ASSOCIATION FOR DENTAL EDUCATION IN EUROPE
Learning together to improve oral health and quality of life
ADEE Site Visit Guidelines
Part IADEE Self AssessmentDocument Format
When a dental school invites an ADEE site visitthe school must prepare a Self AssessmentDocument in accordance with guidelines set out by ADEE in which staff describe and comment on the school, its curriculum, staff and facilities. This Self Assessmentmust be in accordance with the format outlined below in orderthat all ADEE Self Assessments and school visits are conducted in a similar manner.
The following template sets out18 chapter headings and lists the content which should be included in each chapter. All items mentioned under each Self Assessmentchapter heading below should be addressed in a descriptive manner and each chapter should conclude with an analysis and comments by the school.
- Introduction
-number of schools in country, number of active dentists (private or state-employed), national population
-general description of school (size, date of foundation, location, other schools in country)
-general description of university (size,date of foundation, location, other universities)
-position in university
-relationship with MedicalSchool
-central law and governmental regulations
-university regulations and formats
-relationship with care providers
-financing/insurance of dental care in the country
-analysis and comments
- Curriculum in general
-mission of dental school
-number of semesters (years, trimesters) and credit points
-characteristics and general philosophy
-aims in general
-structure and integration (blueprint)
-admittance to semesters, modules (study progress)
-mean study duration and success rate over the years
-application, selection, enrolment
-analysis and comments
- Curriculum Content and Methods
-competences
-educational methods
-use of ECTS
-division of hours over contactand self-study (in each year)
-division of contact hours between phantom-clinic-theory
-division of clinic hours betweensemester, trimester, modules or study years
-methods of assessment
-formal exams (semester, trimester, module, year, final)
-requirement of state exam in order to register as a dentist
-analysis and comments
- Facilities (description and numbers)
-library
-clinics
-training laboratories
-research laboratories
-offices
-analysis and comments
- Organization
-organisation structure (organigram)
-responsibilities of different entities within organisation
-departments
-committees
-administration of student progress
-administration of care delivered
-ICT technology and support
-analysis and comments
- Staff
-total of academic staff and support staff in FTE(full time equivalent) and numbers
-distribution in FTE and numbers of academic staff over positions (professor, associate, etc.)
-distribution in FTE and numbers of academic staff across gender and age
-distribution of academic staff across departments
-distribution of academic staff acrooss research, undergraduate and graduate education
-human resource management (recruitment, assessment, promotion)
-analysis and comments
In chapters 7-15 the curriculum should be described by splitting it up across the different disciplines or subjects designated within the school. Within disciplines different names of the same or almost the same fields may be given in order to indicate which subjects should be treated under which heading. Therefore, it is not mandatory to describe every mentioned discipline of subject under each chapter.
- Biological Sciences
Include descriptions of disciplines such asAnatomy, Biochemistry, Genetics, Cell biology, Cytology/histology, Physiology, Microbiology/virology, Immunology
-total hours in curriculum
-distribution of hours across semesters, trimesters, modules, years
-integration in curriculum
-analysis and comments
- Medical Sciences
Include Human Diseases, Internal Diseases, General Pathology, General Surgery, Anaesthesiology, Pharmacology, Dermatology, Neurology, Ear nose and throat.
-total hours in curriculum
-distribution of hours across semesters, trimesters, modules, years
-integration in curriculum
-analysis and comments
- Public Dental Health and Behavioural Sciences
Include Public Dental Health, Community Dentistry, Social Dentistry - communication, team working, psychology, sociology, epidemiology, prevention, ethics and jurisprudence.
-total hours in curriculum
-distribution of hours acrosssemesters, trimesters, modules, years
-integration in curriculum
-analysis and comments
- Restorative Dentistry
Include disciplines such as Conservative Dentistry, Cariology, Restorative Dentistry, Endodontology, Fixed and Removable Prosthodontics, Occlusion and Function. Subjects such as implants and superstructures, material sciences.
