DePaola D P
Baylor College of Dentistry, Dallas, TX 75266-0677.
J Am Coll Dent. 1994 Fall-Winter;61(2):34-9.
Higher education and, in turn, health professions education are being buffeted by a multiplicity of external and internal forces. Issues related to fiscal constraints, higher education's crisis of values and the teaching/research and educational outcomes dilemmas are explored. The increasing accountability of higher education by its public, including measures of institutional effectiveness exacerbate these forces. Health professions education programs and their parent universities and colleges must take better advantage of their respective resources and become united around central educational paradigms and outcomes. The ability of higher education and health professions education to engage and connect to societal issues is critical to the appropriate education of the student and to institutional survival. By interweaving the philosophy and culture of the university or college setting in the fabric of health professions education and particularly dental education, an environment could be created that results in a true learning institution. That is, one in which students and faculty learn together in all settings. The outcomes of such engagement are shared responsibilities and the creation of the learned professional, one who is connected to the world and is not trapped by parochial knowledge. Thus, the continuum of health professions education transcends technical and cognitive achievement but addresses core societal values as well. This paper then explores some of the factors impacting upon higher education and assesses their influence on the nation's health professions schools, and, specifically, colleges of dental medicine.
高等教育，进而卫生专业教育，正受到多种外部和内部力量的冲击。本文探讨了与财政限制、高等教育的价值观危机以及教学/研究与教育成果困境相关的问题。公众对高等教育问责制的日益增加，包括对机构效能的衡量，加剧了这些力量。卫生专业教育项目及其所属的大学和学院必须更好地利用各自的资源，并围绕核心教育范式和成果团结起来。高等教育和卫生专业教育参与并联系社会问题的能力，对于学生的适当教育和机构的生存至关重要。通过将大学或学院环境的理念和文化融入卫生专业教育，特别是牙科教育的结构中，可以创造一个形成真正学习机构的环境。也就是说，一个学生和教师在所有环境中共同学习的机构。这种参与的结果是共同的责任以及造就有学识的专业人员，即一个与世界相连且不受狭隘知识束缚的专业人员。因此，卫生专业教育的连续体超越了技术和认知成就，也涉及核心社会价值观。本文接着探讨了一些影响高等教育的因素，并评估了它们对国家卫生专业学校，特别是牙医学院的影响。
