Chaytor Douglas V
Faculty of Dentistry, Dalhousie University, Halifax, Nova Scotia, Canada.
J Can Dent Assoc. 2005 May;71(5):329.
Past changes in prosthodontic education have been influenced by educators" understanding of learning, the physical plants in which they teach and the evolution of the profession (both clinically and politically). A 1968 survey illustrates an emphasis on materials and techniques, and the literature of the day respected "expert" opinion. Although the need for prosthodontics was expected to decline with the promotion of preventive measures, it is actually increasing with the aging population. Organizational support for defining the specialty of prosthodontics to encompass a broad spectrum of dental restorations and related care helped develop commitment to improved research and education. Instrumental in these improvements were faculty with advanced education in the discipline, better physical plants in which to work and an understanding of the theories of teaching and learning. Faculty will continue to be innovative and adopt new approaches such as evidence-based dentistry and problem-based learning. However, the lure of research funding and institutional expectations will probably influence how faculty spend their time and energy. Prosthodontic education will continue to evolve, but it will be influenced by its institutional and professional environments.
过去，口腔修复学教育的变革受到教育工作者对学习的理解、教学场所及该专业（临床和政治方面）发展的影响。1968年的一项调查表明当时重点在于材料和技术，且当时的文献推崇“专家”意见。尽管随着预防措施的推广，人们预计口腔修复学的需求会下降，但实际上随着人口老龄化，其需求正在增加。对界定口腔修复学专业以涵盖广泛的牙齿修复及相关护理的组织支持，有助于推动对改进研究和教育的投入。在这些改进中发挥作用的因素包括该学科受过高等教育的教师、更好的工作场所，以及对教学理论的理解。教师将继续创新并采用新方法，如循证牙科和基于问题的学习。然而，研究资金的吸引力和机构的期望可能会影响教师如何分配他们的时间和精力。口腔修复学教育将继续发展，但会受到其机构和专业环境的影响。