-total hours in curriculum
-distribution of hours across semesters, trimesters, modules, years
-integration in curriculum
-analysis and comments
- Orthodontics and Paedodontics
Include Orthodontics, Paediatrics, Paediatric Dental Health. Subjects such as growth and development.
-total hours in curriculum
-distribution of hours acrosssemesters, trimesters, modules, years
-integration in curriculum
-analysis and comments
- Oral Diseases of Bone and Soft Tissues
Include Oral Surgery, Oral Pathology, Oral Medicine, Periodontology, Radiology.
-total hours in curriculum
-distribution of hours across semesters, trimesters, modules, years
-integration in curriculum
-analysis and comments
- Scientific Education and Development
Include Methodology, Statistics, Philosophy. Subjects such as evidence-based dentistry, bachelor thesis, master thesis, electives, study abroad.
-total hours in curriculum
-distribution of hours acrosssemesters, trimesters, modules, years
-integration in curriculum
-analysis and comments
- Integrated Dental Care
Include Comprehensive Dentistry, Integrated Clinics, Dental Emergencies, Special Needs Patients, Outreach Clinics.
-total hours in curriculum
-distribution of hours across semesters, trimesters, modules, years
-integration in curriculum
-analysis and comments
- Other Influences and Student Affairs
-regional oral health needs-availability of patients
-study blockades and waiting lists
-study fees, study grants
-labourmarket perspectives
-sports and recreation
-student representation and involvement in administration (student body)
-student counselling
-auxiliary courses (which, how long, how many students)
-analysis and comments
- Research and Publications
-number of publications in refereed journals last 10 years
-grants awarded last 10 years
-prizes awarded last 10 years
-extended master degrees (e.g. in Oral Surgery, Periodontology, etc.)
-analysis and comments
- Quality Management
-Quality Management System
-course evaluation
-teacher evaluation
-internal management control/assessment (within university)
-external management control/assessment (by government or other external body)
-Quality reports
-Publicity
-analysis and comments
- Overall analysis and comments
-strengths
-weaknesses
-opportunities
-threats
-general plans and strategies
-conclusions
Part IIADEE School Visit Format
A. General
Structure: A Site Visit Team is convened by the ADEE Executive Committee. Members of the Teamare drawn from various countries across Europe. No visitor is the same nationality as the school to be visited and none have a relationship with this school. The Visit Teamhas a membership of of 4-5 persons, a majority of whom have ample experience in school visitation.
Funding: The cost of travel and accommodation for the Visit Teamis the responsibility of the host school. If a host school is located outside Europethe school must also pay a fee(to be negotiated in advance of the visit).
Schedule: The visit starts on Sunday (Day 1) with arrival of the Team who are welcomed by the Dean of the school, the visitation coordinator/author of theSelf Assessment document, and a University representative (if appropriate). A working dinner should be arranged by the school for the welcoming party and visitors who should avail of this opportunity to discuss Section 1 Introduction of the Self-study document.
On Monday (Day 2) and Tuesday (Day 3) visit duties (meetings, observations and a tour of the school) are undertaken by the Visitors. The evenings should be kept free for the Team to work on their report (dinner on each evening to be organised / booked by the school).
On Wednesday morning (Day 4) a presentation based on their observations is prepared by the Visit Team. This preliminary report which summarises their findings is delivered by the Visitors with supporting PowerPoint slides to the school (staff and students) over the lunch time period. This is the end of the visit and the Visitors depart on the afternoon of day 4.
Visit Report: Within two months following the visit a draft report is sent to the school. At this time the school will have the opportunity to correct any factual inaccuracies and/or misunderstandings. The opinion of the Visit Team as expressed in the report can not be altered in any way. Following acceptance of the final draft of the report by the school/university, the final report will be printed and sent to the school/university. It will also be published on the ADEE website.
