision of a university”.1 There is no similar recognised directive for other oral health professionals such as dental hygienists or dental therapists2; instead, this is often managed nationally by individual regulators.
The variability of oral health professional (OHP) education, training and clinical experience may be explained by the superficial guidance present in the directive—and therefore is open to broad interpretation by dental educators across Europe. The European di-rective informs educators regarding the length and type of training that should be provided, but provides little guidance by way of cur-riculum content and programme delivery.
1.1 | Harmonising dental education within the
European Higher Education Area
Whilst the World Health Organization (WHO) defines the European Region as comprising “53 countries, covering a vast geographical region
from the Atlantic to the Pacific ocean”,3 the European Union (EU) is de-fined as “a unique economic and political union between 27 EU countries
that together cover much of the continent”.4 The European Economic Area (EEA) is a political link between the EU and three European Free Trade Association (EFTA) countries (Iceland, Lichtenstein, Norway). In contrast, the European Higher Education Area (EHEA) is an international collaboration between 48 European countries. It
was formed to follow up the signing of the Bologna Process in 1999, which placed the mutual recognition of higher education qualifica-tions into European law and therefore facilitated the movement of students and professionals across higher education institutions in Europe.5
In 1998, the European Union's Directorate for Education and Culture funded the DentEd Thematic Network Project (TNP) which aimed to harmonise dental education through promoting higher stan-dards in dental education in an ever-widening EU.6 The Association for Dental Education in Europe (ADEE) embodies dental schools across Europe and has formed a large network of dental educators. ADEE has supported or acted as a medium for much of the recent work aiming to harmonise dental education through their annual meetings, taskforces and special interest groups. The DentEd project led ADEE to commission three task forces to focus on the delivery of European dental education. This culminated in the development and publication of the Graduating European Dentist in 2017, which provides recom-mendations for best academic practice in dental education.7
This variability in oral health professional education is of con-cern, because current EU legislation permits European graduates to practice dentistry across Europe through mutual recognition of their qualifications. These important migration flows of students and dentists across Europe may bring together professionals with differ-ing experiences and skill sets. This, in turn, may lead to inequities in the density and competence of oral health professionals—with some places underserved and others overcrowded. This is likely to impact on the management of oral health needs across Europe.
Considering the extensive nature of oral health professional ed-ucation and the lack of previous reviews in the area, a scoping re-view has been selected as the appropriate methodological approach. A scoping review is of particular benefit when the initial research question is broad, allowing exploration of the literature that under-pins the research question. In turn, this facilitates further more fo-cused reviews (including systematic reviews).8,9
This scoping review forms the initial part of a larger EU-funded collaborative Erasmus + project, ‘O-Health-Edu’. The project aims to better understand the existing state of oral health professional education in Europe and to develop a common vision of this edu-cation and support changes by 2030. These changes would allow the profession to be in a greater position to meet the oral health needs of the European population. The aim of this scoping review is to investigate how oral health professional education in Europe is reported.
education, there is limited knowledge on how education is implemented and deliv-ered. There is a greater need for comprehensive educationally driven programme-level data on oral health professional education across Europe.
K E Y W O R D S
dental education, dental hygienists, dentists, oral health professionals, professional education, review
2 | METHODS
The PRISMA Extension for Scoping Reviews and the Arksey & O’Malley methodological framework for scoping reviews were used to guide the reviewers throughout the scoping review process.8,9
These frameworks allow for the identification of both in-depth and broad literature. In a systematic review, the data collected is guided by a highly focussed research question and very specific study designs. In contrast, the approach used here aimed to identify all relevant literature, regardless of its construct or quality.
2.1 | Search strategy
The search strategy (Figure 1) was developed from the research question “How is oral health professional education reported in Europe?”. The search strategy encompassed published literature searches, internet searches and further searching of relevant docu-ments from educational organisations, regulators and professional bodies. The specific search terms for each search undertaken can be seen in Table 1. In order to identify relevant published studies, both educational (Education Resources Information Center—ERIC) and scientific databases (PubMed) were used. As well as searching for published sources, a Google Scholar and two separate Google web searches were carried out. For the latter, the first 100 sources were considered. Finally, websites of known Educational Organisations, Regulators, Data Reporting Agencies, Professional Bodies and Health Agencies were hand-searched for further relevant sources. After screening the results of the published literature search,
handsearching of the references of included sources was under-taken to identify further sources.
The authors felt a systematic and wide-ranging search strategy across the data sources would give a more comprehensive picture of the reporting of oral health professional education in Europe. Therefore, no limitations were placed on year of publication although only articles in English were accepted. Once the search strategy was developed, it was sent to key stakeholders for consultation; the list of these can be seen in Table 2. After considering feedback from all stakeholders, the search strategy was finalised. The searches were undertaken in a period from the beginning of December 2019 to the end of February 2020.
2.2 | Selection of sources of evidence (Screening)
The title and abstracts of all sources identified from the searches were retrieved and screened by two authors (JD, JF). Sources were included in the scoping review if they reported on oral health pro-fessional education in Europe, regardless of the level of reporting, study type or subject matter. The EHEA definition of Europe was used to determine the inclusion of relevant articles. If the source did not have an abstract or if the data reported were unclear from the abstract, the full-text document was retrieved and screened by both authors concurrently. Equally, if a unanimous agreement could not be established from the abstract, the full-text document was re-trieved to determine its inclusion in the scoping review. If there was disagreement when screening, the issue was discussed further with the other authors in order to reach a consensus.
F I G U R E 1 Search Strategy [Colour
figure can be viewed at wileyonlinelibrary. com]
2.3 | Data charting process
All final sources included in the scoping review were read in full text and subsequently recorded in the charting form—an example of which can be seen in Figure 2. The data recorded included the following: author(s), year of publication, title, journal or publisher name, study type, location, and the subject matter reported. This form allowed for the appropriate organisation of included sources and for a standardised extraction of data relevant to the scoping review. The decision on which variables were used to extract data from each source was based on the research question. It was not within the scope of the review to report the full research findings of each study; instead, any data relating to how oral health professional
education was provided or delivered in Europe was recorded in the
charting form.
Similar to the screening process, the two lead authors (JD,JF) reviewed all of the included studies and charted them as per the information previously. Due to the novel nature of the subject of the scoping review, it was not possible to plan calibration of reviewers prior to charting; however, as this process continued, both reviewers were in communication to standardise the procedure.
2.4 | Data analysis
In line with the recommendations by Arksey and O’Malley,9 the search terms were slightly refined as the lead authors became more familiar with the reviewed literature. This allowed a ond and more sensitive search of the literature. As such, a sec-ond PubMed search was undertaken to exclude the term “report” and to include the term “survey.” This change in search terms was undertaken due to the common use of survey methodologies in included studies.
