Mackenzie R S
J Dent Educ. 1980 May;44(5):248-56.
An analysis of the problem of curriculum design for correlating basic and clinical sciences is presented. The analysis identifies six ways a dentist can profit from the basic sciences: (1) increased sensitivity to the environment, (2) improved judgement, (3) better explanations to patients, (4) enhanced ability to learn, (5) improved communication with health professionals, and (6) greater role diversity. Literature is reviewed related to four mental processes underlying functional knowledge: attending, associating with past learning, relation to future situations, and practicing mental applications. Implications are made for the design of dental curricula and instructional techniques based on factors that influence the recall and use of knowledge.
本文对基础科学与临床科学相联系的课程设计问题进行了分析。该分析确定了牙医可从基础科学中获益的六种方式：（1）对环境的敏感度提高；（2）判断力增强；（3）向患者提供更好的解释；（4）学习能力提升；（5）与健康专业人员的沟通改善；（6）角色多样性增加。回顾了与构成功能性知识基础的四个心理过程相关的文献：关注、与过去的学习建立联系、与未来情况的关联以及进行心理应用练习。基于影响知识回忆和运用的因素，对牙科课程设计和教学技术提出了相关建议。
