ADEE - Association for Dental Education in Europe

Professionalisation of Dental Hygienists and Dental Therapists in Academia

Denis Murphy — Tue, 10 Feb 2026 14:44:56 +0000

Session synopsis:

The aims of the COP group is to support the professional development of dental hygienists and dental therapists through the creation of a robust academic pathway, facilitating the progression of early-career academics into research and teaching roles, with the goal of nurturing future professors in these fields.

Chair:

Leon Bassi

Lecturer in Restorative dentistry (Dental Therapy Practice)

University of Liverpool

Leon Bassi is a Clinical Lecturer at the University of Liverpool. His professional background encompasses substantial clinical experience within community, hospital, and specialised private practice environments. He possesses a Postgraduate Diploma in Paediatric Dentistry for Dental Therapists and a Master of Science in Advanced Specialist Healthcare. Leon is an active member of the British Society of Dental Hygiene and Therapy (BSDHT). Furthermore, he holds Fellowship of Advance HE (formerly the Higher Education Academy) and Fellowship of the Faculty of Dental Trainers. He has a keen interest in the professionalisation of dental hygienists and dental therapists as dental occupations with a view to advocate for career literacy and structured career pathways.

Friday, 28th August 2026 - 09:00 to 10:30

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Timezone:

UTC +1

Duration:

90 Minute

Venue:

EOK: György Hevesy Lecture Hall

Session type:

Type 2: Organised, planned and delivered by a subgroup, special interest group, community of practice of ADEE

COP

Learning Outcomes:

Recognise the role of Faculty development in advancing dental education careers.
Identify key milestones from clinical practice to senior academic positions.
Apply strategies for balancing clinical expertise, educational scholarship, leadership and research opportunities.

Human Factors in Dentistry

Denis Murphy — Tue, 10 Feb 2026 14:38:42 +0000

Session synopsis:

Non-Technical skills are part of ‘human factors’ relating to the cognitive and social skills which are used to underpin performance.

In relation to healthcare, they have been shown to be key skills in supporting good clinical performance and better patient outcomes. Non-technical skills should not be confused with clinical skills - which are related to knowledge and experience - or technical performance, which is related to training and practice.

Investigations into adverse events have shown that as many as 80% are the result of issues relating to human factors, such as a breakdown in communication, the inability to reflect, or poor situation awareness.

The Faculty of Dental Trainers, Royal College of Surgeons of Edinburgh, is developing a new dental non-technical skills framework. This session will present the framework and collect participant feedback on its structure and various component parts - particularly in relation to how it is interpreted where English isn't someone's first language.

Programme:

11:30	Welcome and introduction to non-technical skills
12:00	Breakout groups to explore aspects of the framework
12:45	Summary and next steps
13:00	Close

Chair:

James Field

Professor in Restorative Dentistry and Dental Education

Cardiff University

Prof James Field is currently a Professor in Restorative Dentistry and Dental Education and also the Cardiff University School of Dentistry's Director of Digital Education. He is a long-term active member of ADEE having most recently co-chaired the very successful Bridging the Clinical Gap special interest group and workshop.

James is academic lead for the ADEE European DigEdDent (Digital Education in Dentistry) portal, was lead author for the ADEE's Graduating European Dentist Curriculum Taskforce and Global lead for Shaping The Future of Dental Education: Interprofessional Education stream. He also represents Cardiff University as the trans-national partner in O-Health-Edu, an Erasmus+ K2 project to harmonise dental education across Europe.

Thursday, 27th August 2026 - 11:30 to 13:00

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Timezone:

UTC +1

Duration:

90 Minute

Venue:

EOK: Workshop room 2

Session type:

Type 1: Organised, planned and delivered by the ADEE

Workshop

Performance Assessment of Clinical Skills (PACS): OSCE Tips and Tricks - Setting up an OSCE - Scrutiny and Standard Setting

Denis Murphy — Tue, 10 Feb 2026 12:34:44 +0000

Session synopsis:

This Community of Practice (COP) session will explore challenges associated with Performance Assessment of Clinical Skills (PACS) in dentistry. The session will build on our 2025 session which identified a need for practical training around running an OSCE.

During the in-person workshop, we will explore at a basic and practical level how to make sense of OSCE data after the examination. We will discuss how to undertake a Borderline Regression Analysis to confirm, or otherwise, the pass mark. We will consider issues with this method and strategies for when it doesn’t work. We will then explore how to check if the examination is fair - in terms of station, examiner and circuit performance. Participants will be invited to participate in small group exercises to build on their expertise and help embed practical skills. We anticipate workshop participation to encourage collaborative partnerships and training initiatives, forming the foundation for future COP activities.

