At Ghent University, we strive to educate people who dare to think about the challenges of tomorrow. For that purpose, we provide education that is embedded in six strategic objectives: Think Broadly, Keep Researching, Cultivate Talent, Contribute, Extend Horizons, Opt for Quality.
Ghent University continuously focuses on quality assurance and quality culture. The Ghent University's quality assurance system offers information on each study programme’s unique selling points, and on its strengths and weaknesses with regard to quality assurance.

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Ghent University's Education Objectives

Quality Assurance at Ghent University

1. The introduction of clinical teaching begins during the undergraduate years. Starting from observational internships in the clinic in second bachelor to hands-on patient treatments (under supervision) in the third bachelor. This early introduction to the clinical setting allows students to develop and refine their fundamental clinical skills, this in preparation for the clinical internship in the master years.
2. Well-considered programme structure. The training programme is logically structured around a number of specific roles a dentist fulfills in the professional field ((scientist, expert in oral health care, professional and communicator). This strategic alignment provides a solid foundation for both instructors and students to frame course units within the broader scope of their training. Regular adjustments guarantee the programme’s relevance and coherence.
3. Striving for future-proof competencies such as interdisciplinary cooperation and multiperspectivism. The training programme highlights the various dental disciplines both theoretically and clinically. Furthermore it cultivates the ability for students to collaborate in multidisciplinary teams with other healthcare providers (e.g., bachelors of oral health care). Multidisciplinary patient treatment and discussions are an integral part of the training programme.
4. Focus on social engagement. Within the programme students are exposed to diverse target groups including the frail elderly, children and persons with disabilities. The social role of the dentist is emphasized, as well as the importance of prevention. Additionally, students learn to deal with the specific care needs of patients within well-defined social contexts.
5. The strong link between theoretical and practical education is perceived by students as an important asset of the programme. Recognizing the necessity of a robust theoretical foundation, the curriculum is strategically structured to establish a logical progression from theory to preclinical exercises and ultimately to clinical application. Beginning in the 1st bachelor year, students primarily focus on acquiring theoretical knowledge, complemented by the development of clinical skills through preclinical practice on phantoms. After successfully completed the necessary preclinical courses , students start clinical internships where they apply their theoretical knowledge and preclinical skills in a real-world setting.

1. Engaged student participation. The students are closely involved in the programme, including representation in the programme committee, clinic consultations and engagement with the student association, Dentalia. Student representatives hold positions on various boards and committees within the programme, contributing to information sessions and introduction days. This continuous dialogue ensures regular consultation with students.
2. Close collaboration with the work field. The programme strives for close cooperation with the professional field and providing students with early exposure to real-world contexts. This commitment comes natural through clinic internships, both within the programme's facilities and at external sites. The programme consistently seeks input from the field in shaping its curriculum and through various committees. Furthermore, master thesis topics are closely aligned with recent developments in academia and practical applications within the professional sphere.
3. Up-to-date education and infrastructure. The programme invests a lot of time and energy to the programma as up-to-date as possible, with a strong focus on advancements in dentistry, including the integration of digital technologies and the latest dental techniques such as 3D printing and innovative software programmes. Currently there is a strong focus on digitization within (e.g. 3D printing, new software programmes, ... ).
4. Evidence-based teaching. Teaching is provided by professors who are active in scientific research and incorporate recent findings into both theoretical and clinical teaching. Students undergo a gradual build-up of their scientific understanding. In the master's thesis (masters 1 and 2), students are equipped to conduct their own literature and/or experimental research under the guidance of a dedicated supervisor.
5. Embedding external, international perspectives. The programme actively engages a diverse group of stakeholders. By involving not only professors and students, but also a broad spectrum of external contributors (domestic and international) in shaping and organizing the training programme. This inclusive approach enriches the programme with diverse perspectives and global insights.

1. Enhancing (intermediate) feedback. Student feedback indicates a desire for more systematic and quality feedback, particularly in practical education where interim written feedback and adjustments from supervisors are partly lacking. However oral feedback is consistently provided. Digital score forms are employed during internships, linking self-reflection and feedback. The aim is to expand this approach by implementing a systematic and automated feedback system for both supervisors and students. The objective of this initiative is to provide students with a comprehensive understanding of their strengths, areas for improvement, and their progression throughout clinical education.
2. Optimizing internship organization and clinic operation. Substantial logistical investments have been made in the (pre)clinic to ensure optimal infrastructure for skills education. Despite these efforts, challenges arise due to increased student numbers, a shortage of supervisors and the complexity of clinic organization. Lots of effort has already been invested in scheduling a diverse and extensive patient population and improved student supervision. The programme aims to address these challenges in the coming years with focus on streamlined clinic organization and supervision, as well as efficient communication between scheduling and students.
3. 3. Further focus on internationalization policy. In recent years, the programme has focused on promoting and expanding internships abroad, which has had a positive boost on external mobility. However, the programme wants to further explore the implementation of I@home can be integrated more structurally and attractively within the programme. Although dental students have expressed their doubts about the value of this initiative. 

This study programme is accredited by the Accreditation Organization of the Netherlands and Flanders (Dutch: NVAO). Accreditation was extended following the positive outcome of the institutional review in 2022. Programme quality was validated by a quality review, i.e. a screening of the Education Monitor by the Education Quality Board. The Quality Assurance Resolution (in Dutch) can be found here.

This information was last updated on 14/02/2024.
In case of questions or suggestions with regard to the publicly available information, please contact the study programme.