Dental Education must align with the following standards:

1. Ensures the safety of patients at all times;
2. promotes high quality clinical care;
3. works within appropriate clinical governance and risk management frameworks;
4. appropriately supports and manages learners in the clinical environment;
5. works within a professional framework relevant to medical education;
6. complies with relevant standards of professional practice;
7. is an advocate for medical education;
8. demonstrates an ethical educational philosophy;
9. supports inter-, trans- and multi-professional education, learning with, from and about other professionals to improve collaborative care;
10. is active in his or her own professional development as a medical educator;
11. enhances the practice of medical education through analysis and personal reflection;
12. responds appropriately to feedback from colleagues, learners, patients and carers;
13. advances medical education through scholarly endeavours: creation, application, synthesis, dissemination;
14. ensures equality of opportunity and actively promotes and respects diversity in discharging the educational responsibilities;
15. balances the needs of high-quality service delivery with the needs of high quality medical education;
16. respects patients, learners and colleagues.

Assessment in a Global Context:

1. Assessment should align with learning outcome;
2. establish a robust assessment method: purpose, content and level;
3. assessment method must ensure continuous monitoring and improvement;
4. assessment blueprints must address reliability, validity, acceptability, cost effectiveness, feasibility and educational impact;
5. establishment of examination boards could be one useful method to standardize assessment.

Inter-Professional Education:

1. Each professional would clarify what aspects of his profession is to be considered;
2. each professional would define what needs to be learnt;
3. each professional would share his learning methods, experiences and resources and these could be used effectively for feedback and evaluation of educational interventions;
4. each profession would be reflected into the practice and would demonstrate the rationale for changing the practice in response to feedback;
5. 5.the teamwork would be more capable of understanding conflicting information.