Leadbeatter D, Peck C
Faculty of Dentistry, University of Sydney, Sydney, Australia.
Eur J Dent Educ. 2018 Feb;22(1):e116-e121. doi: 10.1111/eje.12268. Epub 2017 Mar 23.
Contemporary dental practice requires practitioners who are able to draw upon varying interconnected knowledge and skills, in order to make judgments and take action when faced with multiple, often contradictory, ways of interpreting a situation. However, the curricula that prepare students for dental practice are traditionally based on the theoretical knowledge and technical skills to be gained by students. This is despite evidence in the dental literature of a collective desire for graduates to have more range and depth in their repertoire. Examination of contemporary dental practice through the lens of supercomplexity (Higher Education, 40, 409 and 2000) provides contextual understanding and a platform to explore the types of learning and curriculum approaches that can best prepare students for professional practice. From the insights offered by examples from other professional fields, we, as dental educators, can begin to conceptualise learning dentistry as much more than competency frameworks or descriptions of what students need to know and be able to do. Rather, to equip graduates for contemporary dental practice, the dental curriculum needs to become a vehicle for students to develop personally and professionally as well as teaching the theoretical and technical aspects of dentistry.
当代牙科实践要求从业者能够运用各种相互关联的知识和技能，以便在面对多种往往相互矛盾的情况解释方式时做出判断并采取行动。然而，为牙科实践培养学生的课程传统上基于学生要掌握的理论知识和技术技能。尽管牙科文献中有证据表明，大家普遍希望毕业生具备更多样化和更深入的技能储备。通过超复杂性视角（《高等教育》，第40卷，第409页，2000年）审视当代牙科实践，能提供背景理解，并为探索哪些学习类型和课程方法最能让学生为专业实践做好准备提供一个平台。从其他专业领域的实例所提供的见解来看，作为牙科教育工作者，我们可以开始将学习牙科不仅仅视为能力框架或对学生需要知道和能够做到之事的描述。相反，为了使毕业生能够适应当代牙科实践，牙科课程需要成为学生个人和职业发展的载体，同时教授牙科的理论和技术方面的知识。
