Professionalism in dental education
DOI:
https://doi.org/10.17533/udea.rfo.v28n1a9Keywords:
Professionalism, Dental education, Cross-disciplinary competencesAbstract
Several authors as well as professional and educational institutions have advanced the issue of professionalism in the field of dentistry, agreeing that, even though professionalism plays a central role in the training of dentists, its incorporation in the curriculums of dental schools worldwide is limited. Therefore, graduates have poor training in dental professionalism. This review article will analyze the concepts of crossdisciplinary skills, such as professional values and the formation of professionalism in different areas during the dental career, with the purpose of highlighting the importance of these aspects in the training of dentistry students and, on the other hand, the responsibility of educational institutions in providing students with such training.
Downloads
References
Manogue M, McLoughlin J, Christersson C, Delap E, Lindh C, Schoonheim-Klein M et al. Curriculum structure, content, learning and assessment in European undergraduate dental education - update 2010. Eur J Dent Educ 2011; 15(3): 133-141.
Cowpe J, PlasschaertA, Harzer W, Vinkka-Puhakka H, Walmsley AD. Profile and competences for the graduating European dentist - update 2009. Eur J Dent Educ 2010; 14(4): 193-202.
General Dental Council GDC. The first five years: third edition (interim) 2008 [internet]. London: GDC; 2008 [Consultado el 3 de junio de 2015]. Disponible en: http://www.gdc-uk.org/Aboutus/education/Documents/TheFirstFiveYears.pdf
American Dental Education Association ADEA. ADEA Statement on Professionalism in Dental Education As Approved by the 2009 ADEA House of Delegates [internet]. Washington DC: ADEA; 2009 [Consultado el 8 de abril de 2015]. Disponible en: http://www.adea.org/documents/Section3/(3.2.5)-ADEA-Statement-on-Professionalism-in-Dental-Education.pdf
American Dental Association ADA. Principles of ethics and code of professional conduct [internet]. [Consultado el 2 de mayo de 2015]. http://www.ada.org/en/~/media/ADA/Publications/Files/ADA_Code_of_Ethics_2016.
Masella RS. Renewing professionalism in dental education: overcoming the market environment. J Dent Educ 2007; 71(2): 205-216.
Chamberlain TC, Catano VM, Cunningham DP. Personality as a predictor of professional behavior in dental school: comparisons with dental practitioners. J Dent Educ 2005; 69 (11): 1222-1237.
Baño R. Universidad pública y sociedad en el siglo XXI. Presentación del tema. Revista de Sociología Facultad de Ciencias Sociales Universidad de Chile 2005; 19: 7-16.
The Bologna Process. The European Higher Education Area [internet]. Vienna: Austrian Federal Ministry of Science and Research BMWFA; 2008 [Consultado el 8 de noviembre de 2014]. Disponible en: http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/Bologna_booklet_professional.pdf
Palés AJ. El proceso de Bolonia, más allá de los cambios estructurales: una visión desde la educación médica en España. REDU 2012; 10: 35-53.
Alcota M. Aportes de la carrera de odontología al desarrollo de competencias genéricas: compromiso ético y responsabilidad social. [Tesis de Magíster en Educación en Ciencias de la Salud] Santiago: Universidad de Chile. Facultad de Medicina; 2009.
Camps V. La excelencia en las profesiones sanitarias. Humanitas Humanidades Médicas 2007; 21: 1-13.
Morales-Ruiz JC. Formación integral y profesionalismo médico: una propuesta de trabajo en el aula. Educ Med 2009; 12(2): 73-82.
Christie CR, Bowen DM y Paarman CS. Curriculum evaluation of ethical reasoning and professional responsibility. J Dent Educ 2003; 67(1): 55-63.
Whitehead AW, Novak KF. A model for assessing the ethical environment in academic dentistry. J Dent Educ 2003; 67(10): 1113-1121.
Molina AT, Silva FE, Cabezas CA. Concepciones teóricas y metodológicas para la implementación de un modelo pedagógico para la formación de valores en estudiantes universitarios. Estudios Pedagógicos 2005; 31(1): 79-95.
Batista N. Una concepción metodológica de educación en valores para su diseño curricular en las carreras de ingeniería. [Tesis doctoral en Ciencias Pedagógicas]. La Habana: Instituto Superior Politécnico José Antonio Echeverría; 2001.
Carrasco E, Osses S. Estudio del perfil valórico: el caso de los estudiantes de primer nivel de la carrera de obstetricia y puericultura de la Facultad de Medicina de la Universidad de la Frontera, Temuco, Chile. Estudios Pedagógicos 2005; 31(1): 7-32.
Morán-Barrios J. Un nuevo profesional para una nueva sociedad. Respuestas desde la educación médica: la formación basada en competencias. Rev Asoc Esp Neuropsiq 2013; 33(118): 385-405.
Martínez M, Buxarrais MR; Esteban F. La universidad como espacio de aprendizaje ético. Revista Iberoamericana de Educación 2002; 29: 17-43.
