Dental education evaluation in China: a systematic review

BACKGROUND

Accreditation of education is very important for maintaining and improving education quality. With the development of modern dental education, more and more attention is being paid to accreditation of dental education in China. Current accreditation of dental education in China is called "dental education evaluation". By using a systematic review, this paper aims to provide the general profile of the standards and process of dental education evaluation in China (DEEC).

METHODS

A systematic review on DEEC was performed, CAJD and VIP databases were employed to identify all literatures which were relevant to DEEC. Profile and features of DEEC were compared with those of the Accreditation Standards for Dental Education Programs of the USA (ASDEPU).

RESULTS

The current standards for the evaluation are composed of six modules and twenty-four items, the evaluation process consists of three stages There was some difference between DEEC and its American counterparts.

CONCLUSIONS

Accreditation on dental education is very important for the maintenance and improvement of education quality. As the primary form of dental education accreditation, DEEC is basically suitable for current dental education conditions in China, however, in order to keep pace with the changing conditions, both the standards and actions of DEEC should often be revised.

Dental education's role in improving children's oral health and access to care

In 2000, Oral Health in America: A Report of the Surgeon General identified disparities in oral health and access to care for vulnerable populations, including children. The report identified a declining dental school applicant pool, shortages of dental school faculties, and an overcrowded curriculum as dental education factors affecting disparities. Dental school applications are up, but the dentist/population ratio is projected to decline, and the shortage of dental faculty has worsened-limiting dental students' experiences with children. Current Commission on Dental Accreditation (CODA) standards do not include essential curriculum required to care for children. We recommend that CODA revisions to predoctoral and postdoctoral programs include care of infants, characteristics of children that distinguish them from adults, mandatory service learning experiences, emphasis upon social responsibility for all dentists, and use of objective standardized clinical examinations (OSCEs). Additionally, we recommend prioritization of limited pediatric dental resources to young children with disease and older children with complex dental requirements or special health care needs. Critical dental education goals for children should be developed through a special American Dental Education Association task force. Only the dental education community can assure that the dental workforce is better trained to care for children.