Harvard School of Dental Medicine, Boston, MA 02115, USA.
J Dent Educ. 2012 May;76(5):602-8.
The purpose of this study was to evaluate the effects of a new clinical curriculum on dental student productivity as measured by number of procedures performed in the student teaching practice. Harvard School of Dental Medicine adopted a new clinical education model for the predoctoral program in summer 2009 based upon a Case Completion Curriculum (CCC) rather than a discipline-based numeric threshold system. The two study groups (threshold group and case completion group) consisted of students who graduated in 2009 and 2010. Clinical performance was assessed by clinical productivity across five major discipline areas: periodontics, operative dentistry, removable prosthodontics, fixed prosthodontics, and endodontics. The relationships between the two study groups with regard to number of procedures performed by category revealed that the case completion group performed a significantly higher number of operative and removable prosthodontic procedures, but fewer periodontal and endodontic procedures (p≤0.03). No statistically significant difference in number of procedures was observed with fixed prosthodontic procedures between the two groups. Clinical productivity as a result of redesigning the clinical component of the curriculum varied in selected disciplines. The CCC, in which the comprehensive management of the patient was the priority, contributed to achieving a patient-based comprehensive care practice.
本研究旨在评估新的临床课程对牙科学生生产力的影响，生产力的衡量标准是学生教学实践中完成的治疗数量。哈佛牙科学院（Harvard School of Dental Medicine）于 2009 年夏季对其牙医学博士课程采用了一种新的临床教育模式，即基于病例完成课程（Case Completion Curriculum，CCC），而不是基于学科的数字阈值系统。这两个研究组（阈值组和病例完成组）由 2009 年和 2010 年毕业的学生组成。临床绩效通过五个主要学科领域的临床生产力进行评估：牙周病学、口腔修复学、可摘局部义齿修复学、固定义齿修复学和牙髓病学。关于两个研究组在每个分类的治疗数量上的关系表明，病例完成组完成的口腔修复学和口腔外科学治疗数量显著更高，而牙周病学和牙髓病学治疗数量较少（p≤0.03）。两组之间固定义齿修复学治疗数量无统计学显著差异。由于重新设计了课程的临床部分，临床生产力在选定学科中有所不同。以患者全面管理为重点的 CCC 有助于实现基于患者的全面护理实践。
