A.T. Still University, Arizona School of Dentistry & Oral Health, 5850 E. Still Circle, Mesa, AZ 85206, USA.
J Dent Educ. 2011 Jan;75(1):3-12.
The traditional method for the delivery of didactic instruction and patient care in dental schools has come under fire from a number of sources over the past several years. The American Dental Education Association and others have outlined numerous issues impeding the swift progression of student learning through the dental curriculum. Declining state revenues allotted to dental education, the increasing shortage of dental faculty, and the management of student learning in an already overcrowded dental school curriculum have led to the investigation of strategies that address solutions to these and other shortcomings in the current milieu of dental education. To address these deficiencies, strategies for change have been suggested. This article describes the development, implementation, and assessment of a new dental school that addresses these and other challenges to the education of today's dental student, thus creating the Arizona Model. Following seven years of operation, outcomes analysis at the Arizona School of Dentistry & Oral Health has shown positive trends in controlling educational costs, a shift to a modular curriculum, increasing student clinical experiences, and, consistent with the mission of the school, producing dentists who are well prepared for dental public health service.
在过去的几年中，传统的口腔医学专业学术文献翻译方法受到了来自多个方面的批评。美国牙科教育协会和其他组织已经概述了许多阻碍学生通过牙科课程快速学习的问题。牙科教育拨款的州收入下降、牙科教师的短缺增加，以及在已经过于拥挤的牙科学校课程中管理学生学习，这些都导致了对策略的调查，以解决当前牙科教育环境中的这些和其他缺点。为了解决这些不足，已经提出了变革策略。本文描述了一所新的牙科学校的发展、实施和评估，该校针对当今牙科学生教育的这些和其他挑战提出了解决方案，从而创建了亚利桑那模式。在七年的运营之后，亚利桑那牙科学院和口腔健康的结果分析显示出了控制教育成本、向模块化课程转变、增加学生临床经验的积极趋势，并且符合学校的使命，培养出了为口腔公共卫生服务做好充分准备的牙医。