Programme:

Approx. Duration	Topic	Detail
0 - 5 mins	Introduction	Introduce the team, outline aims and objectives
20 min	Introduction to standard setting using the Borderline Regression method	Short talk introducing participants to the Borderline Regression method
20 min	Workshop - Scrutinising the output of borderline regression	Small group workshop - Members discuss / scrutinise the output of Borderline Regression – discussing the effectiveness / decision making process.
20 mins	Introduction to station, examiner and circuit analysis	Broad overview of Cronbachs alpha, examiner analysis / circuit analysis.
20 mins	Workshop - making sense of the data	Practical exercise in small groups examining the data and making sense of the output. Small group discussions about decision making processes following the data analysis.
5 mins	Session close	Summary, thanks, and next steps

Chair:

Sarah Rolland

Senior Lecturer / Honorary Consultant in Orthodontics. Director of Assessment.

Newcastle University, UK

Sarah Rolland has worked in dental education for over 20 years, during which time she has fostered an interest in dental assessment and held the position of Director of Assessment at Newcastle Dental School (UK) for the last 6 years. Sarah has developed and run the year 3 dental student OSCE examination, updating standard setting methods and moving to a system of sequential testing. She has been involved in the development of a new final year MOSLER examination (Multiple Observed Structured Long Examination Record), a practical assessment method that is used in medicine, but has not been widely used in dental education. Hugely enthusiastic for dental assessment, with a passion for ensuring assessments are valid, reliable and authentic Sarah enjoys working with others and looks forward to developing collaborative learning around the important and evolving area of practical assessments in dental education.

Speakers:

Charlotte Emmanuel

Senior Clinical Lecturer/Honorary Consultant in Oral Surgery. Director of Assessment and Feedback

Cardiff University, UK

Charlotte Emanuel began her career in dental education in 2004, delivering both clinical and didactic teaching in oral surgery. A recognized specialist in oral surgery, she is deeply committed to advancing student learning through chairside instruction and case-based discussions. She has developed innovative teaching aids for exodontia and designed an ex-vivo surgical dentistry course to enhance student confidence in a simulated environment prior to patient care. Charlotte has contributed to curriculum development at Cardiff University, aligning programs with the latest General Dental Council standards. Her work with the Association of British Academic Oral Surgeons includes publishing research on national oral surgery education. Passionate about improving teaching practices, she continually seeks opportunities to support student learning and inspire the next generation of oral surgeons through collaboration and innovation

Clare McNally

University of Melbourne, Australia

Academic Lead for Assessment and Evaluation.

Clare is responsible for the assessment reform project in the MDS curriculum redesign. By developing a programmatic approach to assessment and introducing an entrustable professional activity framework for final year students, Clare is hoping to position the Melbourne Dental School (MDS) is a global leader in dental education and assessment. Clare's PhD at the University of Adelaide explored the relationship between oral health and systemic health in hospitalised older people. In addition to her academic role, Clare is the senior dental hygienist in the Oral Medicine Department at the Royal Dental Hospital of Melbourne helping patients with significant mucosal diseases prevent common dental conditions.

Friday, 28th August 2026 - 09:00 to 10:30

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Timezone:

UTC +1

Duration:

90 Minute

Venue:

EOK: György Békésy Lecture Hall

Session type:

Type 2: Organised, planned and delivered by a subgroup, special interest group, community of practice of ADEE

COP

Learning Outcomes:

During the session, delegates will:

Understand and describe a method for post-hoc standard setting (Borderline Regression).
Explain the importance of post-hoc analysis to assess station performance and fairness.
Develop practical skills in managing OSCE data.

Performance Assessment of Clinical Skills (PACS): OSCE Tips and Tricks – Setting up an OSCE – Scrutiny and Standard Setting

Denis Murphy — Tue, 10 Feb 2026 12:31:02 +0000

Session synopsis:

This Community of Practice (COP) session will explore challenges associated with Performance Assessment of Clinical Skills (PACS) in dentistry. The session will build on our 2025 session which identified a need for practical training around running an OSCE.

During the in-person workshop, a short two-part training session will be delivered. The first part will focus on writing and subsequent scrutiny of OSCE stations. This will focus on developing valid and reliable stations, with clear and transparent instructions for candidates, role-players and examiners. The second part will focus on standard setting OSCE stations using the Angoff method to establish a baseline for the passing threshold. Participants will be invited to participate in small group exercises in scrutiny and standard setting of existing OSCE stations, sharing skills and experience to build on expertise. We anticipate workshop participation to encourage collaborative partnerships and training initiatives, forming the foundation for future COP activities.

