Background

In Europe, great variability is perceived by all stakeholders, concerning oral health professionals’ educational programs within the same country or between countries. While most educators adheres to the principles of the competence approach the structure, conditions, content and modalities of delivery of oral health professionals’ education seem very different from one place to another. Clinical formation is particularly questioned as some students might graduate without having had the opportunity to acquire all the competencies that are necessary to ensure the security and health of patients.
 

Moreover, in a rapidly changing worlds the need for formation does not end after graduation and the opportunities for continuous professional development within a lifelong learning perspective also may vary greatly from one place to another.

This is an issue as European graduates can travel all over the EU with the mutual recognition of their qualifications. Many students move from their native country to study dentistry abroad in universities that offer international programs. Young graduates also tend to move to countries where the conditions of practice are more favorable.

There is thus, all over Europe, important migration flows of students and dentists. In the absence of clear view of the situation, public health issues are being increasingly pointed out. The variability in the competencies of the graduates indeed might influence the efficiency of oral health care systems with a risk of under, over, inadequate or low quality oral health services being delivered to the population depending on the situations.