Behar-Horenstein Linda S, Catalanotto Frank A, Nascimento Marcelle M
Dr. Behar-Horenstein is Distinguished Teaching Scholar and Professor, Department of Community Dentistry and Behavioral Science, College of Dentistry, University of Florida; Dr. Catalanotto is Professor, Department of Community Dentistry and Behavioral Science and Director of the Southeast Center for Research to Reduce Oral Health Disparities, College of Dentistry, University of Florida; and Dr. Nascimento is Associate Professor of Restorative Dental Sciences, Division of Operative Dentistry, College of Dentistry, University of Florida.
J Dent Educ. 2015 Sep;79(9):1049-60.
The aims of this study were to describe the processes used to train dental faculty members in case-based learning (CBL) and to determine their beliefs about the anticipated implementation of CBL and perceptions of actual implementation following use of the CBL approach. Participants were dental faculty members at the University of Florida who received a four-day intensive training course in the use of CBL. Two focus groups were conducted. The first occurred during training to assess how the participants anticipated using CBL. The second was conducted during the faculty members' implementation of CBL. All 19 trainees participated in focus group 1 (100%). During the course of the study, two faculty members left the school; of the remaining 17, 12 participated in focus group 2 (participation rate of 71%). The findings showed that initially the faculty members were hesitant and uncertain about using CBL. Following implementation, those issues dissipated, as the participants began to consider how to optimize the effectiveness of CBL as a legitimate method for fostering student ownership of learning and active participation. Understanding what CBL means for individual educators at varying stages of change will likely allow the dental education community to better anticipate and address tensions and challenges that faculty members are likely to experience.
本研究的目的是描述用于培训牙科教员进行基于案例的学习（CBL）的过程，并确定他们对CBL预期实施情况的看法以及在使用CBL方法后对实际实施情况的认知。参与者是佛罗里达大学接受了为期四天的CBL使用强化培训课程的牙科教员。进行了两个焦点小组讨论。第一个在培训期间进行，以评估参与者预期如何使用CBL。第二个在教员实施CBL期间进行。所有19名学员都参加了焦点小组1（参与率100%）。在研究过程中，两名教员离开了学校；在剩下的17名教员中，12名参加了焦点小组2（参与率71%）。研究结果表明，最初教员们对使用CBL犹豫不决且不确定。实施之后，随着参与者开始思考如何将CBL作为一种培养学生学习自主性和积极参与的合理方法来优化其有效性，这些问题就消散了。了解CBL在不同变革阶段对个体教育工作者意味着什么，可能会使牙科教育界更好地预测和应对教员可能遇到的紧张关系和挑战。