Programme:

Approx. Duration	Topic	Detail
0 - 5 mins	Introduction	Introduce the team, outline aims and objectives
20 mins	Introduction to station development and scrutiny	Broad overview of station development / scrutiny Practical tips and tricks for establishing effective instructions for candidates / role-players / examiners
20 mins	Workshop – station development and scrutiny	Members discuss / scrutinise an existing OSCE station to establish the importance of / effective methods to scrutinise and improve stations.
20 mins	Introduction to marking schemes, standard setting of OSCE stations, including the Angoff method	Broad overview of checklist marking / tips and tricks around effective checklists. Using Angoff method to standard set checklist marking station
20 mins	Workshop – standard setting tips and tricks	Practical exercise in small groups standard setting the station scrutinised in the first workshop
5 mins	Session close	Summary, thanks, and next steps

Chair:

Charlotte Emmanuel

Senior Clinical Lecturer/Honorary Consultant in Oral Surgery. Director of Assessment and Feedback

Cardiff University, UK

Clare McNally

University of Melbourne, Australia

Academic Lead for Assessment and Evaluation.

Speakers:

Sarah Rolland

Senior Lecturer / Honorary Consultant in Orthodontics. Director of Assessment.

Newcastle University, UK

Wednesday, 26th August 2026 - 14:00 to 15:30

Add to Calendar

Timezone:

UTC +1

Duration:

90 Minute

Venue:

EOK: György Hevesy Lecture Hal

Session type:

Type 2: Organised, planned and delivered by a subgroup, special interest group, community of practice of ADEE

COP

Learning Outcomes:

During the session, delegates will:

Understand and describe the challenges related to OSCE station development and scrutiny
Explain and execute a simple method of OSCE standard setting using the Angoff method
Develop practical skills in OSCE station scrutiny and standard setting

5MP Session 6

Denis Murphy — Tue, 10 Feb 2026 12:24:07 +0000

Session synopsis:

To follow

Programme:

To follow

Friday, 28th August 2026 - 09:00 to 10:30

Add to Calendar

Timezone:

UTC +1

Duration:

90 Minute

Venue:

EOK: Workshop room 1

Session type:

Type 1: Organised, planned and delivered by the ADEE

Poster session

Plenary Session 3: Empathy in oral health professions education

Denis Murphy — Tue, 10 Feb 2026 12:20:30 +0000

Session synopsis:

To follow

Friday, 28th August 2026 - 11:30 to 13:00

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Timezone:

UTC +1

Duration:

90 Minute

Venue:

EOK: Szent-Györgyi lecture hall

Session type:

Type 1: Organised, planned and delivered by the ADEE

Including ADEE awards

5MP Session 5

Denis Murphy — Tue, 10 Feb 2026 12:08:41 +0000

Session synopsis:

To follow

Programme:

To follow

Thursday, 27th August 2026 - 16:00 to 17:30

Add to Calendar

Timezone:

UTC +1

Duration:

90 Minute

Venue:

EOK: Workshop room 1

Session type:

Type 1: Organised, planned and delivered by the ADEE

Poster session

COP Meeting: Wellbeing

Denis Murphy — Tue, 10 Feb 2026 12:00:23 +0000

Session synopsis:

The annual face to face meeting of the Wellbeing Community of Practice.

This meeting is open to all current members and those interested in joining.

Programme:

09:00	Welcome and Update on Intended Learning Outcomes Presenters: SB, MB — 10 minutes A brief overview of current progress on the wellbeing and resilience ILOs, including feedback received to date and next steps.
09:10	COP Group Interaction and Discussions Facilitated breakout or whole-group activity — 20 minutes Collective exploration of challenges, ideas, and opportunities for integrating wellbeing and resilience across curricula.
09:30	Supporting Students: Reflections from Practice Presenter: RW — 15 minutes Insights and experiences on effectively supporting student wellbeing within dental education.
09:45	Embracing Technology to Enhance Wellbeing Presenter: MP — 10 minutes Discussion on digital tools and innovations that can positively support student wellbeing.
09:55	Developing Resilience in Dental Education Presenters: RL, SA — 10 minutes Strategies and approaches for building resilience in undergraduate dental students.
10:05	Closing Remarks Reflections, next steps and meeting close.

Chair:

Shannu Bhatia

Clinical Reader and Honorary consultant Paediatric dentist.

School of Dentistry Cardiff University, UK

Shannu is a Clinical Reader and Honorary Consultant and Lead for Paediatric dentistry at Cardiff University. She has an active interest in dental education and Clinical dental care of children. She is passionate about promoting Equality Diversity and Inclusivity and Wellbeing of staff and students. She is the President of British Society of Paediatric Dentistry 2024 and advocates for oral health of children. She was the recipient of ADEE Dental education early career award in 2022.

