New curriculum developments at The University of Adelaide*

Townsend, Grant; Burgess, Vivian

doi:10.1111/j.1834-7819.1993.tb03071.x

Cited by 26 publications

(31 citation statements)

References 56 publications

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“…Generally, students enjoy PBL programmes more than conventional programmes and feel that they are more nurturing. 19,35,41 This has been our experience in the Adelaide Dental School 42,43 and similar outcomes have been reported at other dental scshools. 16,22 We agree with Albanese 44 and argue that if this were the only benefit of PBL it would be worthwhile, provided that the financial and resource implications were not too great.…”

supporting

confidence: 60%

Problem‐based learning in dental education: what's the evidence for and against … and is it worth the effort?

Winning

Townsend

2007

Australian Dental Journal

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All Australian dental schools have introduced problem-based learning (PBL) approaches to their programmes over the past decade, although the nature of the innovations has varied from school to school. Before one can ask whether PBL is better than the conventional style of education, one needs to consider three key issues. Firstly, we need to agree on what is meant by the term PBL; secondly, we need to decide what "better" means when comparing educational approaches; and thirdly, we must look carefully at how PBL is implemented in given situations. It is argued that PBL fulfils, at least in theory, some important principles relating to the development of new knowledge. It also represents a change in focus from teachers and teaching in conventional programmes to learners and learning. Generally, students enjoy PBL programmes more than conventional programmes and feel they are more nurturing. There is also some evidence of an improvement in clinical and diagnostic reasoning ability associated with PBL curricula. The main negative points raised about PBL are the costs involved and mixed reports of insufficient grounding of students in the basic sciences. Financial restraints will probably preclude the introduction of pure or fully integrated PBL programmes in Australian dental schools. However, our research and experience, as well as other published literature, indicate that well-planned hybrid PBL programmes, with matching methods of assessment, can foster development of the types of knowledge, skills and attributes that oral health professionals will need in the future.Key words: Problem-based learning, dentistry, Australia, challenges.Abbreviations and acronyms: MEQs = modified essay questions; OSCAs = objective structured clinical assessments; PBL = problem-based learning; TJs = triple jumps.

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supporting

confidence: 60%

Problem‐based learning in dental education: what's the evidence for and against … and is it worth the effort?

Winning

Townsend

2007

Australian Dental Journal

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“…The Australian curriculum had three vertically and horizontally integrated subjects, addressing Dental Clinical Practice, Dental and Health Science, and Human Biology, respectively; all subjects included interactive lectures, laboratories, and tutorials, with PBL cases forming the foundation of the dental and health science stream (Mullins, Wetherell, Townsend, Winning, & Greenwood, 2003;Townsend, Winning, Wetherell, & Mullins, 1997). Learning from the PBL cases was supplemented with other curriculum activities such as lectures, laboratory sessions, tutorials, and clinics.…”

Section: Curriculum Contextmentioning

confidence: 99%

The Purpose and Value for Students of PBL Groups for Learning

Skinner¹,

Braunack-Mayer²,

Winning³

2015

Interdisciplinary Journal of Problem-Based Learning

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Groups are central to problem-based learning (PBL) and educational and professional outcomes relevant to clinical education. However, PBL groups in practice may differ from theoretical conceptions of groups. Therefore, this study explored students' understandings of the purpose and value of PBL groups for their learning. We conducted a naturalistic study with novice (first-year) students at two dental schools (Australia, Ireland), using observation and interviews analyzed thematically. Students constructed PBL learning as individual knowledge gain, and group purpose as information gathering and exchange; few students acknowledged the learning potential of group processes. Group value depended on assessment and curriculum context. Findings are explained in relation to how students' epistemologies and perceptions of their learning contexts shaped group behaviour. Implications for health professional education practice are considered.

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“…The assumption is that these teachers are best equipped to make decisions about what should be included in the curriculum and how it is best taught (ibid.). The disadvantage of teaching each normative capability and value as an individual subject is that the capabilities and values are not integrated into the professional field in which they will be used (Barrows, 1998;Finucane et al, 1998;Townsend et al, 1997). Students often fail to see the point of such a subject as they do not understand the relevance of what they are learning, or how they are going to be able to apply the normative learning in their profession (Young, 1998).…”

Section: Normative Education Should Be Undertaken Collaborativelymentioning

confidence: 99%

Education for actuarial quality must develop more than technical competence

Lowther¹,

McMillan²,

Venter³

2009

S. A. Act. J.

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This paper is located in the field of actuarial professional education. It draws on current literature and empirical evidence to argue the need for developing generic 'normative' capabilities and values in the actuarial profession. The paper examines three themes of normative education for actuaries-the intended purpose of an education programme, the range of capabilities and values to be developed and educational 'best practice'. A literature review of normative education in various professions provided a theoretical framework for data analysis, and for making recommendations. Data were collected from three sources: interviews with stakeholders; documentary evidence regarding current education of actuaries and accountants; and advertisements for employment of nearly or newly qualified actuaries. The paper draws on the literature and the empirical evidence to argue that the purpose of an actuarial education programme is to ensure the delivery of a service of quality. For this delivery to be achieved, attention must be given to technical, normative and organisational learning. The paper then reviews normative capabilities and values for actuaries. Thereafter, educational considerations for the development of normative capabilities and values are discussed. The paper concludes by drawing on the study to outline principles to guide curriculum planning for the normative component of the new South African actuarial qualification.

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New curriculum developments at The University of Adelaide*

Cited by 26 publications

References 56 publications

Problem‐based learning in dental education: what's the evidence for and against … and is it worth the effort?

Problem‐based learning in dental education: what's the evidence for and against … and is it worth the effort?

The Purpose and Value for Students of PBL Groups for Learning

Education for actuarial quality must develop more than technical competence

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