Once data from all included sources were charted, the data were analysed by the lead authors (JD, JF). Year of publication, journal/publisher, study type and location reported were anal-ysed quantitatively with means, modes and percentages calcu-lated to demonstrate the average and most common findings. Due to the predominantly qualitative nature of the data, the “subject matter reported” data were analysed using the six-phase
Search Search terms
ERIC and PubMed [All] Dental OR Oral Health OR Dental Student OR Dental graduate OR Hygienist OR Hygiene OR dental therapy OR dental therapist AND Education
[Title/Abs] Europe AND Report No date restrictions, English only
Secondary PubMed [All] Dental OR Oral Health Professional OR Dental Student OR Dental graduate OR Hygienist OR Hygiene OR dental therapy OR dental therapist AND Education
[Title/Abs] Europe AND Survey No date restrictions, English only
Google Scholar Dental OR Oral Health AND Education AND Delivery OR Europe
Google Search 1 "Europe Dental Education Delivery Report" Google Search 2 "Europe Oral Health Education Delivery Report" Educational Organisations Handsearching websites of ADEE, ADEA, CECDO,
EDSA, EDHF, IADR, IFDEA, FEHDD, Dental School Councils, identifiable through web searches
Regulators and Data Reporting Agencies
Handsearching websites of FEDCAR, EUROSTAT, Eurydice, ENQA, country-specific regulators, identifiable through web searches
Other Professional Bodies and Health
Agencies Handsearching websites of CED, FDI, country-specific bodies, identifiable through web searches TA B L E 1 Individual search terms for
each search undertaken
TA B L E 2 Key stakeholders approached to help shape the search
strategy
British Dental Association
Council of European Chief Dental Officers Council of European Dentists
European Dental Hygienists Federation European Dental Students' Association FDI—Fédération Dentaire Internationale
FEDCAR—Federation of European Dental Competent Authorities and Regulators
guide to thematic analysis outlined by Braun and Clarke.10 This process involved familiarisation with the data, coding and sub-sequent naming and data separation into themes. Themes were
highlighted according to relevance or “keyness” to the research question rather than a purely focussing on their prevalence in the results.10
F I G U R E 2 Example of an entry into the data charting form
T A B LE 3 So ur ce s i nc lu de d i n t he s co pi ng r ev ie w a nd a s um m ar y o f t he d at a e xt ra ct ed A ut ho r Tit le Yea r Sea rc h Ty pe Su bj ec t m at te r re po rt ed Lo ca tio n re po rt ed Re po rt in g t he me A dd y et a l 11 Th e t ea ch in g o f i m pl an t d en tis tr y i n un de rg ra du at e d en ta l s ch oo ls i n t he U ni te d K in gd om a nd I re la nd 20 08 Pu bl ish ed L ite ra tu re Su rve y Im pla nt ol og y cu rr icula an d t ea ch in g U K a nd I re la nd Di sc ipl in e le ve l A fs ha rz an d e t a l 12 Pr ed oc to ra l i m pl an t d en tis tr y c ur ric ul um s ur ve y: Eu ro pe an d en ta l s ch oo ls 20 05 Pu bl ish ed L ite ra tu re Su rve y Im pla nt ol og y cu rr icula Eu ro pe Di sc ipl in e le ve l A ls af i e t a l 13 A ch ie ve d c om pe te nc ie s i n T M D 201 5 Pu bl ish ed L ite ra tu re Su rve y TMD (te mp or om an di bu la r di so rder ) co mp et en ci es Eu ro pe Di sc ipl in e le ve l A ta sh ra zm e t a l 14 W or ld w id e P re do ct or al D en ta l I m pl an t C ur ric ulu m S ur ve y 20 11 Pu bl ish ed L ite ra tu re Su rve y Im pla nt ol og y cu rr icula G lo ba l Di sc ipl in e le ve l At ki n 15 H um an d is ea se /c lin ic al m ed ic al s ci en ce s f or de nt is tr y i n e ar ly -y ea rs d en ta l g ra du at es : Tr an si tio n f ro m u nd er gr ad ua te s tu dy t o c lin ic al pr ac tic e 20 19 Pu bl ish ed L ite ra tu re Su rve y G ra du at e e xp er ie nc e of u nd er gr ad ua te te ac hi ng o f h um an di se ase s W al es Di sc ipl in e le ve l B án óc zy 16 Th e e vo lu tio n o f d en ta l e du ca tio n— a E ur op ea n per sp ec tiv e 19 93 Pu bl ish ed L ite ra tu re O pin io n Ev ol ut io n o f d en ta l ed uc at io n Eu ro pe Pr og ra m m e l ev el B án óc zy a nd R ay 17 Pr oc es s a nd o ut co m e o f a v is ita tio n t o a C en tr al Eu ro pe an d en ta l s ch oo l 19 98 Pu bl ish ed L ite ra tu re V is ita tio n re po rt Prog ra m m e re vi ew Sem me lw ei s U ni ve rs ity , H ung ar y. Pr og ra m m e l ev el B án óc zy 18 H ar m on is at io n o f d en ta l e du ca tio n a nd c ur ric ul a in E ur op e 1999 Pu bl ish ed L ite ra tu re N ar ra tiv e re po rt H is to ry o f d en ta l ed uc at io n Eu ro pe Pr og ra m m e l ev el Bee le y 19 N ut rit io n i n de nt al e du ca tio n: a E ur op ea n per sp ec tiv e 19 97 Pu bl ish ed L ite ra tu re Su rve y N ut rit io n cu rr ic ul a Eu ro pe Di sc ipl in e le ve l B ra nd e t a l 20 A s ur ve y of l oc al a na es th es ia e du ca tio n in Eu ro pe an d en ta l s ch oo ls 20 08 Pu bl ish ed L ite ra tu re Su rve y Lo ca l a nae st he tic cu rr icula Eu ro pe Di sc ipl in e le ve l B ue rk le e t a l 21 Re st or at io n m at er ia ls f or p rim ar y m ol ar s-re su lts fr om a E ur op ea n su rv ey 20 05 Pu bl ish ed L ite ra tu re Su rve y Re st or at iv e m at er ia ls us ed fo r p rim ar y t ee th Eu ro pe Di sc ipl in e le ve l B ul lo ck e t a l 22 C on tin ui ng p ro fe ss io na l d ev el op m en t s ys te m s an d r eq ui re m en ts f or g ra du at e d en tis ts i n t he EU : s ur ve y r es ul ts f ro m t he D en tC PD p ro je ct 20 13 Pu bl ish ed L ite ra tu re Su rve y C PD s ys te m s a nd re qu iremen ts Eu ro pe Po st gr ad uate ed uc at io n a nd C PD D e B oe ve r 23 U nd er gr ad ua te a nd g ra du at e ed uc at io n in pr os th od on tic s i n c on tin en ta l E ur op e 19 89 Pu bl ish ed L ite ra tu re Su rve y Pr os th od on tic te ach in g an d t ra in in g t im e in u nd er gr ad ua te an d p os tg ra du at e pro gr am m es . Se le ct E ur op ea n co un tr ie s Di sc ipl in e le ve l, Po st gr ad uate ed uc at io n a nd C PD D e B ru yn e t a l 24 A s ur ve y o n u nd er gr ad ua te i m pl an t d en tis tr y ed uc at io n i n E ur op e 20 09 Pu bl ish ed L ite ra tu re Su rve y Im pla nt ol og y cu rr icula Eu ro pe Di sc ipl in e le ve l (Co nti nue s)
