Method: By drawing on educational theory and developments in educational research, we propose ways to use simulation and assessment tasks to make future dental curricula more flexible, with greater student responsibility, leading to a cohesive conception of minimally-invasive dentistry and patient-centred care.
Results: An educational theory proposed by Marton, Variation Theory, provides one possible framework for developing a learning environment that maximises opportunities for discernment by structuring simulation and assessment experiences throughout dental curricula. We also need to think of simulation more broadly, i.e. not only operative, surgical, radiological and CPR skills. Simulation can also be used for learning patient-care activities, including examination, judgment and decision-making, patient-centred communication and team skills. We need to make use of evidence from other health professions and, where needed, develop our own evidence to inform our approaches, particularly as the quality of care our graduates provide is likely to be related to their education. Furthermore, different types of simulation provide opportunities to develop more coordinated, integrated and sophisticated approaches to both formative and summative assessment.
Conclusion: Simulation should not replace clinical patient contact but its expanded use may form the basis of the next revolution in dental education. However, this needs to be based on evidence and not just represent a knee-jerk response to pressures to cut staff and save money. We must become more effective advocates for high quality dental education otherwise, ultimately, the oral health of the communities we serve will suffer.