The article “Considering Quality in Dental Education” by Elene Gigineishvili, Head of the Department of Dentistry at the School of Health Sciences of the University of Georgia, Associate Professor, and Board Member of the Association for Dental Education in Europe (ADEE), has been published in the European Journal of Dental Education. The author answers our questions about the subject.
Why did you become interested in researching this topic?
Ensuring the quality of dental education is one of the main areas of my academic and professional work. As Head of the Department of Dentistry at the University of Georgia and Quality Assurance Officer of the Association for Dental Education in Europe (ADEE), I have the opportunity to be directly involved in quality development processes at both university and international levels. This experience has made me even more aware that different countries operate under different quality assessment systems, and that concepts such as accreditation, quality assurance, and continuous quality improvement are often used interchangeably, despite having distinct objectives and functions. The aim of our international team of authors was to clearly highlight these differences, thereby facilitating cooperation between educational systems and organizations across different countries. What is particularly important to me is that this paper brings together the experience of representatives of international professional and educational organizations and presents a shared perspective on quality-related issues.
What impact could the findings of this research have on people's lives?
At first glance, ensuring the quality of dental education may seem to be related solely to the internal operations of universities. In reality, however, its significance is much broader. The quality of dental education is directly linked to the professional competencies of future dentists, their ability to make clinical decisions, and, ultimately, their capacity to provide patients with safe and high-quality care. Our paper presents five interconnected dimensions of quality: governance, curriculum, stakeholder engagement, infrastructure and resources, and quality assessment and improvement processes. This paper will help universities assess their educational programs more systematically, identify areas requiring improvement, and plan appropriate changes.
In the long term, this approach will contribute to educating better-prepared professionals, strengthening patient safety, and increasing public trust in dental services. It is important to note that the paper is a conceptual and analytical study, and the practical outcomes of the proposed framework remain a subject for future research.
How can students get involved in this field of research, and why would you encourage them to do so?
I believe that student involvement in the development of educational quality is particularly important because students are among the key stakeholders in the educational system. They can participate in curriculum evaluations, student experience surveys, analyses of teaching and assessment methods, as well as research projects related to the quality of clinical education and patient safety. Particularly interesting areas of study include the assessment of clinical competencies, the use of modern technologies, student-centered learning, and the impact of feedback on improving the educational process.
I would encourage students to become actively involved in research because it involves much more than simply preparing a scientific paper. Research develops critical thinking, the ability to make evidence-based decisions, and professional responsibility. It is important for dentists not only to apply existing knowledge but also to evaluate it critically and contribute to the development of their profession.
What were the main challenges and skills involved in conducting this research?
One of the main intellectual challenges in working on this paper was comparing different educational and regulatory systems while preserving the specific characteristics of each and identifying their common foundations. The article examines three distinct approaches: the dental education accreditation system operating in the United States (CODA), systems based on European higher education quality assurance principles, and ADEE's LEADER programme, which focuses on continuous quality improvement. It was particularly important to demonstrate that accreditation, quality assurance, and quality improvement are distinct yet complementary processes.
In this type of international academic collaboration, analytical thinking, critical evaluation of scientific literature, professional communication, and the ability to establish a shared vision with colleagues from different backgrounds are particularly important.
For me, collaboration with an international professional team is especially valuable because it allows us to examine issues not only from the perspective of a single country or university but also from a broader international standpoint.
What feedback has this particular paper received so far?
First and foremost, I would like to point out that the paper was published in the European Journal of Dental Education (EJDE), one of the leading international peer-reviewed scientific journals in the field of dental education. Another important aspect is its international team of authors, which brings together representatives of leading educational and professional organizations, including the Association for Dental Education in Europe (ADEE), the American Dental Education Association (ADEA), the Dental Council of Ireland, and other European professional organizations. The paper was presented at the ADEE General Assembly as one of the association's important areas of focus in quality assurance and strategic development. Since the article was published only recently, it is too early to assess its long-term impact. Nevertheless, I believe it will make a significant contribution to the development of international discussions on quality assurance and continuous improvement in dental education.
What additional funding and support did this research receive?
This paper was prepared as part of international academic collaboration and did not receive any additional research funding. However, I would particularly like to highlight the University of Georgia's support for scientific activities. The University actively encourages research by its academic staff and places particular emphasis on publishing in highly reputable international scientific journals. The University has established practices for recognizing academic achievements and providing financial incentives, which serve as an additional source of motivation for academic staff.