A ut ho r Tit le Yea r Sea rc h Ty pe Su bj ec t m at te r re po rt ed Lo ca tio n re po rt ed Re po rt in g t he me D uro ch er 25 Po te nt ia l m od el s i n E ur op e f or d en tis tr y i n t he U ni te d S ta te s— a r ep or t 1969 Pu bl ish ed L ite ra tu re N ar ra tiv e re po rt D eg re e t itl es , l en gt h o f tr aini ng , c ur ric ul um co nt en t, c lin ic al ta rg et s, c ou rs e h ou rs , na m in g o f s pe ci al tie s. Eu ro pe Pr og ra m m e l ev el Fi el d e t a l 26 C ur ric ul um c on te nt a nd a ss es sm en t o f pr e-cl in ic al d en ta l s ki lls : A s ur ve y of un de rg ra du at e de nt al e du ca tio n in E ur op e 20 18 Pu bl ish ed L ite ra tu re Su rve y Pr ec lin ic al s kills cu rr icula Eu ro pe ( A D EE mem ber ins tit ut io ns ) Di sc ipl in e le ve l G ae ng le r e t a l 27 Sp ec ia l r ep or t: A D EE I N IT IA TI V E. T he p os iti ve te nd en cy i n a pp ro ac he s t o t he d en ta l cu rr ic ul um i n B el ar us : a r ep or t a ris in g f ro m a W H O -s po ns or ed v is ita tio n t o s ch oo ls i n th e f or m er U SS R a nd E as te rn E ur op e a nd a f ol lo w -u p i nv ite d v is it o f A D EE /A A D S re pr es en ta tiv es t o M in sk , B el ar us 20 02 Pu bl ish ed L ite ra tu re V is ita tio n re po rt Prog ra m m e re vi ew Min sk , B ela rus Pr og ra m m e l ev el G ate rm an n-St ro be l a nd Per no G old ie 28 In dep en den t den ta l h yg ien e pr ac tic e w or ld w ide : a r ep or t o f t w o m ee tin gs 20 05 Pu bl ish ed L ite ra tu re N ar ra tiv e re po rt D ur at io n & c os t o f de nt al h yg ie ne ed uc at io n Eu ro pe , T he U ni te d S ta te s an d C an ad a O th er O ra l H ea lth Pr of ess io na l Ed uc at io n G ür so y e t a l 29 Pe rio do nt al e du ca tio n an d a ss es sm en t i n th e u nd er gr ad ua te d en ta l c ur ric ul um -A qu es tio nn ai re -b as ed s ur ve y in E ur op ea n co un tr ie s 20 18 Pu bl ish ed L ite ra tu re Su rve y Pe rio do nt ol og y cu rr icula a nd co mp et en ce s Eu ro pe ( EF P mem ber ins tit ut io ns Di sc ipl in e le ve l H ar ze r e t a l 30 U nd er gr ad ua te o rt ho do nt ic & p ae di at ric de nt is tr y e du ca tio n i n E ur op e— th e D en tE d pr oj ec t 20 01 Pu bl ish ed L ite ra tu re G ui de lin es O rt ho do nt ic a nd pa edi at ric cu rr icula Eu ro pe Di sc ipl in e le ve l H ar ze r e t a l 31 H ar m on is at io n o f D en ta l E du ca tio n i n E ur op e— a su rv ey a bo ut 1 5 ye ar s a ft er v is ita tio n o f d en ta l sc ho ol s p ar tic ip at in g i n t he D en tE d p ro je ct 20 17 Pu bl ish ed L ite ra tu re Su rve y C ur ric ul a, F ac ili tie s, EC TS a llo ca tio ns Eu ro pe Pr og ra m m e l ev el H ey e t a l 32 C on te nt a nd g oa ls o f p re cl in ic al p ro st ho do nt ic pr og ra m s a t G er m an -la ng ua ge d en ta l s ch oo ls 20 14 Pu bl ish ed L ite ra tu re Su rve y Pr ec lin ic al pr os tho do nt ic cu rr ic ul a a nd l ea rn in g ou tc om es G er ma n-sp ea ki ng sc ho ol s Di sc ipl in e le ve l H ug ga re e t a l 33 Th e E ra sm us p ro gr am m e f or p os tg ra du at e ed uc at io n i n o rt ho do nt ic s i n E ur op e: a n u pd at e of t he g ui de lin es 20 14 Pu bl ish ed L ite ra tu re G ui de lin es Po st gr ad uate or th od on tic t ra in in g in E ur op e Eu ro pe Po st gr ad uate ed uc at io n a nd C PD Ja be r e t a l 34 Sp an is h d en ta l s tu de nt s k no w le dg e o f o ra l mal ign an cy a nd p re mal ign an cy 19 97 Pu bl ish ed L ite ra tu re Su rve y U nd er gr ad uate ex pe rie nc e w ith o ra l mal ign an ci es Sp ain Di sc ipl in e le ve l T A B LE 3 (Co nti nue d) (Co nti nue s)
A ut ho r Tit le Yea r Sea rc h Ty pe Su bj ec t m at te r re po rt ed Lo ca tio n re po rt ed Re po rt in g t he me Jo hn so n 35 In te rn at io na l p ro fil es o f d en ta l h yg ie ne 1 98 7 t o 19 98 : a 1 9-na tio n c om pa ra tiv e s tu dy 20 01 Pu bl ish ed L ite ra tu re Su rv ey a nd na rr at iv e re po rt N um be r o f pr og ra m m es p er co un tr y, l en gt h, nu m be r o f g ra du at es , pr of ess io na l re gu la tio n, s co pe o f pr ac tic e Inte rn at io na l Fe de ra tio n o f D en ta l H yg ie ni st mem ber s O th er O ra l H ea lth Pr of ess io na l Ed uc at io n Ko ol e e t a l 36 Im pl an t d en tis tr y e du ca tio n i n E ur op e: 5 y ea rs af te r t he A ss oc ia tio n f or D en ta l E du ca tio n i n Eu ro pe c on se ns us r ep or t 20 14 Pu bl ish ed L ite ra tu re Su rve y U nd er gr ad ua te & po st gr ad ua te i m pl an t tr aini ng , p re cl ini ca l vs c lin ic al i m pl an t ed uc at io n Eu ro pe D is ci pl in e l ev el , Po st gr ad uate ed uc at io n a nd C PD Ko ol e a nd D e Br uy n 37 C on te m po ra ry u nd er gr ad ua te i m pl an t d en tis tr y ed uc at io n: a s ys te m at ic r ev ie w 20 14 Pu bl ish ed L ite ra tu re N ar ra tiv e re po rt Im pl an t c ur ric ul a a nd cl in ic al tr ain in g G lo ba l Di sc ipl in e le ve l K ro ep lin a nd St ru b 38 Im pl an t d en tis tr y c ur ric ul um i n u nd er gr ad ua te ed uc at io n: p ar t 1 -a l ite ra tu re r ev ie w 20 11 Pu bl ish ed L ite ra tu re Li te rat ur e rev ie w Im pl an t c ur ric ul a a nd stu den t e xp er ienc e Th e U ni te d S ta te s an d E ur op e Di sc ipl in e le ve l Luc ia k-D on sb er ger 39 Th e e ff ec ts o f g en de r d is pa rit ie s o n d en ta l hy gi en e e du ca tio n a nd p ra ct ic e i n E ur op e 20 03 Pu bl ish ed L ite ra tu re N ar ra tiv e re po rt G en de r d is pa rit y o f den ta l h yg ien is ts D en ta l h yg ie ne co ur se s p er c ou nt ry , pro gr am m e det ai ls Eu ro pe O th er O ra l H ea lth Pr of ess io na l Ed uc at io n M an og ue e t a l 40 C ur ric ul um s tr uc tu re , c on te nt , l ea rn in g a nd as se ss m en t i n E ur op ea n u nd er gr ad ua te d en ta l ed uc at io n— up date 2 01 0 20 11 Pu bl ish ed L ite ra tu re G ui de lin es Le ng th o f p ro gr am m es in E U , v oc at io na l tr aini ng , c ur ric ul um st ru ct ure Eu ro pe Pr og ra m m e l ev el M cD on al d e t a l 41 A s ur ve y of p os tg ra du at e ( sp ec ia lis t) or th od on tic e du ca tio n in 2 3 E ur op ea n co un tr ie s. 2000 Pu bl ish ed L ite ra tu re Su rve y O rt ho do nt ic s s pe ci al ty tr ai ni ng s et tin gs , fu ndin g, a ss ess m en t. Eu ro pe Po st gr ad uate ed uc at io n a nd C PD M on te iro e t a l 42 Th e t ea ch in g o f m an ag em en t o f t he p ul p i n pr im ar y m ol ar s a cr os s Eu ro pe . 20 17 Pu bl ish ed L ite ra tu re Su rve y Pu lp m an ag em en t in p rim ar y m ol ar s: te ch ni qu es a nd m ate ria ls . Eu ro pe Di sc ipl in e le ve l N as se rip ou r e t a l 43 O ra l s ur ge ry i n t he E ur op ea n U ni on : c ha lle ng es of d iv er si ty i n t ra in in g a nd p ra ct ic e 20 17 Pu bl ish ed L ite ra tu re Su rve y Po st gr ad ua te o ra l su rg er y t ra in in g i n Eu ro pe i nc lu di ng sc op e o f p ra ct ic e Eu ro pe Po st gr ad uate ed uc at io n a nd C PD T A B LE 3 (Co nti nue d) (Co nti nue s)
