Clinical Trainer in Restorative Dentistry and Honorary Clinical Senior Lecturer, School of Dental Sciences, Newcastle University, Newcastle, UK.
Senior Lecturer in Clinical Education, School of Medical Education, Newcastle University, Newcastle, UK.
Br Dent J. 2021 Nov;231(10):619-621. doi: 10.1038/s41415-021-3653-0. Epub 2021 Nov 25.
The impact of the COVID-19 pandemic on undergraduate dental education has led to new ways of working, different modes of delivery for elements of programmes and, in some cases, revised timelines for progression. These expedient changes, like the virus, may be with us for some time. However, as we come out of an intense period of critical reflection and change, it may also offer us an opportunity and impetus to revisit unresolved challenges around the focus and role of undergraduate dental education. We reflect upon the necessity for both clinical development and scholarship for our undergraduates, and the subtle differences of purpose between education and training. We consider whether it is time to look afresh at the relationship between the universities and other stakeholders and perhaps also to start with renewed understanding, giving deeper consideration to the value of each. One of the biggest obstacles to resolving these issues is to consider how best we align institutional requirements with the education and training of healthcare practitioners. With the hindsight of the past 12 months, we would argue that such a review is timely and more meaningful as we can reflect on the pandemic-enforced and expedient changes to our programmes and more clearly understand where our future priorities lie.
新冠疫情对本科牙科教育的影响导致了新的工作方式，课程内容的交付模式也有所不同，在某些情况下，学习进度的时间安排也进行了修订。这些权宜之计的改变，就像病毒一样，可能会在我们身边存在一段时间。然而，随着我们走出一个高度反思和变革的时期，它也可能为我们提供一个机会和动力，重新审视本科牙科教育的焦点和作用方面尚未解决的挑战。我们反思了为本科生提供临床发展和学术的必要性，以及教育和培训之间目的的细微差别。我们考虑是否是时候重新审视大学和其他利益相关者之间的关系了，也许还需要重新理解，更深入地考虑每一个的价值。解决这些问题的最大障碍之一是要考虑如何使机构要求与医疗保健从业者的教育和培训更好地保持一致。有了过去 12 个月的经验，我们认为，随着我们对课程的紧急变化进行反思，并更清楚地了解我们未来的优先事项，对这些问题进行审查是及时和更有意义的。
