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Zoekopdracht: faculteit: "ACTA" en publicatiejaar: "2008"

AuteursR. Hobson, S. Rolland, J. Rotgans, M. Schoonheim-Klein, H. Best, M. Chomyszyn-Gajewska, D. Dymock, R. Essop, J. Hupp, R. Kundzina, R. Love, R.A. Memon, M. Moola, L. Neumann, N. Ozden, K. Roth, P. Samwel, J. Villavicencio, P. Wright, W. Harzer
TitelQuality assurrance, benchmarking, assessment and mutual international recognition of qualifications
TijdschriftEuropean Journal of Dental Education
SamenvattingThe aim of this report is to provide guidance to assist in the international convergence of quality assurance, benchmarking and assessment systems to improve dental education. Proposals are developed for mutual recognition of qualifications, to aid international movement and exchange of staff and students including and supporting developing countries. Quality assurance is the responsibility of all staff involved in dental education and involves three levels: internal, institutional and external. Benchmarking information provides a subject framework. Benchmarks are useful for a variety of purposes including design and validation of programmes, examination and review; they can also strengthen the accreditation process undertaken by professional and statutory bodies. Benchmark information can be used by institutions as part of their programme approval process, to set degree standards. The standards should be developed by the dental academic community through formal groups of experts. Assessment outcomes of student learning are a measure of the quality of the learning programme. The goal of an effective assessment strategy should be that it provides the starting point for students to adopt a positive approach to effective and competent practice, reflective and lifelong learning. All assessment methods should be evidence based or based upon research. Mutual recognition of professional qualifications means that qualifications gained in one country (the home country) are recognized in another country (the host country). It empowers movement of skilled workers, which can help resolve skills shortages within participating countries. These proposals are not intended to be either exhaustive or prescriptive; they are purely for guidance and derived from the identification of what is perceived to be 'best practice'.
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