A ut ho r Tit le Yea r Sea rc h Ty pe Su bj ec t m at te r re po rt ed Lo ca tio n re po rt ed Re po rt in g t he me N iln er e t a l 44 G ui de lin es f or c ur ric ul um o f u nd er gr ad ua te a nd po st gr ad ua te e du ca tio n i n o ro fa ci al p ai n a nd te mp or om an di bu la r d iso rd er s in E ur op e. 20 03 Pu bl ish ed L ite ra tu re G ui de lin es C ur ricul um g ui de lin es fo r o ro fa ci al p ai n a nd TMD Eu ro pe D is ci pl in e l ev el , Po st gr ad uate ed uc at io n a nd C PD Pa ra vi na e t a l 45 Te ac hi ng o f c ol or i n p re do ct or al a nd po st do ct or al d en ta l e du ca tio n in 2 00 9 20 10 Pu bl ish ed L ite ra tu re Su rve y Te ac hi ng o f c ol ou r i n den tis tr y G lo ba l Di sc ipl in e le ve l Pe rr y e t a l 46 Si m ul at io n a nd c ur ric ul um d es ig n: a gl ob al s ur ve y in d en ta l e du ca tio n 20 17 Pu bl ish ed L ite ra tu re Su rve y C ur ric ul a t re nd s i n den ta l e duc at io n G lo ba l Pr og ra m m e l ev el Pe te rs so n e t a l 47 U nd er gr ad ua te e du ca tio n i n e nd od on to lo gy a t tw o E ur op ea n d en ta l s ch oo ls 20 02 Pu bl ish ed L ite ra tu re Su rve y U nd er gr ad uate en do do nt ic tr ai ni ng : ed uc at io na l me tho ds , cl in ic al p ro ce du re s an d a ss es sm en t M al m o, S w ed en Pa ris , F ra nc e Di sc ipl in e le ve l Rü tt er m an n e t a l 48 Te ac hi ng a nd a ss es sm en t o f c om m un ic at io n sk ill s i n u nd er gr ad ua te d en ta l e du ca tio n - a su rv ey in G er m an -s pe ak in g c ou nt rie s 20 17 Pu bl ish ed L ite ra tu re Su rve y C om m un ic at io n sk ills tr ain in g, timin g, ass ess m en t. G er ma n-sp ea ki ng Eu ro pe an co un tr ie s Di sc ipl in e le ve l Sc ot t 49 C on ve rg en ce i n d en ta l e du ca tio n: T he D EN TE D pr oj ec t 1999 Pu bl ish ed L ite ra tu re N ar ra tiv e re po rt D is pa rit ie s i n c lin ic al tr aini ng Eu ro pe Pr og ra m m e l ev el Sc ot t 50 D en ta l e du ca tio n i n E ur op e: t he c ha lle ng es o f va rie ty 20 03 Pu bl ish ed L ite ra tu re N ar ra tiv e re po rt D iff er en ce s i n d eg re e tit le s & t ra in in g, nu m be r o f s ch oo ls , gr ad ua te s, d en tis ts , cu rr icula r d iff er en ce s. Eu ro pe Pr og ra m m e l ev el Se rr an o e t a l 51 C ha lle ng es i n t he t ra ns iti on t o c lin ic al t ra in in g in d en tis tr y: A n A D EE s pe ci al i nt er es t g ro up init ia l re po rt 20 18 Pu bl ish ed L ite ra tu re Su rv ey a nd w or ki ng g ro up co nsu lta tio n Pr og ra m m e d ur at io n, en tr y re qu iremen ts , cu rr ic ulu m d es ign , pr ec lin ic al c ou rs e de si gn & c lin ic al tr aini ng . A D EE m em be r ins tit ut io ns Pr og ra m m e l ev el Di sc ipl in e le ve l Sh an le y e t a l 52 U nd er gr ad ua te t ra in in g i n t he E ur op ea n U ni on Co nv er genc e or d iv er genc e? 19 97 Pu bl ish ed L ite ra tu re Su rve y C ur ric ulu m d es ign , Q ua lit y A ss ur an ce pr oc es se s, s tu de nt sel ec tio n Eu ro pe Pr og ra m m e l ev el Si emin sk a-Pi ek ar cz yk e t a l 53 A s ur ve y of p er ce iv ed p ro bl em s i n or th od on tic e du ca tio n in 2 3 E ur op ea n co un tr ie s 2000 Pu bl ish ed L ite ra tu re Su rve y Per ce iv ed p ro bl em s w ith o rt ho do nt ic pos tg ra du at e tr aini ng . Eu ro pe Po st gr ad uate ed uc at io n a nd C PD U ce r e t a l 54 C ur re nt t re nd s a nd s ta tu s of c on tin ui ng pr of es si on al d ev el op m en t i n i m pl an t d en tis tr y in E ur op e 20 14 Pu bl ish ed L ite ra tu re Su rve y Tr en ds a nd s ta tu s of C PD i n i m pl an t de nt is tr y i n E ur op e. Eu ro pe Po st gr ad uate ed uc at io n a nd C PD T A B LE 3 (Co nti nue d) (Co nti nue s)
A ut ho r Tit le Yea r Sea rc h Ty pe Su bj ec t m at te r re po rt ed Lo ca tio n re po rt ed Re po rt in g t he me va n d er L in de n et a l 55 Eu ro pe an o rt ho do nt ic s pe ci al is ts i n 2 00 2 20 04 Pu bl ish ed L ite ra tu re Su rve y O rt ho do nt ic s pe ci al is ts in E ur op e, t ra in in g an d av ail ab ili ty . Eu ro pe Po st gr ad uate ed uc at io n a nd C PD V as ak e t a l 56 C ur re nt s ta te o f t ra in in g f or i m pl an t d en tis tr y in E ur op e: a q ue st io nn ai re -b as ed s ur ve y 20 07 Pu bl ish ed L ite ra tu re Su rve y C on tin ui ng e du ca tio n co ur se s i n i m pl an t de nt is tr y, c ou rs e le ng th , d el iv er y, t yp es of a tt en de es . Eu ro pe Po st gr ad uate ed uc at io n a nd C PD W ils on & A lc ai no 57 Su rv ey o n s ed at io n i n p ae di at ric d en tis tr y: a glo ba l p er sp ec tiv e 20 11 Pu bl ish ed L ite ra tu re Su rve y B eh av io ur m an ag emen t te ch ni qu es u se d in p os tg ra du at e pa ed ia tr ic d en ta l tr aini ng . G lo ba l Po st gr ad uate ed uc at io n a nd C PD W ils on & M jö r 58 Th e t ea ch in g o f C la ss I a nd C la ss I I di re ct c om po si te r es to ra tio ns i n Eu ro pe an d en ta l s ch oo ls 2000 Pu bl ish ed L ite ra tu re Su rve y Te ac hi ng o f p os te rio r co m pos ite re st or at io ns Eu ro pe Di sc ipl in e le ve l W ils on & S et co s 59 Th e t ea ch in g o f p os te rio r c om po si te s: a w or ld w ide s ur ve y 19 89 Pu bl ish ed L ite ra tu re Su rve y Te ac hi ng o f p os te rio r co m pos ite s G lo ba l Di sc ipl in e le ve l W ils on e t a l 60 Pr ec lin ic al O pe ra tiv e D en tis tr y C ou rs es i n N or th er n E ur op e a nd S ca nd in av ia 19 93 Pu bl ish ed L ite ra tu re Su rve y Pr ec lin ic al o pe ra tiv e sk ill s c ou rs e c ur ric ul a va ria tio n N or th er n E ur op e an d Sc an dina vi a Di sc ipl in e le ve l Ze lle s e t a l 61 B as ic s ci en ce t ea ch in g i n d en tis tr y i n C en tr al / Ea st er n E ur op e. T ow ar ds h ar m on is at io n? 20 11 Pu bl ish ed L ite ra tu re Su rve y Ti m e d ev ot ed t o b as ic sc ienc es . C en tr al a nd Ea st er n E ur op e Di sc ipl in e le ve l Luc ia k-D on sb er ge r & Ea to n 62 D en ta l h yg ie ni st s i n E ur op e: t re nd s t ow ar ds ha rm on iz at io n o f e du ca tio n a nd p ra ct ic e s in ce 20 03 20 09 Inte rn et Su rv ey a nd inte rv ie w D en ta l h yg ie ne cu rr ic ul a, e nt ry re qu ire m en ts a nd reg ula tio n Eu ro pe O th er O ra l H ea lth Pr of ess io na l Ed uc at io n Sch ult e et a l 63 A s ur ve y o n e du ca tio n i n c ar io lo gy f or un de rg ra du at e d en ta l s tu de nt s i n E ur op e 20 11 Inte rn et Su rve y U nd er gr ad uate ca rio log y cu rr ic ul a Eu ro pe Di sc ipl in e le ve l Luc ia k-D on sb er ger 64 O rig in s a nd b en ef its o f d en ta l h yg ie ne p ra ct ic e in E ur op e 20 03 Inte rn et Su rv ey a nd na rr at iv e re po rt H is to ry o f d en ta l hy gi en e, p ro gr am m e de ta ils , r eg ul at io n a nd sc op e o f p ra ct ic e Eu ro pe O th er O ra l H ea lth Pr of ess io na l Ed uc at io n B ar ne s e t a l 65 A r ev ie w o f c on tin ui ng p ro fe ss io na l de ve lo pm en t f or d en tis ts i n E ur op e 20 13 Inte rn et Li te rat ur e rev ie w C PD i n E ur op e: d en tis t en ga ge m en t i n C PD , co m m on m od es o f de liv er y a nd t he ir ef fe ct iv en es s Eu ro pe Po st gr ad uate ed uc at io n a nd C PD T A B LE 3 (Co nti nue d) (Co nti nue s)
