College of Dentistry, University of Iowa, N335 DSB, Iowa City, IA 52242-1010;.
J Dent Educ. 2014 Mar;78(3):359-67.
Introducing critical thinking and evidence-based dentistry (EBD) content into an established dental curriculum can be a difficult and challenging process. Over the past three years, the University of Iowa College of Dentistry has developed and implemented a progressive four-year integrated critical thinking and EBD curriculum. The objective of this article is to describe the development and implementation process to make it available as a model for other dental schools contemplating introduction of critical thinking and EBD into their curricula. The newly designed curriculum built upon an existing problem-based learning foundation, which introduces critical thinking and the scientific literature in the D1 year, in order to expose students to the rationale and resources for practicing EBD in the D2 and D3 years and provide opportunities to practice critical thinking and apply the EBD five-step process in the D2, D3, and D4 years. All curricular content is online, and D3 and D4 EBD activities are integrated within existing clinical responsibilities. The curricular content, student resources, and student activities are described.
将批判性思维和循证牙科（EBD）内容引入既定的牙科课程可能是一个困难和具有挑战性的过程。在过去的三年中，爱荷华大学牙科学院已经开发并实施了一项渐进的四年制综合批判性思维和 EBD 课程。本文的目的是描述发展和实施过程，以便为其他考虑将批判性思维和 EBD 引入其课程的牙科学校提供模型。新设计的课程建立在现有的基于问题的学习基础上，该基础在 D1 年引入批判性思维和科学文献，以便使学生了解在 D2 和 D3 年实践 EBD 的原理和资源，并为他们提供在 D2、D3 和 D4 年练习批判性思维和应用 EBD 五步流程的机会。所有课程内容均在线提供，并且 D3 和 D4 EBD 活动与现有的临床职责相结合。本文介绍了课程内容、学生资源和学生活动。
