Kornegay Elizabeth C, Jackson Tate H, LaGarry-Cahoon Alison, Reside Jonathan M, Wolcott Michael D, Quinonez Rocio B
Division of Comprehensive Oral Health, Adams School of Dentistry, University of North Carolina, Chapel Hill, North Carolina, USA.
Division of Craniofacial and Surgical Care, Adams School of Dentistry, University of North Carolina, Chapel Hill, North Carolina, USA.
J Dent Educ. 2020 Nov 27. doi: 10.1002/jdd.12495.
The need to innovate predoctoral dental education is well established; however, there are few recent reports to guide substantial curriculum transformation. The purpose of this study was to describe faculty perspectives on their vision of future graduates, curriculum needs, and potential barriers to a successful redesign. This information would be used to inform strategic planning for the predoctoral curriculum transformation.
Eighty full-time faculty from the University of North Carolina Adams School of Dentistry participated in 60-minute focus groups in March 2018. Focus group questions were developed to elicit perceptions about the current curriculum, what the dental graduate should know in 2040, and what is needed to engage faculty in curriculum change. Transcripts of the focus group sessions were analyzed by a third-party research group using qualitative thematic analysis to identify pertinent themes shared by participants.
Faculty identified that developing clinical skill that engages multiple specialties, student time to engage in advocacy activities, and opportunities to integrate biomedical, clinical, and behavioral sciences as critical features of the curriculum. They believed the 2040 graduate should be able to critically evaluate literature, exhibit strong leadership skills, and adapt to the changing healthcare environment. To better engage faculty in curriculum change, there needs to be dedicated time, sufficient resources, a clear plan, and greater collaboration across the school.
When embarking on curriculum transformation, engagement with faculty is a critical component of the change process. Focus groups can be used as a technique to better understand faculty perspectives about curricular needs and the overall vision.
博士前牙科教育创新的必要性已得到充分确立；然而，近期几乎没有报告可指导实质性的课程改革。本研究的目的是描述教师对未来毕业生愿景、课程需求以及成功重新设计的潜在障碍的看法。这些信息将用于为博士前课程改革的战略规划提供参考。
2018年3月，来自北卡罗来纳大学亚当斯牙科学院的80名全职教师参加了60分钟的焦点小组讨论。焦点小组问题旨在引出对当前课程的看法、2040年牙科毕业生应具备的知识，以及促使教师参与课程改革所需的条件。焦点小组会议的记录由第三方研究小组使用定性主题分析进行分析，以确定参与者共有的相关主题。
教师们认为，培养涉及多个专业的临床技能、学生参与宣传活动的时间以及整合生物医学、临床和行为科学的机会是课程的关键特征。他们认为2040年的毕业生应能够批判性地评估文献、展现出强大的领导能力，并适应不断变化的医疗环境。为了更好地促使教师参与课程改革，需要有专门的时间、充足的资源、明确的计划以及学校内部更广泛的合作。
在着手进行课程改革时，教师的参与是变革过程的关键组成部分。焦点小组可作为一种手段，以更好地了解教师对课程需求和整体愿景的看法。