A ut ho r Tit le Yea r Sea rc h Ty pe Su bj ec t m at te r re po rt ed Lo ca tio n re po rt ed Re po rt in g t he me M at th eo s e t a l 66 D ev el op in g i m pl an t d en tis tr y e du ca tio n i n Eu ro pe : t he c on tin uu m f ro m u nd er gr ad ua te to p os tg ra du at e e du ca tio n a nd c on tin ui ng pr of es si on al de ve lo pmen t 20 14 Inte rn et C ons ensu s w or ks ho p re po rt Im pla nt cu rr icula , re co mm en da tio ns Eu ro pe D is ci pl in e l ev el , Po st gr ad uate ed uc at io n a nd C PD Pr es ha w & M oh amm ad 67 G er ia tr ic d en tis tr y e du ca tio n i n E ur op ea n d en ta l sc ho ol s 20 05 Inte rn et Su rve y G er ia tr ic den tis tr y cu rr icula Eu ro pe Di sc ipl in e le ve l Sa nz e t a l 68 Is t he re a n ee d f or a c om m on f ra m ew or k o f de nt al s pe ci al tie s i n E ur op e? 20 08 Inte rn et N ar ra tiv e re po rt Sp ec ia lti es a nd t ra in in g ac ros s Eu ro pe Eu ro pe Po st gr ad uate ed uc at io n a nd C PD M ar tíne z-Á lv ar ez et a l 69 B as ic s ci en ce s e du ca tio n i n t he d en ta l cu rr ic ul um i n S ou th er n E ur op e 20 01 Inte rn et Su rve y Sc ie nc e c ur ric ul a a nd st af fin g Sou the rn E ur op e Di sc ipl in e le ve l Se ck in ge r e t a l 70 Th e s ta tu s o f u nd er gr ad ua te i m pl an t e du ca tio n in d en ta l s ch oo ls o ut si de t he U ni te d S ta te s. 19 95 Inte rn et Su rve y U nd er gr ad ua te i m pl an t tr aini ng Ex te rn al t o U ni te d St ate s Di sc ipl in e le ve l Ke ev il 71 Fa cu lty o pe ni ng s a nd r ec ru itm en t i n d en ta l hy gi en e ed uc at io n 19 92 Inte rn et Su rve y Re cr ui tm en t a nd st af fin g o f h yg ie ne pro gr am m es G lo ba l O th er O ra l H ea lth Pr of ess io na l Ed uc at io n D um mer 72 C om pa ris on o f u nd er gr ad ua te e nd od on tic te ac hi ng p ro gr am m es i n t he U ni te d K in gd om an d i n s om e d en ta l s ch oo ls i n E ur op e a nd t he U ni te d St ate s 19 91 Inte rn et Su rv ey a nd vi si ta tio n re po rt En do do nt ic un de rg ra du ate cu rr ic ulu m Eu ro pe a nd U ni te d St ate s Di sc ipl in e le ve l H ea lth E du ca tio n En gla nd 73 A dv an ci ng D en ta l C ar e: E du ca tio n a nd T ra in in g Re vi ew . F in al r ep or t 20 18 Inte rn et Re po rt O ra l h ea lth pr of es si on al ( O H P) w or kf or ce n um be r i n U K , s co pe o f p ra ct ic e of O H P, a pp lic at io ns to d en ta l a nd D H & T co ur se s, d en ta l fo un da tio n t ra in in g, po st gr ad ua te t ra in in g, sp ec ia lit y t ra in in g, den ta l s cho ol inc ome U K Pr og ra m m e l ev el , O th er O ra l H ea lth Pr of ess io na l Ed uc at io n, Po st gr ad uate ed uc at io n a nd C PD Ch uen jit w on gs a 74 D ev el op in g E du ca to rs o f E ur op ea n U nd er gr ad ua te D en ta l S tu de nt s: T ow ar ds a n A gr ee d C ur ric ulu m 201 5 Inte rn et Li te rat ur e rev ie w B ol og na p ro ce ss ha rm on is at io n to w ar ds o do nt ol og y pro gr am m es , di re ct iv e 78 /6 87 / EE C d es cr ib in g l is t o f su bj ec ts r eq ui re d f or a d en ta l p ro gr am m e Eu ro pe Pr og ra m m e l ev el T A B LE 3 (Co nti nue d) (Co nti nue s)
A ut ho r Tit le Yea r Sea rc h Ty pe Su bj ec t m at te r re po rt ed Lo ca tio n re po rt ed Re po rt in g t he me Ts ur ut a 75 C om pa ris on o f t he q ua lit y a ss ur an ce s ys te m o f de nt al p ro fe ss io na ls i n J ap an , t he E U a nd t he A SE A N 20 19 Inte rn et N ar ra tiv e re po rt Q A s ys te m s Eu ro pe , J apa n an d S ou th -E as t A sia Pr og ra m m e l ev el Ja ya cha nd ra n et a l 76 M ai nt ai ni ng d en ta l i m pl an ts — do g en er al d en ta l pr ac tit io ne rs h av e t he n ec es sa ry k no w le dg e? 201 5 Inte rn et Su rve y Im pl an t k no w le dg e a nd tr ai ni ng o f p rim ar y ca re den tis ts W es t Mi dla nds , U K Po st gr ad uate ed uc at io n a nd C PD W ik ip edi a 77 “D en tis tr y” Inte rn et W eb si te Re po rt s t ha t d en ta l ed uc at io n i n E U m us t be a t l ea st 5 y ea rs , vo ca tio na l t ra in in g. n/a Pr og ra m m e l ev el U ni ve rs ity o f G la sgow 78 Se lf-Evalu at io n Re po rt 20 10 Inte rn et Ed uc at io na l rev ie w Prog ra m m es re vi ew G la sgow , Sc ot la nd Pr og ra m m e l ev el N H S S co tla nd 79 D en ta l W or kf or ce R ep or t D ec em be r 2 01 4 20 14 Inte rn et W or kf or ce re po rt A pp lic an ts t o d en ta l sc ho ol , i nt ak e ta rg et s, t ot al nu m be r o f s tu de nt s ente rin g B D S/ B Sc / D H & T p ro gr am m es , de m og ra ph ic s o f st ud en ts s ta rt in g B D S cou rse , c omp le tio n ra te s, b ur sa rie s, vo ca tio na l t ra in in g. Sc ot la nd Pr og ra m m e l ev el , O th er O ra l H ea lth Pr of ess io na l Ed uc at io n, Po st gr ad uate ed uc at io n a nd C PD Eu ro pe an C omm is si on 80 EA H C /2 01 3/ H ea lth /0 7 S tu dy c on ce rn in g t he re vi ew a nd m ap pi ng o f c on tin uo us p ro fe ss io na l de ve lo pm en t a nd l ife lo ng l ea rn in g f or h ea lth pr of es si on al s i n t he E U 20 13 Inte rn et N ar ra tiv e re po rt C PD a cr os s E U a ll he al th p ro fe ss io na ls . C ou nt ry- by-co un tr y gu id e o n d en tis ts m an da to ry & vo lu nt ar y C PD , or ga ni sa tio na l pr ov id er s, l aw , m onit or in g, en fo rc emen t, ac cre dit at io n, fina nc in g Eu ro pe Po st gr ad uate ed uc at io n a nd C PD Ro bb 81 Pa in a nd a nx ie ty c on tr ol i n d en tis tr y— th e fo un da tio n o f s uc ce ss fu l p ra ct ic e, b ut t he ci nd er el la o f d en ta l p re -r eg is tr at io n e du ca tio n 20 17 Inte rn et N ar ra tiv e re po rt A nx ie ty a nd p ai n m ana ge m en t cu rr icula U K Di sc ipl in e le ve l T A B LE 3 (Co nti nue d) (Co nti nue s)
