School of Dentistry, The University of Adelaide, South Australia.
Aust Dent J. 2013 Jun;58 Suppl 1:70-5. doi: 10.1111/adj.12052.
Minimally invasive dentistry (MID), together with patient-centred care (PCC), can be considered central to patient management. These approaches have been incorporated in the structure of various dental curricula and indeed formally assessed. However, there is limited evidence that students have an integrated skill-set and are able to apply these skills when providing direct patient care within the clinical setting. Assessment of students' application of core clinical skills has identified numerous deficiencies that need to be addressed. The revised Bachelor of Dental Surgery curriculum at the School of Dentistry, The University of Adelaide, provides an example of how MID, underpinned by PCC, can be presented throughout a dental curriculum. Essentially, MID and PCC are not considered as separate subjects but as a patient management approach that is 'woven into the whole fabric' of the curriculum. The programme relies on the development of empathic communication skills that enable students to obtain key patient information, including their patients' values, beliefs, needs, preferences and expectations, thereby allowing management to be tailor-made. As a result, patients are empowered to be a part of the oral health care team. The Adelaide undergraduate dental curriculum consists of one clinical stream called Dental Science and Practice (DSP), that promotes the application of student knowledge, skills and behaviours in the clinical setting. Vertical and horizontal integration, aligned with an integrated approach to assessment, drives the learning throughout the programme. Clearly-defined outcomes are introduced by Integrated Learning Activities (ILAs) that provide a focus for associated learning activities (e.g. class meetings, tutorials, simulation laboratories, etc). The aim of this approach to learning and teaching is to ensure the required learning outcomes are achieved. It also requires coordinated teaching teams including trained external tutors who clearly understand all aspects of MID and PCC within the curriculum structure.
微创牙科（MID）与以患者为中心的护理（PCC）一起，可以被认为是患者管理的核心。这些方法已经被纳入各种牙科课程的结构中，并进行了正式评估。然而，有限的证据表明，学生具备综合技能，并能够在临床环境中为患者提供直接护理时应用这些技能。对学生核心临床技能应用的评估发现了许多需要解决的不足之处。阿德莱德大学牙科学院修订的牙科外科学士课程提供了一个例子，说明如何在整个牙科课程中呈现以患者为中心的护理为基础的微创牙科。从本质上讲，微创牙科和以患者为中心的护理不是被视为单独的科目，而是一种患者管理方法，这种方法“贯穿课程的整体”。该课程依赖于同理心沟通技能的发展，使学生能够获得关键的患者信息，包括他们的价值观、信仰、需求、偏好和期望，从而使管理能够量身定制。因此，患者被赋予成为口腔保健团队一部分的权力。阿德莱德本科牙科课程包括一个名为牙科科学与实践（DSP）的临床课程，该课程促进了学生在临床环境中应用知识、技能和行为。垂直和水平整合，与综合评估方法一致，推动了整个课程的学习。通过综合学习活动（ILA）引入明确的成果，为相关学习活动（例如课堂会议、辅导、模拟实验室等）提供重点。这种学习和教学方法的目的是确保实现所需的学习成果。它还需要协调的教学团队，包括经过培训的外部导师，他们清楚地理解课程结构内微创牙科和以患者为中心的护理的各个方面。
