Department of General Dental Sciences, Marquette University School of Dentistry, 1801 W. Wisconsin Ave., Room 336C, Milwaukee, WI 53201-1881;.
J Dent Educ. 2014 Mar;78(3):349-58.
This article introduces an innovative decision making model for adapting evidence-based practice to the specific needs of a department in a dental school. The design encourages suggestions for curricular change directly from the faculty members, while providing a mechanism that allows them to actively participate in the process through the use of evidence-based principles and practice. The nucleus of this model is an Advisory Council comprised of nine full-time departmental faculty members who, when charged, act as independent task force leaders who recruit other faculty members and lead small teams that investigate suggestions for curricular change. Following an accelerated investigative process, recommendations to the Advisory Council are made; if approved, these changes are integrated into the curriculum. The incorporation of an interdisciplinary Advisory Council of key departmental faculty members structured to investigate questions or concerns posed by students, administrators, or other faculty members through the use of evidence-based methodologies has proved to be a successful management tool. Well received by the participants, this model has the potential to further develop and calibrate the school's faculty, increase the timeliness of the decision making process, and lessen the time required to incorporate a proposed change into the curriculum.
本文介绍了一种创新的决策模型，用于将循证实践适应牙科学校某个部门的具体需求。该设计鼓励教师直接提出课程改革建议，同时通过使用循证原则和实践为他们提供积极参与的机制。该模型的核心是由九名全职系部教师组成的顾问委员会，他们在接到任务后，担任独立的特别工作组负责人，招募其他教师并领导小团队调查课程改革建议。在加速调查过程后，向顾问委员会提出建议；如果获得批准，这些更改将纳入课程。通过使用循证方法，由关键系部教师组成的跨学科顾问委员会来调查学生、行政人员或其他教师提出的问题或关注，这种方式已被证明是一种成功的管理工具。该模型受到参与者的好评，有可能进一步发展和调整学校的教师队伍，加快决策过程的时效性，并减少将提议的更改纳入课程所需的时间。