B. On site visit requirements for observation and discussion in order to comment on schoolSelf Assessment document
The on-sitetime table organised by the host school shouldinclude ample opportunity for the committee to observe the teaching and clinical settings, review facilities related to all items covered by chapters 2-17 of the Self Assessmentdocument and to meet with relevant members of staff and other key people at the university. During the visit and in the report the Visitors will focus on the items set out by the school in each chapter of theSelf Assessment document. In the report the Visitors will follow the chapters sequentially. Each chapter of the Self Assessmentdocument should include the names of the personnel who will meet with the Visitors to discuss that section.
A list of those who should meet with the Visitors in relation to various aspects of the Self Assessmentdocument is set out here.
- Introduction
Dean of the School, President, Administrator, visit coordinator
- Curriculum in General
Dean, person responsible for the curriculum/education (curriculum coordinator, head of teaching office, chair of curriculum committee, chair of teaching committee), undergraduate and graduate students
- Curriculum Content and Methods
Dean, person responsible for the curriculum/education (curriculum coordinator, head of teaching office, chair of curriculum committee, chair of teaching committee), undergraduate and graduate students
- Facilities to be visited
Library, training clinics, laboratories, research laboratories, offices
Meeting with librarian. head of clinic, undergraduate and graduate students, young teachers/researchers
- Organisation
Dean of the School, Administrator
- Staff
Dean of the School, Administrator
- Biological Sciences
Professors (associate professors) responsible for the disciplines that are described by the school under this chapter
- Medical Sciences
Professors (associate professors) responsible for the disciplines that are described by the school under this chapter
- Public Dental health and Behavioural Sciences
Professors (associate professors) responsible for the disciplines that are described by the school under this chapter
- Restorative Dentistry
Professors (associate professors) responsible for the disciplines that are described by the school under this chapter
- Orthodontics and Paedodontics
Professors (associate professors) responsible for the disciplines that are described by the school under this chapter
- Oral Diseases of bone and soft tissues
Professors (associate professors) responsible for the disciplines that are described by the school under this chapter
- Scientific education and development
Professors (associate professors) responsible for the disciplines that are described by the school under this chapter
- Integrated dental care
Professors (associate professors) responsible for the disciplines that are described by the school under this chapter
- Other influences and student affairs
Undergraduate students from each study year, student body/council, graduate students, person responsible for the curriculum/education
- Research and publications
Dean, administrator, graduate students, young teachers/researchers, research coordinator
- Quality Management
Dean, person responsible for quality (quality coordinator, chair of quality committee, evaluation coordinator)
- Visitors Comments and Executive Summary
C. Organisation and scheduling during site visit
In addition to the welcome dinner on Day 1 the school should schedule the following meetings/visits:
○Group 1
Dean, Administrator, person responsible for the curriculum/education, person responsible for quality - chapter 2, 3, 5, 6, 15, 16, 17 to be discussed
○Group 2 to 9
Professors/associate professors of disciplines described under Self Assessmentchapters 7-14 in 8 different meetings (the committee will split up here in two subcommittees, so two meetings of this kind can be planned at the same time)
○Group 10
Undergraduate students from each study year, student body/council – chapter 2, 3, 4, 5, 6, 15, 17 to be discussed
○Group 11
Graduate students – chapter 4, 6, 15, 17 to be discussed
○Group 12
Young teachers/researchers – chapter 2, 3, 4, 5, 6, 16, 17 to be discussed
○Tour of the school in order to view the facilities – teaching, laboratory, clinical,
research, library, IT, study, etc.
The sequence of meeting the groups is: first Group 1, then Group 2-9 in arbitrary order, then Group 10-12 in arbitrary order.
In advance of the visit, the final draft of the onsite visit schedule should be sent to the Chair of the visiting committeefor approval.
Onsite requirements
A suitably sized room in the school, where the members of the Visit Team can work and welcome some of the groups set out above should be made available to the Team from Monday morning until Wednesday afternoon. Internet access, projection and printing facilities should be available. Lunch can also be served in this room. For meetings with the disciplines, a visit to their own locations is preferable.
For the oral presentation of the first findings at the conclusion of the visit a lecture hall with a beamer for PowerPoint presentation should be available.
V3-May2012
ADEE School Visit Self Assessment Document Template and Guidelines 1/7