Spallek Heiko, Turner Sharon P, Donate-Bartfield Evelyn, Chambers David, McAndrew Maureen, Zarkowski Pamela, Karimbux Nadeem
Dr. Spallek is Associate Dean for Faculty Affairs, Associate Professor of Dental Public Health, and Executive Director of the Center for Informatics in Oral Health Translational Research, University of Pittsburgh School of Dental Medicine; Dr. Turner is Dean and Professor of Oral Health Practice, University of Kentucky College of Dentistry; Dr. Donate-Bartfield is Associate Professor, Marquette University School of Dentistry; Dr. Chambers is Professor of Dental Practice, University of the Pacific Arthur A. Dugoni School of Dentistry; Dr. McAndrew is Clinical Professor, Senior Director of Professional Development, and Program Director of Teaching in Dental Education Fellowship, New York University College of Dentistry; Prof. Zarkowski is Provost and Vice President for Academic Affairs, University of Detroit Mercy; and Dr. Karimbux is Professor of Periodontology and Associate Dean for Academic Affairs, Tufts University School of Dental Medicine.
J Dent Educ. 2015 Oct;79(10):1153-66.
The goal of this article is to describe the broad curricular constructs surrounding teaching and learning about social media in dental education. This analysis takes into account timing, development, and assessment of the knowledge, skills, attitudes, and behaviors needed to effectively use social media tools as a contemporary dentist. Three developmental stages in a student's path to becoming a competent professional are described: from undergraduate to dental student, from the classroom and preclinical simulation laboratory to the clinical setting, and from dental student to licensed practitioner. Considerations for developing the dental curriculum and suggestions for effective instruction at each stage are offered. In all three stages in the future dentist's evolution, faculty members need to educate students about appropriate professional uses of social media. Faculty members should provide instruction on the beneficial aspects of this communication medium and help students recognize the potential pitfalls associated with its use. The authors provide guidelines for customizing instruction to complement each stage of development, recognizing that careful timing is not only important for optimal learning but can prevent inappropriate use of social media as students are introduced to novel situations.
本文的目的是描述牙科教育中围绕社交媒体教学与学习的广泛课程架构。该分析考虑了作为当代牙医有效使用社交媒体工具所需的知识、技能、态度和行为的时机、发展及评估。文中描述了学生成长为合格专业人员过程中的三个发展阶段：从本科到牙科学生，从课堂和临床前模拟实验室到临床环境，以及从牙科学生到持牌从业者。本文还提供了牙科课程开发的考量因素及各阶段有效教学的建议。在未来牙医成长的所有三个阶段，教员都需要教育学生如何恰当地在专业领域使用社交媒体。教员应讲授这种交流媒介的有益方面，并帮助学生认识到与其使用相关的潜在陷阱。作者提供了根据每个发展阶段定制教学的指导方针，认识到精心安排时机不仅对最佳学习很重要，而且可以防止学生在接触新情况时不当使用社交媒体。
