DeWald J P, McCann A L
Baylor College of Dentistry, Texas A&M University System Health Science Center, Dallas 75266-0677, USA.
J Dent Educ. 1999 Nov;63(11):793-804.
A three-step process was used that involved developing a competency document, an evaluation plan, and a curriculum inventory. The competency document, Competencies for the Dental Hygienist, included three domains, nine major competencies, and fifty-four supporting competencies. These became the department's educational goals. The evaluation plan included multiple methods for assessing each of the nine major competencies. The faculty initially identified evaluation methods that were currently in place and then added strategies for the various gaps in the plan. The curriculum inventory defined the entire curriculum in terms of the competencies. For each supporting competency, there was a list of major and foundation topics, each linked to specific courses. The strategy used to identify both the evaluation methods and curriculum topics was to survey the faculty. Information from assessments and the curriculum inventory directed the modification of the curriculum for alignment with the competencies. This process has resulted in improvements in teaching, evaluation, and student learning. The strengths and weaknesses of this competency-based curriculum development are presented, with specific recommendations for other-programs undergoing similar curriculum development.
采用了一个包含三个步骤的过程，其中涉及制定一份能力文件、一个评估计划和一份课程清单。能力文件《口腔卫生士能力》包括三个领域、九项主要能力和五十四项支持能力。这些成为了该部门的教育目标。评估计划包括评估九项主要能力中每一项的多种方法。教师们最初确定了现有的评估方法，然后针对计划中的各种差距补充了策略。课程清单根据能力界定了整个课程。对于每项支持能力，都有一份主要和基础主题的清单，每个主题都与特定课程相关联。用于确定评估方法和课程主题的策略是对教师进行调查。来自评估和课程清单的信息指导课程修改以使其与能力保持一致。这一过程带来了教学、评估和学生学习方面的改进。本文介绍了这种基于能力的课程开发的优点和缺点，并为正在进行类似课程开发的其他项目提出了具体建议。
