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 Table of Contents  
Year : 2020  |  Volume : 7  |  Issue : 2  |  Page : 63-64

Changing trends in postgraduate dental education

Restorative Dentistry, Riyadh Elm University, Riyadh, Saudi Arabia

Date of Submission12-May-2020
Date of Web Publication16-Jun-2020

Correspondence Address:
Prof. Abdullah R AlShammery
Riyadh Elm University, P.O. Box: 84891, Riyadh 11681
Saudi Arabia
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/sjos.SJOralSci_40_20

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How to cite this article:
AlShammery AR. Changing trends in postgraduate dental education. Saudi J Oral Sci 2020;7:63-4

How to cite this URL:
AlShammery AR. Changing trends in postgraduate dental education. Saudi J Oral Sci [serial online] 2020 [cited 2021 Aug 4];7:63-4. Available from: https://www.saudijos.org/text.asp?2020/7/2/63/286576

The 21st century has been described as the century of “Knowledge Society” by the United Nations Educational Scientific and Cultural Organization with knowledge economy as a priority among many nations, which have reassessed policies pertaining to higher education, science, and technology and made reforms in economic strategies to accommodate such changes. Knowledge, cognitive skills, and interpersonal skill development fostered through training and research in higher education have acted as the scaffold for building and reinforcing strong educational reputation. This, in turn, has enabled creating highly qualified professionals in the workforce taking up vital roles in organizational reforms including dentistry.

Increasing diversity among more graduates seeking postgraduate dental education has been observed, in turn, to provide significant contributions in academic institutions, professional health regulatory bodies, and national dental workforce. Accreditation by professional and international health authorities which ensure higher standards of quality assurance has therefore become a new challenge in the field of education, especially in institutions offering postgraduate education.[1],[2] Such trend was also noticed in the postgraduate medical education, including dentistry based on an outcome-specific educational model demanding more amalgamation between the diverse levels of dental education.[2]

The learning outcome-based educational model is a key trend noted in the postgraduate dental education related to specific learning outcomes, which include knowledge, cognitive, interpersonal, professional, communication, and psychomotor skills. These skills have been continuously revised and updated to be made specific to the field of practice meeting international and national health regulatory standards. The various levels in the postgraduate educational program have been integrated with the academic progression from one level to another; the entry learning outcomes of advanced level being the exit learning outcomes of preliminary levels such that the trainee progress from introductory to proficient to advanced levels of learning creating a continuum in the educational program.[2],[3]

Significant shift in trend has also been noted toward new learning technologies with the use of simulators, e-learning management systems, and assessment models, which are now more competency and performance based, and also includes self-assessment and portfolios.[2] In the current global crisis of COVID-19, these new learning technologies play a vital role in imparting knowledge and keeping abreast of filling the gap and continuity in educational systems, ensuring quality education in which educational standards are not compromised.

”Training of trainees” has been given considerable preference to ensure competency among teachers and improving teaching skills. Adopting diverse education formats/ platforms and continuous educational programs directed by staff development units have been molded to implement and reinforce such organizational reforms.[2],[4] Acquiring knowledge and implementation in clinical practice has also essentially shifted from case-based experience, information retrieved from literature reviews, et cetera to evidence-based dentistry and systematic reviews, opening up new windows of research, and improved practice management and success.[2] Research and development also promote the scientific value of the organization and offer to fill the gaps in scientific continuum and service to the community.[2],[3] Nonetheless, despite these reforms being implemented, a vision and strategic planning for future postgraduate dental education has to be continuously revised based on the changing trends in education and demands in health sector.[2]

  References Top

Trends and Issues in Postgraduate Education: Challenges for Research; International Experts' Workshop, Final Report. Dublin, Ireland: Dublin City University (DCU); 2008. p. 5-7.  Back to cited text no. 1
Harden RM. Trends and the future of postgraduate medical education. Emerg Med J 2006;23:798-802.  Back to cited text no. 2
Ahmed A. Critical appraisal of the Saudi dental curriculum and a proposal to improve the teaching and learning methods adopted at Saudi Dental Colleges. Int J Med 2017;14:43-8.  Back to cited text no. 3
Hesketh EA, Bagnall G, Buckley EG, Friedman M, Goodall E, Harden RM, et al. A framework for developing excellence as a clinical educator. Med Educ 2001;35:555-64.  Back to cited text no. 4


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