Dental education has undergone significant curriculum reform in response to the 1995 Institute of Medicine report Dental Education at the Crossroads and the series of white papers from the American Dental Education Association Commission on Change and Innovation in Dental Education (ADEA CCI) first published in the Journal of Dental Education and subsequently collected in a volume titled Beyond the Crossroads: Change and Innovation in Dental Education. An important element of this reform has been the introduction into academic dentistry of active learning strategies such as problem–based and case–based learning. As an aide to broadening understanding of these approaches in order to support their expansion in dental education, this article reviews the major characteristics of each approach, situates each in adult learning theory, and discusses the advantages of case–based learning in the development of a multidisciplinary, integrated predoctoral dental curriculum.
Given the challenges facing oral health providers as practitioners, community leaders, and educators, expanding dental curricula with an introductory course on leadership is timely and necessary. Such a course will sow the seeds of leadership by deining its importance in the dental profession and creating an understanding that the skills associated with leadership need to be developed over a lifetime. This article reports on a conference session in which a group of faculty members and students discussed the need and value of teaching leadership, compared leadership programs from four U.S. dental schools, and proposed an implementation framework for leadership programs at other dental schools. The moderator led discussion of participants' suggestions for course materials and implementation frameworks in small-group sessions. The participants' responses were captured using standardized worksheets. Time, including faculty members' and students', was considered the biggest barrier to implementing a leadership course. A number of opportunities were identiied, including the ability for interprofessional collaboration and the opportunity for students to grow and learn. Creating a core course with optional components was considered the most attractive option. In this experience, the participants gained perspective on the challenges and opportunities for developing a leadership curriculum and were provided with a tangible product for further development.
On May 12, 2005, the inaugural meeting of the American Dental Education Association Commission on Change and Innovation in Dental Education (ADEA CCI) was convened. Comprised of thought leaders representative of dental education and practice, the ADEA CCI published groundbreaking white papers that effectively helped bring dental education across the threshold of the 21st century. Twelve years later, a new ADEA CCI has been convened-ADEA CCI 2.0. The ADEA CCI 2.0 is a broad-ranging, strategically interconnected, flexible, and multifarious community of stakeholders situated within and across all facets of oral health education and practice. Whereas the first iteration of the ADEA CCI made the case for change regarding revisions of the dental curriculum and learning environment, the ADEA CCI 2.0 will focus on external domains that are having a global impact on the content and delivery of health care and health professions education and, ultimately, how health care benefits people. The principal work of the ADEA CCI 2.0 will be to create educational and implementation resources and opportunities for dental educators to contemplate, investigate, and ultimately define the future needs of their academic dental institutions in this constantly changing world.
Innovative pedagogies have significantly impacted health professions' education, dental education included. In this context, faculty, defined in this study as instructor in higher education, has been increasingly required to hone their instructional skills. The purpose of this exploratory study was to share the design, implementation and preliminary outcomes of two programmes to enhance dental faculty's instructional skills, the Teaching and Learning Seminar Series and the Course Director Orientation. Data sources included faculty and student surveys developed and administered by the researchers; data extracted from the learning management system; reports from the learning analytics tool; and classroom observations. Participants' satisfaction, self-reported learning, instructional behavioural change, and impact on student learning behaviours and institutional practice were assessed borrowing from Kirkpatrick's 4-level model of evaluation of professional development effectiveness. Initial findings showed that faculty in both programmes reported positive learning experiences. Participants reported that the programmes motivated them to improve instructional practice and improved their knowledge of instructional innovation. Some faculty reported implementation of new instructional strategies and tools, which helped create an active and interactive learning environment that was welcomed by their students. The study contributes to literature and best practice in health sciences faculty development in pedagogy and may guide other dental schools in designing professional development programmes.
Calls for fundamental reform of dental education were made twice in the twentieth century. More recently, spurred by the work of the American Dental Education Association's Commission on Change and Innovation in Dental Education (ADEA CCI), North American dental educators have again begun advocating for major curriculum reform in order to develop in students the higher order thinking skills required for the contemporary practice of dentistry. This case study describes the process of curricular reform at one school designed to move from a traditional siloed curriculum to one that uses case-based, integrated multidisciplinary courses to improve teaching and learning. The process was broad-based and comprehensive and included a schoolwide values clariication exercise and agreement on desired characteristics of an ideal graduate. Stakeholders agreed that the reform curriculum should incorporate inter-and multidisciplinary courses, case-based and active learning strategies, and concepts from adult learning theory. The new curriculum model is comprised of ive unique but related curriculum "strands," each managed by a small group of interdisciplinary faculty content experts. Challenges in the development and implementation of the reform curriculum are discussed, and an assessment plan is presented.
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