Clinical Trainer in Restorative Dentistry/Honorary Clinical Senior Lecturer, School of Dental Sciences, Newcastle University, Newcastle upon Tyne, UK.
Clinical Senior Lecturer/Honorary Consultant in Restorative Dentistry, School of Dental Sciences, Newcastle University, Newcastle upon Tyne, UK.
Br Dent J. 2019 Mar;226(6):441-446. doi: 10.1038/s41415-019-0093-1.
Dental education providers have raised concerns around the challenges experienced when trying to demonstrate student attainment of 'professionalism', as described in the General Dental Council (GDC) document 'Preparing for practice'. This manuscript describes a documentary analysis of each 'outcome' within the dentist professionalism domain section, with an assessment of whether it met the criteria of a functional learning outcome. In addition, outcomes were scrutinised in terms of application within undergraduate degree programmes. Key challenges identified were: the 'outcome list' included standards and objectives as well as outcomes; not all statements were specific and focused, some were broad and multi-faceted; determining attainment where there was no identifiable endpoints; and judging achievability within the supervised and confined environment of undergraduate programmes. We conclude that issues have been created through the way that these learning outcomes have been expressed. Also, it is evident that there are ideological and philosophical issues about accurately articulating the attainment of complex phenomena like professionalism. The findings from this study reflect the challenges associated with using learning outcomes to adequately capture professionalism, the values that underpin it and the behaviours that manifest its existence in clinical practice.
牙科教育机构对在尝试展示学生在《准备实践》中描述的“专业精神”方面所遇到的挑战表示担忧。本文描述了对牙医专业精神领域部分内的每个“结果”进行的文献分析，并评估其是否符合功能学习结果的标准。此外，还从本科生课程的应用角度仔细审查了结果。确定的主要挑战包括：“结果清单”包括标准和目标以及结果；并非所有陈述都具体而集中，有些陈述广泛而多方面；在没有可识别终点的情况下确定达到程度；以及在本科课程的监督和受限环境中判断可实现性。我们得出的结论是，这些学习成果的表述方式造成了问题。此外，显然在准确表达像专业精神这样的复杂现象的实现方面存在思想和哲学问题。这项研究的结果反映了使用学习成果来充分捕捉专业精神、支撑它的价值观以及在临床实践中表现其存在的行为所带来的挑战。