A ut ho r Tit le Yea r Sea rc h Ty pe Su bj ec t m at te r re po rt ed Lo ca tio n re po rt ed Re po rt in g t he me Po st gr ad uate M edic al Ed uc at io n a nd Tr ai ni ng B oa rd 82 PM ET B r ep or t o n t ra in in g i n O ra l a nd M ax ill of ac ia l S ur ge ry ( O M FS ) 20 08 Inte rn et N ar ra tiv e re po rt O M FS s pe ci al ty tr aini ng U K Po st gr ad uate ed uc at io n a nd C PD N as h e t a l 83 A r ev ie w o f t he g lo ba l l ite ra tu re o n d en ta l the ra pi st s 20 14 Inte rn et Li te rat ur e rev ie w D at es o f a do pt io n o f de nt al t he ra py b y co un tr y, l en gt h o f tr ai ni ng o f t he ra pi st s, sc op e o f p ra ct ic e. G lo ba l O th er O ra l H ea lth Pr of ess io na l Ed uc at io n N at io na l H ea lth Ser vi ce 84 D en tis ts A ct 19 84 Inte rn et Le ga l d oc umen t Re po rt s o n G en er al D en ta l C ou nc il, ed uc at io n, su pe rv is io n. n/a Pr og ra m m e l ev el H ea lth E du ca tio n En gla nd 85 Th e F ut ur e O ra l a nd D en ta l W or kf or ce f or En gl an d. L ib er at in g h um an r es ou rc es t o s er ve th e p op ul at io n a cr os s t he l ife -c ou rs e 20 19 Inte rn et W or kf or ce re po rt N um be r o f d en ta l sc ho ol s i n U K , nu m be r o f s tu de nt s v s nu m be r o f a pp lic an ts , D H & T e du ca tio n se tt in gs , h yg ie ni st ed uc at io n v s D H & T ed uc at io n, t ec hn ol og y pr og ra m m es i n U K , or th odo nt ic the ra py pr og ra m m es , d en ta l nu rs e p ro gr am m es , ge nd er o f w or kf or ce . U K Pr og ra m m e l ev el , O th er O ra l H ea lth Pr of ess io na l Ed uc at io n, Po st gr ad uate ed uc at io n a nd C PD T A B LE 3 (Co nti nue d) (Co nti nue s)
A ut ho r Tit le Yea r Sea rc h Ty pe Su bj ec t m at te r re po rt ed Lo ca tio n re po rt ed Re po rt in g t he me Eu ro pe an U ni on 86 M ut ua l e va lu at io n o f r eg ul at ed p ro fe ss io ns . O ve rv ie w o f t he r eg ul at or y f ra m ew or k i n t he he al th s er vi ce s s ec to r— de nt al h yg ie ni st s a nd re la te d p ro fe ss io ns 20 16 Inte rn et N ar ra tiv e re po rt Re po rt o n t he ed uc at io n o f O H Ps . N um be r o f d en ta l hy gi en e s ch oo ls , st ud en ts p er y ea r, nu m be r o f h yg ie ni st s w or ki ng a s e du ca to rs , re gu la tio n o f O H Ps , ac tiv ity /sc op e of pr ac tic e f or e ac h co un tr y, a ut on om y o f D H & T, d eg re e t itl es , le ng th o f t ra in in g, re gi st ra tio n w ith pr of es si on al b od ie s, C PD , r eg ul at io n, lin k t o d en tis ts , per io do nt is ts , te ch ni ci an s a nd d en ta l nu rs es . Eu ro pe O th er O ra l H ea lth Pr of ess io na l Ed uc at io n Ly nc h e t a l 87 C om m un ity -b as ed d en ta l h yg ie ne a nd t he ra py ed uc at io n 20 11 Inte rn et Su rv ey a nd na rr at iv e re po rt D en ta l h yg ie ne a nd th er ap y s tu de nt 's th ou gh ts o n t he co mm un ity -ba se d te ach in g. U K O th er O ra l H ea lth Pr of ess io na l Ed uc at io n U K P ar lia m en t 88 H ea lth C om m itt ee — W rit te n e vi de nc e f ro m t he G en er al D en ta l C ou nc il ( ET W P 1 11 ) 201 2 Inte rn et Le ga l d oc umen t G D C l ea rn in g ou tc om es , C PD , s co pe of p ra ct ic e. n/a Pr og ra m m e l ev el , Po st gr ad uate ed uc at io n a nd C PD A D EE 89 M on ito rin g & a ss es sm en t i n u nd er gr ad ua te En do do nt ol og y; t ow ar ds a E ur op ea n s ta nd ar d 201 5 O rg an is at io n W eb si te – A D EE s pe ci al in te re st g ro up out put s U nd er gr ad uate en do do nt ol og y cu rr icula Eu ro pe Di sc ipl in e le ve l T A B LE 3 (Co nti nue d) (Co nti nue s)
A ut ho r Tit le Yea r Sea rc h Ty pe Su bj ec t m at te r re po rt ed Lo ca tio n re po rt ed Re po rt in g t he me C ou nc il o f Eu ro pe an C hi ef D en ta l O ff ic er s (C EC D O) 90 C EC D O E U & E EA D at ab as e 20 17 O rg an is at io n D at aba se D at aba se o n po pu la tio n, w or kf or ce an d e du ca tio n. Re po rt s o n n um be r of s ch oo ls , p ub lic / pr iv at e, e nt rie s, % o f fe m al es , g ra du at es , to ta l i nt ak e a s a co un tr y, c ou rs e du ra tio n, s ch oo l cl os ur es , v oc at io na l tr aini ng , h ygi eni st co ur se s, d ur at io n an d d ip lo m a t yp e, po ss ib ili ty o f f ur th er th er api st tr ain in g. Eu ro pe Pr og ra m m e l ev el , O th er O ra l H ea lth Pr of ess io na l Ed uc at io n C ou nc il o f Eu ro pe an D en tis ts ( C ED ) 91 M an ua l o f D en ta l P ra ct ic e ( Ed iti on 5 .1 ) 201 5 O rg an is at io n Re po rt EU d ire ct iv es , b as ic de nt al t ra in in g re qu iremen ts , co un tr y-sp ec ifi c ca pa ci ty f or d en ta l tr ai ni ng , n um be r o f sc ho ol s, v oc at io na l tr aini ng re qu ire m en ts Eu ro pe Pr og ra m m e l ev el C ou nc il o f Eu ro pe an D en tis ts ( C ED ) 92 C ED -A D EE J oi nt S ta te m en ts o n B as ic D en ta l Tr ai ni ng 20 13 O rg an is at io n St ate m ent Ti m e a nd c re di t re co mm en da tio ns n/a Pr og ra m m e l ev el C ou nc il o f Eu ro pe an D en tis ts ( C ED ) 93 Re vi se d C ED R es ol ut io n— A nn ex V .3 /5 .3 .1 o f D ire ct iv e 20 05 /3 6/ EC 20 16 O rg an is at io n G ui de lin es Pr op os ed c ha ng es t o an ne x o f s ub je ct s ta ug ht d ue t o ou td at ed t er m in ol og y an d t he f re qu en cy o f ot he r s ub je ct s b ei ng pr es en t i n c ur ric ul a. n/a Pr og ra m m e l ev el C ou nc il o f Eu ro pe an D en tis ts ( C ED ) 94 C ED S ta temen t— Sp ec ia lis t D en tis ts 20 16 O rg an is at io n St ate m ent Re co gn iti on o f d en ta l sp ec ial tie s n/a Po st gr ad uate ed uc at io n a nd C PD Eu ro pe an D en ta l Stu den ts ’ A ss oc ia tio n (E D SA ) 95 C lin ic al P ra ct ic e i n E U D en ta l S ch oo ls : Pr el imina ry R es ult s 20 16 O rg an is at io n Su rve y C lin ic al p ro ce du re s pe rf or m ed & a m ou nt , co nf id en ce i n au to no m ou s pr ac tic e. Eu ro pe Pr og ra m m e l ev el T A B LE 3 (Co nti nue d)
3 | RESULTS
3.1 | Selection of sources of evidence
A flow chart demonstrating the results of the searches undertaken, the number of sources screened and ultimately included in the scop-ing review can be seen in Figure 3. A total of 217 published arti-cles were retrieved from the primary and secondary PubMed and ERIC searches. A total of 291 sources were identified through the Internet and organisation searches, leaving a total of 508 sources to be screened. A total of 405 sources were excluded as they did not report on the topic of interest, leaving 103 sources that reported on oral health professional education in Europe. Handsearching of the references of the included and published sources leads to a fur-ther 41 articles being screened, in which 15 sources reported on oral health professional education in Europe. In total, 33 duplications were removed and the final number of included sources was 85.
3.2 | Characteristics of sources of evidence
The individual characteristics of all the included sources, as well as a summary of the data extracted (using the charting form Figure 2) from each source, are presented in Table 3. The table also describes the search in which the source was found, as well as the reporting theme.