Esteban F, Buxarrais MR. El aprendizaje ético y la formación universitaria más allá de la casualidad. Teoría de la Educación. Revista Interuniversitaria 2004; 16: 91-108.
Casares PM, Carmona G, Martínez FM. Valores profesionales en la formación universitaria. REDIE: Revista Electrónica de Investigación Educativa. [internet] 2010; 12: 1-15 [Consultado el 3 de mayo de 2015]. Disponible en: https://dialnet.unirioja.es/servlet/articulo?codigo=3268043.
Cardozo C, Rodríguez E, Lolas F, Quezada A. Ética y odontología, una introducción. Santiago de Chile: CIEB Universidad de Chile. 2006.
Nash DA. On ethics in the profession of dentistry and dental education. Eur J Dent Educ 2007: 11(2): 64-74.
Gibson DD, Coldwell LL, Kiewit SF. Creating a culture of professionalism: an integrated approach. Acad Med 2000; 75(5): 509-510.
Phelan S, Obenshain SS, Galey WR. Evaluation of the noncognitive professional traits of medical students. Acad Med 1993; 68(10): 799-803.
Acharya S. The ethical climate in academic dentistry in India: faculty and student perceptions. J Dent Educ 2005; 69(6): 671-680.
Bertolami CN. Why our ethics curricula don’t work. J Dent Educ 2004; 68(4): 414-425.
Berk NW. Teaching ethics in dental schools: trends, techniques, and targets. J Dent Educ 2001; 65(8): 744-750.
Sharp H, Stefanie SJ. Ethics education in dental school: continuing the conversation. J Dent Educ 2004; 68(8): 801-802.
Gracia D. Fundamentación y enseñanza de la bioética. Bogotá: El Buho; 1998.
Bermúdez de Caicedo MC. Los programas de formación ética en odontología. En: Ética y odontología: una introducción. Santiago de Chile: CIEB Universidad de Chile; 2006. p. 117-126.
Bebeau MJ. Enhancing professionalism using ethics education as part of a dental licensure board’s disciplinary action. Part 1. An evidence-based process. J Am Coll Dent 2009; 76 (2): 38-50.
Odom JG, Beemsterboer PL, Pate TD, Haden NK. Revisiting the status of dental ethics instruction. J Dent Educ 2000; 64(11): 772-774.
Taobada P. Ética clínica: principios básicos y modelo de análisis. Bol Esc Med 1998; 27(1): 7-13. (Consultado el 3 de mayo de 2015). Disponible en http://escuela.med.puc.cl/paginas/publicaciones/boletin/html/etica/etica02.html
Torres de Freitas SF, Kovaleski DF, Boing AF, Ferreira de Oliveira WF. Stages of moral development among Brazilian dental students. J Dent Educ 2006; 70(3): 296-306.
Haden NK, Catalanotto FA, Alexander CJ, Bailit H, Battrell A, Brossard J et al. Improving the oral health status of all Americans: roles and responsibilities of academic dental institutions: the report of the ADEA President’s Commission. J Dent Educ 2003; 67(5): 563-583.
Slavkin HC. The failure of dentistry’s social contract with America and California’s search for legislative solutions? J Dent Educ 2003; 67(10): 1076-1077.
Rubin RW. Developing cultural competence and social responsibility in preclinical dental students. J Dent Educ 2004; 68(4): 460-467.
Benn DK. Professional monopoly, social covenant, and access to oral health care in the United States. J Dent Educ 2003; 67(10): 1080-1090.
Alcota M, Ruiz de Gauna P, González FE. Development of ethical practices and social responsibility in dental education at the university of Chile: student and faculty perceptions. Eur J Dent Educ 2013; 17(1): 70-76.
Henzi D, Davis E, Jasinevicius R. Appraisal of dental school learning environment: the students’ View. J Dent Educ 2005; 69(10): 1137-1147.
Botto RW, Otsuka AS, Braun RJ. Student perceptions of dental school experience. J Dent Res 1995; 74: 115.
Morse Z, Dravo U. Stress levels of dental students at the Fiji School of Medicine. Eur J Dent Educ 2007; 11(2): 99-103.
Stewart DW, de Vries J, Singer DL, Degen GG, Wener P. Canadian dental student’s perceptions of their learning environment and psychological functioning over time. J Dent Educ 2006; 70(9): 972-981.
Pohlmann K, Jonas I, Ruf S, Harzer W. Stress, burnout and health in the clinical period of dental education. Eur J Dent Educ 2005; 9(2): 78-84.
Tankersley KC. Academic integrity from a student’s perspective. J Dent Educ 1997; 61(8): 692-693.
Turner SP, Beemsterboer PL. Enhancing academic integrity: formulating effective honor codes. J Dent Educ 2003; 67(10): 1122-1129.
Koerber A, Botto RW, Pendleton DD, Albazzaz MB, Doshi SJ, Rinando VA. Enhancing ethical behavior: view of students, administrators and faculty. J Dent Educ 2005; 69(2): 213-224.
