Division of Oral and Craniofacial Health Sciences, University of North Carolina Adams School of Dentistry, Chapel Hill, North Carolina, USA.
Division of Practice Advancement and Clinical Education, University of North Carolina Eshelman School of Pharmacy, Chapel Hill, North Carolina, USA.
J Dent Educ. 2020 Dec;84(12):1368-1377. doi: 10.1002/jdd.12412. Epub 2020 Sep 20.
Curriculum transformations represent opportunities to innovate; however, there are few examples to inform this process. In 2018, the University of North Carolina at Chapel Hill (UNC) Adams School of Dentistry began to transform the predoctoral curriculum to improve content integration, enhance team-based experiences, and develop leaders. Part of this experience has been crafting a conceptual curriculum guide or "blueprint" that outlines a vision for the design process and ensures the transformation achieves its goals. We describe how we created the UNC Blueprint for our revised curriculum, which defines who our graduates are, what they know, and what they can do. This approach has led us to develop a mapping taxonomy to ensure the student outcomes are appropriately aligned with content, instruction, and assessment throughout the curriculum. Last, we encourage others to be agile in their approach, create a common language among their teams, and frequently engage faculty to facilitate the process.
课程改革代表着创新的机会；然而，很少有例子可以为这个过程提供信息。2018 年，北卡罗来纳大学教堂山分校（UNC）亚当斯牙科学院开始改革牙科学院的本科课程，以提高内容整合度、加强团队合作经验并培养领导者。这一经验的一部分是制定概念课程指南或“蓝图”，为设计过程勾勒出一个愿景，并确保课程改革实现其目标。我们描述了如何为我们修订后的课程创建 UNC 蓝图，该蓝图定义了我们的毕业生是谁、他们知道什么以及他们能做什么。这种方法使我们能够开发一个映射分类法，以确保课程中的学生成果与内容、教学和评估相匹配。最后，我们鼓励其他人灵活采用这种方法，在团队中建立共同语言，并经常让教师参与，以促进这个过程。