A summary of the most common characteristics of the whole data-set can be seen in Table 4. The mean year of publication for all included sources was 2007. The majority of sources were published in a journal dedicated to dental education (48%), with discipline-specific journals also being relatively common (29%). Surveys represented the most common source type (55%), with narrative reports, guidelines and lit-erature reviews also being frequent (26% combined). 57% of sources reported across Europe, a combined 25% for either individual coun-tries or select regions within Europe and 18% globally.
Thematic analysis of the subject matter reported by all included sources revealed four broad reporting themes:
• Dental education at a programme level • Dental education at a discipline level • Other oral health professional education
• Postgraduate education and continuous professional develop-ment (CPD)
The four themes and the most common information reported by all included sources can be seen in Table 5.
3.3 | Dental education at a programme level
The web search of dental organisations and professional bodies re-vealed two important documents that present data on dental educa-tion from countries in the EU and EEA.90,91 These documents contain a large amount of data from dental schools across Europe—something
many of the other programme-level reports fail to provide. As these documents are written by political organisations, there is a heavy focus on the dental and oral health workforce—and therefore most of the educational data presented focuses on length of study, number of dental schools, graduate numbers, clinical experience and vocational training. Whilst these are all essential factors in dental education and ultimately managing the oral health needs of the public, there is an evident lack of data on educational strategies and principles.
3.4 | Dental education at a discipline level
More than half of the relevant studies from the published literature searches report on dental education at a disci-pline level.11-15,19-21,23,24,26,29,30,32,34,36-38,42,44,45,47,48,51,58-61 Implantology11,12,14,24,36-38,66,70 was the most commonly reported discipline, with Paediatric Dentistry,21,30,42 Endodontology47,72,89 and Operative Dentistry58-60 also being reported frequently. Resources that reported on dental education at a discipline-level tended to be much more focused on educational practice, rather than political drivers. Discipline and sub-course curricula, teaching methods, sub-course duration, educational settings, clinical experi-ence and assessment were commonly reported, as seen in Table 5.
3.5 | Other oral health professional education
The majority of the data reported for oral health professional edu-cation focused on dental hygienist eduedu-cation,28,35,39,62,64,71,86 with some reporting on both dental hygiene and therapy (DH&T) educa-tion.73,79,85,87,90 None of the reports found in the searches reported on
TA B L E 4 Most common characteristics of whole dataset
Data Variable Findings
Mean Year of Publication 2007 Year of Publication Range 1969-2019 Most Common Journal
Type
Dental Education Journals 48% Dental Discipline-specific Journals 29% Dental Scientific Journals 14% Country-specific Journals 9% Most Common (Modal)
Source Type
Survey Most Common Location
Reported Europe 57%Global 18%
Individual Countries 15% Select European Countries 10% Subject Matter Themes 1. Dental education at a Programme
Level
2. Dental education at a Discipline Level 3. Other Oral Health Professional
Education
4. Postgraduate Education and Continuous Professional Development (CPD)
dental nurse or dental technology education, and this may be due to the fact that these programmes are still often delivered as vocational or further education programmes, outside of the usual higher education setting. Such a trend may also be expected considering that many coun-tries are increasingly focusing on training dental hygienists and thera-pists to meet the oral health needs of their population. Nonetheless, the data available regarding dental hygiene education provide a significantly more comprehensive programme review across multiple countries and institutions in Europe, than the data for dentistry.
Considering the large variety of regulations for dental hygienists,2 there have been a number of reports that have attempted to provide details on these variances.28,35,62,64,83 These reports cover most coun-tries in Europe and include very useful data on length of study, scope of practice, regulation, educational attainment and historical aspects of dental hygiene, such as year of implementation. One study, by Luciak-Donsberger and Eaton,62 which used surveys and interviews across Europe, focuses more on the educational strategies of dental hygiene programmes in Europe. The article reports on the number and duration of study of dental hygiene programmes in European countries, as well as the educational attainment but then details educational trends in Europe, with a focus on settings and supervision.
3.6 | Postgraduate education and continuous
professional development (CPD)
Postgraduate education, similar to the discipline-level data, re-ported more frequently on educational aspects such as curricula and training settings. Of the included studies that reported on
postgraduate education, most described the current state at a dis-cipline level.33,36,43 This trend of reporting of speciality training at a discipline level is to be expected, as many of the specialties work in-dependently to develop their programmes. However, Sanz et al pub-lished a report on the accepted specialties per country in Europe, as well as training regulation and the numbers of specialty dentists in Europe.68
The regulation of CPD, country-specific requirements and modes of delivery were commonly reported in included studies. The DentCPD project and the Graduating European Dentist highlight the importance of lifelong learning through engagement with continuing professional development (CPD).7,96 Barnes et al carried out a liter-ature review of CPD in Europe and reported on dentist engagement in CPD, common modes of delivery and their effectiveness.65 Much of the data in this literature review was from a select list of countries, mainly those that have regulated CPD activity. An EU-funded study that reviewed CPD and lifelong learning of health professionals in the EU was found in the Internet search.80 This mapped the manda-tory and voluntary CPD requirements according to each country in the EU, as well as reporting on common topics specific to dentistry and their mode of delivery.
