Field J C, Walmsley A D, Paganelli C, McLoughlin J, Szep S, Kavadella A, Manzanares Cespedes M C, Davies J R, DeLap E, Levy G, Gallagher J, Roger-Leroi V, Cowpe J G
The University of Sheffield, Sheffield, UK.
The University of Birmingham, Birmingham, UK.
Eur J Dent Educ. 2017 Dec;21 Suppl 1:28-35. doi: 10.1111/eje.12312.
It is often the case that good teachers just "intuitively" know how to teach. Whilst that may be true, there is now a greater need to understand the various processes that underpin both the ways in which a curriculum is delivered, and the way in which the students engage with learning; curricula need to be designed to meet the changing needs of our new graduates, providing new, and robust learning opportunities, and be communicated effectively to both staff and students. The aim of this document is to draw together robust and contemporaneous methods of teaching, learning and assessment that help to overcome some of the more traditional barriers within dental undergraduate programmes. The methods have been chosen to map specifically to The Graduating European Dentist, and should be considered in parallel with the benchmarking process that educators and institutions employ locally.
优秀教师常常只是“凭直觉”知道如何教学。虽然这可能是事实，但现在更需要了解支撑课程传授方式以及学生参与学习方式的各种过程；课程需要设计成满足新毕业生不断变化的需求，提供新的、有力的学习机会，并有效地传达给教职员工和学生。本文档的目的是汇集有力且与时俱进的教学、学习和评估方法，以帮助克服牙科本科课程中一些较为传统的障碍。这些方法是专门为与欧洲牙科毕业生标准相匹配而选择的，并且应与教育工作者和机构在当地采用的基准评估过程并行考虑。
