Johnsen David C, Marshall Teresa A, Finkelstein Michael W, Cunningham-Ford Marsha A, Straub-Morarend Cheryl L, Holmes David C, Armstrong Steven R, Aquilino Steven A, Sharp Helen M, Solow Catherine M, McQuistan Michelle R
College of Dentistry, University of Iowa, 300 Dental Science N, Iowa City, IA 52242, USA.
J Dent Educ. 2011 Feb;75(2):160-8.
A concise overview of an institution's aspirations for its students becomes increasingly elusive because dental education has evolving emphases on priorities like critical thinking and adapting to new technology. The purpose of this article is to offer a learner-oriented matrix that gives a focus for discussion and an overview of an institution's educational outcomes. On one axis of the matrix, common educational outcomes are listed: knowledge, technical skills, critical thinking, ethical and professional values, patient and practice management, and social responsibility awareness. On the other axis, methodologies are listed: definition, cultivation strategies, measures (summative/formative, objective/subjective), institutional coordination, and competency determination. By completing the matrix, an overview of the process by which students reach these outcomes emerges. Each institution would likely complete the matrix differently and, ideally, with active discussion. While the matrix can first be used to establish "Where are we now?" for an institution, it can also be a starting point for more extensive matrices and further discussion. Vertical and horizontal analyses of the matrix provide a unique lens for viewing the institution's learning environment.
由于牙科教育在批判性思维和适应新技术等优先事项上的重点不断演变，对一所院校对其学生的期望进行简明概述变得越来越难以捉摸。本文的目的是提供一个以学习者为导向的矩阵，为讨论提供重点，并概述一所院校的教育成果。在矩阵的一个轴上，列出了常见的教育成果：知识、技术技能、批判性思维、道德和职业价值观、患者及实践管理，以及社会责任意识。在另一个轴上，列出了方法：定义、培养策略、衡量标准（总结性/形成性、客观/主观）、院校协调，以及能力确定。通过完成这个矩阵，学生实现这些成果的过程概述就会显现出来。每个院校可能会以不同的方式完成这个矩阵，理想情况下，是在积极讨论的情况下完成。虽然这个矩阵首先可以用来确定一所院校“我们现在在哪里？”，但它也可以成为更广泛矩阵和进一步讨论的起点。对该矩阵的纵向和横向分析为审视院校的学习环境提供了一个独特的视角。