Gerzina TM, McLean T, Fairley J. Dental clinical teaching: perceptions of students and teachers. J Dent Educ 2005; 69(12): 1377-1384.
Connor JP, Troendle K. Perspectives on the dental school learning environment: putting theory X and theory Y into action in dental education. J Dent Educ 2008; 72(12): 1436-1439.
Alcota M, Fuenzalida A, Barrientos C, Garrido M, Ruiz-de-Gauna P, González FE. An “XL” endodontics intervention for dental students required to repeat the course: changing frustration to improved grades and attitudes. J Dent Educ 2015; 79(4): 399-408.
Spallek H, O’Donnell JA, Yoo YI. Preparing faculty members for significant curricular revisions in a school of dental medicine. J Dent Educ 2010; 74(3): 275-288.
Zilbovicius C, de Araujo ME, Botazzo C, Frias AC, Junqueira SR, Junqueira CR. A paradigm shift in predoctoral dental curricula in Brazil: evaluating the process of change. J Dent Educ 2011; 75(4): 557-564.
Alcota M, Muñoz A, González FE. Diverse and participative learning methodologies: a remedial teaching intervention for low marks dental students in Chile. J Dent Educ 2011; 75(10): 1390-1395.
Christie C, Bowen D, Paarmann C. Effectiveness of faculty training to enhance clinical evaluation of student competence in ethical reasoning and professionalism. J Dent Educ 2007; 71(8): 1048-1057.
Lovas JG, Lovas DA, Lovas PM. Mindfulness and professionalism in dentistry. J Dent Educ 2008; 72(9): 998-1009.
Schön DA. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books; 1983.
Dharamsi S, Richards M, Louie D, Murray D, Berland A, Whitfield M et al. Enhancing medical students’ conceptions of the CanMEDS Health Advocate Role through international service-learning and critical reflection: a phenomenological study. Med Teach 2010; 32(12): 977-982.
Field J, Ellis J, Abbas C, Germain P. Teaching and assessment of professional attitudes in UK dental schools– commentary. J Dent Educ 2010; 14(3): 133-135.
Schwartz B. An innovative approach to teaching ethics and professionalism. J Can Dent Aassoc. 2009; 75(5): 338-340.
Koole S, Vanobbergen J, De Visschere L, Aper L, Dornan T, Derese A. The influence of reflection on portfolio learning in undergraduate dental education. Eur J Dent Educ 2013; 17(1): e93-99.
Gadbury-Amyot CC, McCracken MS, Woldt JL, Brennan R. Implementation of portfolio assessment of student competence in two dental school populations. J Dent Educ 2012; 76(12): 1559-1571.
Buckley S, Coleman J, Khan K. Best evidence on the educational effects of undergraduate portfolios. Clin Teach 2010; 7(3): 187-191.
Lantz MS, Bebeau MJ, Zarkowski, P. The status of ethics teaching and learning in U.S. dental schools. J Dent Educ 2011; 75(10): 1295-1309.
Downloads
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2016 Revista Facultad de Odontología Universidad de Antioquia
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Copyright comprises moral and patrimonial rights.
1. Moral rights: are born at the moment of the creation of the work, without the need to register it. They belong to the author in a personal and unrelinquishable manner; also, they are imprescriptible, unalienable and non negotiable. Moral rights are the right to paternity of the work, the right to integrity of the work, the right to maintain the work unedited or to publish it under a pseudonym or anonymously, the right to modify the work, the right to repent and, the right to be mentioned, in accordance with the definitions established in article 40 of Intellectual property bylaws of the Universidad (RECTORAL RESOLUTION 21231 of 2005).
2. Patrimonial rights: they consist of the capacity of financially dispose and benefit from the work trough any mean. Also, the patrimonial rights are relinquishable, attachable, prescriptive, temporary and transmissible, and they are caused with the publication or divulgation of the work. To the effect of publication of articles in the journal Revista de la Facultad de Odontología, it is understood that Universidad de Antioquia is the owner of the patrimonial rights of the contents of the publication.
The content of the publications is the exclusive responsibility of the authors. Neither the printing press, nor the editors, nor the Editorial Board will be responsible for the use of the information contained in the articles.
I, we, the author(s), and through me (us), the Entity for which I, am (are) working, hereby transfer in a total and definitive manner and without any limitation, to the Revista Facultad de Odontología Universidad de Antioquia, the patrimonial rights corresponding to the article presented for physical and digital publication. I also declare that neither this article, nor part of it has been published in another journal.
Open Access Policy
The articles published in our Journal are fully open access, as we consider that providing the public with free access to research contributes to a greater global exchange of knowledge.
Creative Commons License
The Journal offers its content to third parties without any kind of economic compensation or embargo on the articles. Articles are published under the terms of a Creative Commons license, known as Attribution – NonCommercial – Share Alike (BY-NC-SA), which permits use, distribution and reproduction in any medium, provided that the original work is properly cited and that the new productions are licensed under the same conditions.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.