Seymour G J, Walsh L J
School of Dentistry, The University of Queensland, Turbot Street, Brisbane, Queensland 4000, Australia.
SADJ. 2001 Feb;56(2):91-7.
Dental education worldwide is under great pressure. This pressure is being driven not only by changing patterns of oral disease but also by economic factors both inside and outside universities. Technological advances and changing educational philosophies across the board also impact significantly on what we do and how we do it. This article outlines how the School of Dentistry at The University of Queensland is responding to these pressures within the context of local political, educational and economic realities. The so-called 1-3-1 model that has been adopted involves one year of basic science, three years of applied dental science and one year of extramural clinical practice. This model represents a partnership with the Queensland Department of Health and will: Involve dental education and the Dental School in the provision of health care to the community. Place the Dental School in a position to influence the delivery and quality of oral health care in the population and to assume some of the responsibility for it. Provide a wide range of clinical and community experiences for students prior to graduation. Allow the adoption of modern teaching methods such as Problem Based Learning (PBL) in Years II-IV with all the additional benefits e.g. communication skills. Provide an extended clinical period for the acquisition and development of clinical and technical skills prior to graduation. Be cost-effective both to the university and the health service. Allow for outside input without compromising the knowledge and research base. It is recognised that while the 1-3-1 model may meet the demands of a large, decentralised state such as Queensland, it may not be suitable for all institutions. In this context diversity in approach is one of the strengths of dental education, nationally and internationally.
全球牙科教育面临巨大压力。这种压力不仅由口腔疾病模式的变化所驱动，还受到大学内外经济因素的影响。技术进步以及全面变革的教育理念也对我们的工作内容及方式产生了重大影响。本文概述了昆士兰大学牙科学院如何在当地政治、教育和经济现实背景下应对这些压力。所采用的所谓“1 - 3 - 1”模式包括一年基础科学、三年应用牙科科学以及一年校外临床实习。该模式代表了与昆士兰卫生部的合作关系，并且将：使牙科教育和牙科学院参与向社区提供医疗保健服务。让牙科学院能够影响人群口腔保健服务的提供及质量，并承担部分相关责任。在学生毕业前为他们提供广泛的临床和社区经历。允许在二至四年级采用基于问题的学习（PBL）等现代教学方法，以及所有其他额外益处，例如沟通技巧。在毕业前提供更长的临床实习时间，以获取和培养临床及技术技能。对大学和医疗服务机构而言都具有成本效益。允许外部投入，同时不损害知识和研究基础。人们认识到，虽然“1 - 3 - 1”模式可能满足像昆士兰这样地域广阔、分散的州的需求，但可能并不适用于所有机构。在这种背景下，方法的多样性是国内和国际牙科教育的优势之一。