Wednesday, 26th August 2026 - 09:00 to 10:30

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Timezone:

UTC +1

Duration:

90 Minute

Venue:

EOK: György Hevesy Lecture Hal

Session type:

Type 2: Organised, planned and delivered by a subgroup, special interest group, community of practice of ADEE

COP

EPA Special Interest Group Meeting

Denis Murphy — Tue, 10 Feb 2026 11:57:19 +0000

Session synopsis:

A face to face meeting of those interested in participating in a special interest group focusing on EPA's.

Chair:

Wietske Fokkinga

Program leader of revision of the Bachelor curriculum

Radboud University Nijmegen Medical Centre, Department of Dentistry

Christina Gummesson

Associate Professor

Malmö University

She completed her PhD in Physiotherapy 2003 and Master in Medical Education 2013. She was appointed “excellent teaching practitioner” 2008 and has extensive experience on curriculum design and course development for undergraduate-, graduate- and research education.

She has worked with faculty development since 2008 and was the Director of the Centre for Teaching and Learning at the Medical Faculty, Lund University Sweden, 2015-20. Since 2020, she has been working at the Department of Odontology Malmö University, Sweden as a Senior Lecturer in Medical Education, where one of the main areas of her work involves development of professionalism, professional autonomy and independence.

Apart from teaching and own research, she also serves as a Senior Editor in Physical Therapy Reviews, is a Member of the Editorial Board in BMC Medical Education and act as reviewer in various journals in medical education.

Elske Hissink

PhD candidate “Development of adaptive expertise in an EPA based curriculum”

Radboud University Nijmegen Medical Centre, Department of Dentistry

Nina Lundegren

Senior Lecturer

Malmö University, Malmö, Sweden.

Nina Lundegren is a senior lecturer at Malmö University, Malmö, Sweden. With a two-year master's degree in teaching and learning in higher education and an interest in Challenge-Based Learning, she works with educational and curricular development as program director for the dentistry program at Malmö University. She has been implementing learning activities on sustainability in dentistry into the new curricula.

Thursday, 27th August 2026 - 16:00 to 17:30

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Timezone:

UTC +1

Duration:

90 Minute

Venue:

EOK: György Békésy Lecture Hall

Session type:

Type 1: Organised, planned and delivered by the ADEE

SIG

GED Update: Articulate and other items

Denis Murphy — Tue, 10 Feb 2026 11:52:01 +0000

Session synopsis:

An update of the work of the GED Taskforce including plans for Articulate updating, GED Domain V.

Chair:

James Field

Professor in Restorative Dentistry and Dental Education

Cardiff University

Sibylle Vital

Professor of Pediatric Dentistry

Université Paris Cité

Professor Sibylle Vital graduated from the University of Paris Descartes in 2003. She completed a PhD in Oral Biology at the University of Paris Descartes in 2006 and a post-doctoral work at the University of California, San Francisco, USA in 2007. She is a full-time Professor of Pediatric Dentistry at University of Paris. From 2013-2016, she was head of the Department of Pediatric Dentistry and Orthodontics and she is currently Vice Dean for Academic Affairs. She serves on the review board of the EJDE since 2014. Active member of ADEE since 2010, Sibylle is a member of the ADEE Executive Committee.

Jonathan Dixon

Clinical Academic Fellow in Restorative Dentistry

University of Sheffield, UK

Jonathan is a clinical academic at the School of Clinical Dentistry at the University of Sheffield. In his role as an educator, Jonathan leads the undergraduate clinical skills teaching and is also the sustainability lead for the school. He is an educational researcher and played a central role in publishing numerous outputs from the O-Health-Edu project. Jonathan’s PhD explored how the dental curriculum evolves to incorporate new topics and used environmental sustainability as a case study.

He has co-chaired various special-interests groups at annual ADEE conferences and has collaborated with ADEE and the FDI World Dental Federation to disseminate his work on embedding environmental sustainability in the curriculum. Jonathan is currently completing his specialist clinical training in Periodontics.

Thursday, 27th August 2026 - 16:00 to 17:30

Add to Calendar

Timezone:

UTC +1

Duration:

90 Minute

Venue:

EOK: György Hevesy Lecture Hall

Call for Abstracts:

Now open via the meeting abstract system. For more information visit the call for abstracts page.

Session type:

Type 2: Organised, planned and delivered by a subgroup, special interest group, community of practice of ADEE

GED