Association Report on Curriculum Change in Dental Education, 2003-09
This comprehensive status report by Dr. Haden et al. tracks recent curriculum developments in U.S. and Canadian dental schools a major focus of ADEA over the past five years. Eighty-six percent of North American dental schools responded to a survey seeking information on curriculum format, curriculum assessment, curriculum innovation, and resources needed for curriculum enhancement. Among the findings were a major increase in the number of schools requiring community-based patient care by all students and a large number of schools that were currently conducting curriculum reviews or had done so in the last two years.
Clinical Faculty Development
In this article, Dr. McAndrew describes a wide range of efforts at New York University College of Dentistry designed to help clinical faculty members expand their teaching skills. In particular, the college's new advanced teaching skills program, Class ACTS, based on an Action Learning model, offers an in-depth opportunity for learning in a small-group setting.
Tobacco Cessation Curriculum for Dental Hygiene Students
Prof. Davis et al. conducted a comprehensive, three-year evaluation of an American Cancer Society-supported program they developed for teaching tobacco cessation in dental hygiene programs in Illinois. The results, reported here, found an average increase of eighty-five minutes in curriculum time devoted to the subject and dramatic increases in the number of faculty members teaching tobacco cessation content.
Implementing Competency-Based Dental Education
This article by Dr. Lipp describes a process for the development of assessments and supporting instructional components for competency-based dental education, ranging from identifying the final outcome of the skill to be assessed to using assessment mechanisms to evaluate student achievement and institutional effectiveness. This process is illustrated with an educational module in managing malocclusion and skeletal problems.
Teaching Leadership with Practice Management
In this article, Dr. Kalenderian et al. describe a new course they developed at Harvard School of Dental Medicine that expands instruction in practice management while sowing the seeds of leadership by defining its importance in dentistry and launching students on the road to lifelong learning in this area.
Theoretical Framework for PBL
Although PBL has gained currency in recent decades in dental education, its foundational underpinnings have remained obscure. This investigation by Drs. McCarlie and Orr elucidates the framework and assumptions upon which PBL operates, including its use of constructivist thought.
Also included in this issue are the following:
"Leaders or Managers: Who Will Define a New Vision for Dental Education?" by Dr. Certosimo;
"Students' Attitudes Toward Integrating Problem-Based Learning into a D.D.S. Pharmacology Curriculum" by Dr. Gregson et al.;
"Effect of Community-Based Clinical Teaching Programs on Student Confidence: A View from the United Kingdom" by Dr. Lynch et al.;
"A Longitudinal Study of Greek Dental Students' Perceived Sources of Stress" by Drs. Polychronopoulou and Divaris; and
"Impact of a Novel Dental School Admission Test on Student Performance at Innsbruck Medical University, Austria" by Dr. Beier et al.