Professionals will increasingly be confronted with new insights and changes. This raises questions as to what kind of expertise professionals need, and how development of this expertise can be influenced within the contexts of both education and work. The terms adaptive expertise and adaptive performance are well-known concepts in the domains of education and Human Resource Development respectively. The literature, however, lacks a conceptual overview. Our research seeks to provide an overview on how adaptive expertise and adaptive performance are conceptualized. In addition we looked for what individual, task and organizational characteristics relate to adaptive expertise. We mined information drawn from existing reviews in an overview of reviews. Nine reviews met the inclusion criteria. Adaptive performance is best referred to as the visible expression of an adaptive expert and this is triggered by ‘change’. The scope of this ‘change’ lies somewhere between change that is ‘new for the learner’ and change that is ‘new for everyone in the whole world’. The extent to and way in which a learner or professional is able to deal with this change depends on the maturity of the learner or professional. We found numerous individual, task and environmental characteristics related to adaptive expertise and adaptive performance. The nature and relation of these characteristics, and their specificity in relation to adaptive expertise and adaptive performance are visualized in a figure, but also provide several suggestions for future research.

Introduction: Changes in society, new public demands for dental care and contemporary educational insights have influenced dental education worldwide and demand a renewed perspective. Following this perspective, an innovative interprofessional dental Master curriculum was developed at Radboud University Nijmegen in the Netherlands.Educational principles: The curriculum is based on five contemporary educational principles and the core of the curriculum consists of a Student Run Dental Clinic that is fully run by students under professional supervision.The new curriculum: In the Student Run Dental Clinic, Master dental students and Bachelor oral hygiene students are responsible for the care of approximately 750 patients. The students work within the same clinic for 3 years and patients receive oral health care from the same students over a long period. The clinic is a longitudinal cross‐disciplinary clinic with different dental subdisciplines.Entrustable professional activities (also known as EPAs), to our knowledge not yet widely used in dental education, were introduced to facilitate learning and assessment. Fourteen EPAs have been developed to stimulate interprofessional education and learning. Of these, five EPAs are identical for the dental and oral hygiene curriculum, leading to extended interprofessional education and learning in the Student Run Dental Clinic.Discussion: Preliminary results show that EPAs are generally well received by supervisors and students.Conclusion: To monitor and investigate the exact effect of the interventions and underlying mechanisms, a research programme on interprofessional learning, practice‐based learning and EPAs and entrustment in dental education was recently set up.

Professional work in healthcare is increasingly disruptive, requiring professionals to be flexible and adaptable. Research on adaptive expertise and adaptive performance in healthcare has grown, and operationalisation and measurement of these concepts are crucial to meet professionals’ evolving needs. This study provides an overview of measurement instruments for adaptive expertise and adaptive performance in (becoming) healthcare professionals, including an evaluation of their operationalisations and the amount of evidence supporting their quality. A scoping review was conducted, including an analysis of operationalisations and the amount of evidence supporting the quality of instruments, based on the criteria outlined in the Standards for Educational and Psychological Testing (2014). Seventeen articles were included, comprising nineteen measurement instruments, three of which were specifically developed for the healthcare domain. The instruments, categorized into six types, varied in the nature and volume of evidence supporting their quality. Analysis of the operationalisations led to a clearer understanding of the concepts, with themes emerging around adaptive expertise and adaptive performance. The study reveals a dominance of self-evaluation and job requirement instruments, while other methods, such as design scenarios, mixed-methods instruments, and collegial verbalization, are underrepresented. Instruments developed specifically for healthcare need further validation and reliability testing. The categorization of subscales into 13 themes provides further clarification of the concepts and suggestions for future research. Instruments to measure adaptive expertise and adaptive performance are limited and vary in conceptualisation, operationalisation and quality. Further research is needed to improve the validity and reliability of healthcare-specific instruments.

The fast-changing (oral) healthcare landscape highlights the need for (future) professionals to adapt to constant change and increasing complexity. It emphasizes the importance of flexible, critical thinking skills and integrated competencies. In dental education, these rapid developments and the need for collaboration have led to a shift towards competency-based medical education (CBME) and the use of Entrustable Professional Activities (EPAs) to shape and implement CBME in practice. This chapter focuses on Entrustable Professional Activities (EPAs) as a means to guide students in becoming professionals who are trusted to navigate the evolving oral healthcare context. It begins with an overview of CBME and the CanMEDS framework, followed by an explanation of the relationship between competencies and EPAs. Then, it delves into workplace-based learning and assessment, emphasizing the integration of EPAs in these processes. Key sections of the chapter cover the fundamentals of working with EPAs, including decision-making, supervision levels, competence growth, and factors influencing entrustment decisions. The chapter also examines the implementation of EPAs in dental education worldwide, highlighting known developments and future directions. A considerable section is dedicated to the use of EPAs in the Dutch dental curriculum at Nijmegen, detailing the Dental and Dental Hygienist curricula, the Student-Run Dental Clinic, and the practical use of EPAs, including digital portfolios and entrustment. The chapter concludes with insights into the collaboration within the Dutch dental education community on working with EPAs.

Dental education prepares students for independent practice, handling both predictable and unpredictable challenges. This necessitates a prospective approa

Background: Healthcare professionals, including oral healthcare professionals, increasingly collaborate across disciplines to address complex healthcare needs. New Dutch legislation is reshaping tasks, roles, and responsibilities, necessitating changes in collaboration between dental hygienists and dentists. Workplace-based interprofessional education (IPE) is crucial for preparing students for evolving practice. Research on IPE mechanisms in oral healthcare is scarce. This ethnographic study explores mechanisms promoting and hindering workplace-based IPE, focusing on collaborative behaviour and interprofessional learning among students in a student-run dental clinic (SRDC). Method: We conducted a focused ethnography with third- and fourth-year Bachelor’s dental hygiene students and first-, second-, and third-year Master’s dental students in a SRDC. Data included 36 h of observations across 20 field observation days, involving 18 dental hygiene and 24 dental students. Additionally, we conducted 31 interviews with 13 dental hygiene and 16 dental students. The data analysis was iterative, with thematic and open coding categorised based on patterns for deeper understanding of the data. We categorised codes under the core competencies of the IPEC framework to identify behaviours in the SRDC. We categorised codes according to the components and sub-triangles of the Cultural-Historical Activity Theory (CHAT) model, exploring their influence on behaviours in the SRDC. The CHAT model was used to analyse interactions and tensions, focusing on the division of labour, rules, and community influence. A combination of these techniques facilitated both descriptive and explanatory data interpretation, with reflective sessions ensuring consensus within the research team. Results: Students demonstrated collaborative behaviours such as utilising expertise, interaction, shared leadership, and guidance. However, competencies in ‘Values and Ethics’ and ‘Teams and Teamwork’ were less emphasised. The CHAT model revealed factors influencing IPE, including student uncertainty, feedback hierarchies, role conflicts, programme requirements, expertise conflicts, task perspectives, supervisory roles, leadership, physical proximity, time constraints, and pre-existing student relationships. Conclusions: In a SRDC, clear role delineation, reciprocal supervision, and active knowledge exchange foster a productive learning environment, though core competencies develop unevenly. Role ambiguity and integrating from distinct curricula impact collaborative behaviour. Enhancing communication, continuous feedback, and role diversity can optimise collaboration and enhance IPE, improving teamwork and patient outcomes.