4 | DISCUSSION
This scoping review has highlighted that the reporting of oral health professional education in Europe is limited. The literature search re-vealed some useful documents that report a wide breadth of data on oral health professional education; however, these tended to either
TA B L E 5 Subject matter themes and common information reported for each
Subject matter theme Common information reported
Dental Education at a Programme Level Length of study25,40,51,77,90
Historical structure and curricula18,25,31,40,50,52,74
Clinical training/experience25,49,51,95
Vocational training40,73,77,79,90
Number of dental schools and graduates73,79,85,90
Dental Education at a Discipline Level Sub-course curricula11,12,14,19,20,24,26,29,30,32,37,38,44,51,60,63,66,67,69,72,89
Teaching methods23,42,45,47,48,70
Educational setting and clinical experience 36-38,47,51,70
Competencies and Assessment13,29,47,48,89
Sub-course duration23,36,48
Other Oral Health Professional Education Length of study28,35,39,64,83,86,90
Scope of practice35,64,73,83,86
Regulation by country35,62,64,86
Entry and graduate numbers35,62,86
Educational attainment86,90
Postgraduate Education and Continuous
Professional Development (CPD) Postgraduate curricula
33,43,55,57,82
CPD regulation and requirements22,65,80
Delivery of CPD54,56,65,76
Specialty recognition55,68,82,94
cover a small number of institutions or report at a national level, rather than giving a broader picture in Europe. Considering that the average year of publication of relevant articles was 2007, much of this data would now be considered outdated.
4.1 | Programme-level and discipline-level data
There are a number of useful documents that provide advice and guidelines at a programme level,7,40,97 as well as at an individual dis-cipline level.33,66,98 However, these do not report on the current state of oral health professional education in Europe and instead, list prin-ciples of good academic practice. In turn, we are unable to conclude to what extent this practice is adopted by institutions across Europe. The lack of reporting of dental education at a programme level is a concern. Comprehensive and geographically wide-ranging data on curriculum content and design, student assessment, admissions and clinical academic staff are more difficult to find. Articles that report on educational practices tend to have relatively small cohorts and many are outdated with current recommendations. Following the Bologna Agreement and the DENTEd project, which both aimed to drive hmonisation of dental education in Europe, many of the relevant ar-ticles from the published literature search reported on differences between historical dental education and aims for the future, with numerous papers describing the stomatology model vs odontology model. The focus on educational principles and practice by sources reporting discipline-level data is positive and allows for the sharing of best academic practice across institutions, as well as supporting deci-sion-makers in planning changes to improve the quality of education delivered by their institution. The increase in publication of discipline and specialty-specific curricula is promising, and this is advocated within the Graduating European Dentist curriculum documents.7
4.2 | Postgraduate education and CPD
The reporting of postgraduate dental education, including specialty training, is similar to the reporting of dental education in general. According to the EU Directive 2005/36/EC, specialty training must be a minimum of three years full time, must have academic and clinical elements, and be delivered at approved institutions within the country concerned1—and whilst there are many useful guide-lines on how postgraduate education and specialty training should be delivered, it is not clear from the published literature what is delivered. Although there are documents that report on the CPD requirements of some countries, more information is needed on the setting and method of delivery preferred by oral health sionals. Additionally, it is not known how well oral health profes-sionals engage in CPD, which may subsequently lead to a change in their professional practice. It is evident that there is very little knowledge on the current state of postgraduate education and CPD across Europe and more wide-ranging and comprehensive re-porting is required.
4.3 | Faculty-level data
Whilst programme-level and discipline-level data were most preva-lent, there was an evident lack of data at a faculty level. This includes information about academic staff numbers, qualifications of aca-demic staff, and the research and teaching experience of acaaca-demic staff. One study reported on staff involved in the delivery of dental hygiene programmes, but this mostly covered the United States.71 These data are of relevance to understand how education is deliv-ered as well as how clinical academic staff balance their clinical, edu-cational and research commitments—as such, there is a need for an increased reporting of this data, and for publications that provide advice and recommendations.
4.4 | Retrievability of sources
The authors were aware of other known sources that reported on dental education in Europe but were not found as part of this comprehensive search strategy (Table 6). The authors propose two potential reasons for known articles not appearing in the search: (a) variation in the use of keywords, and (b) the accessibility of the publishing website. The use of Medical Subject Headings (MeSH) keywords for publications is a useful tool to index and facilitate searching and access to articles. Recommended MeSH keywords related to dental education can be seen in Table 7. The fact that the majority of included sources were published in journals dedicated to dental education is positive—and allows for greater retrievabil-ity of sources. Many of the relevant articles that reported on dental education were linked to ADEE taskforces, workshops and Special Interest Groups. Whilst this serves to highlight the vital role that ADEE plays in mediating pan-European activities, it is important to ensure that this activity is written up and published in a timely fash-ion in order to ensure that the findings are recorded, accessible, and able to be referenced appropriately. It was positive to note that a
TA B L E 6 Known documents that report on dental education but
were not identified in searches
Articles known to the authors but not found in search: ADEE. 2016. Survey of Dental Education in Europe Summary
Report.99
General Dental Council. 2019. A Review of the Literature on Continuing Professional Development (CPD). Available fromhttps://www.gdc-uk.org/docs/defau lt-sourc e/resea rch/18120 5-full-repor t-revie w-of-the-liter ature -on-cpd.pdf?sfvrs n=a4c63 719_2100:
Martin, N., Fairclough, A., Smith, M. & Ellis, L. 2011. Clinical educators’ views on the quality of undergraduate clinical restorative dentistry in the UK and ROI Eur J Dent Educ, 15, 216-222.101
Sinclair, E., Eaton, K. & Widström, E. 2019. The healthcare systems and provision of oral healthcare in European Union member states. Part 10: comparison of systems and with the United Kingdom. Br
number of sources identified through the online search results and hand searching, linked to a range of relevant dental educational or-ganisations and professional bodies. However, finding these particu-lar documents took a significant amount of time—and this finding may support the idea of a dynamic, easy-to-update central online toolkit that reports on dental education in Europe.
4.5 | Limitations of this scoping review
Potential limitations of the search strategy employed by the authors may include the inclusion of articles in English only. Whilst includ-ing articles in languages other than English may have led to more relevant articles, it is the opinion of the authors that including these would not significantly change the findings of the scoping review. With any search strategy, there is the potential for missed articles; however, the addition of the secondary PubMed search, once the authors were more familiar with the data set, strengthened the search strategy further.
4.6 | Recommendations for future reporting of
dental and oral health professional education
• There is a greater need for comprehensive, educationally driven programme-level data on oral health professional education across Europe.
• Continued publication of discipline-level curricula, in line with the Graduating European Dentist recommendations.
• Increased reporting of faculty-level data, including staff numbers, clinical and research experience and educational qualifications. • Increased reporting of postgraduate/specialty training and CPD,
across all disciplines.
• Consistent use of MeSH keywords for publications in dental edu-cation (see Table 10 or use the MeSH browser https://meshb.nlm. nih.gov/search).
• Creation of a centralised online toolkit, in order to facilitate the collection, organisation, display and analysis of pan-European data relating to dental and oral health professional education.
5 | CONCLUSION
The reporting of dental and oral health professional education in Europe is limited. Whilst there are many useful documents that provide guidelines on dental education, there is limited knowledge on how education is implemented and delivered. There is a greater need for comprehensive educationally driven programme-level data on oral health professional education across Europe.
CONFLIC T OF INTEREST
No conflict of interest has been declared by the authors.
ORCID
Jonathan Dixon https://orcid.org/0000-0002-3499-175X
Cristina Manzanares-Cespedes https://orcid. org/0000-0002-4585-4953
Corrado Paganelli https://orcid.org/0000-0003-1085-3587
Barry Quinn https://orcid.org/0000-0002-9058-3849
James Field https://orcid.org/0000-0002-5462-4156
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TA B L E 7 MeSH Keywords that can be used for publications in
dental education
MeSH keywords for dental education Dental education (Education, Dental) Dental hygienists Dentists Dental students Dental technicians Dental assistants Curriculum Survey
