Wetherell J, Mullins G, Winning T, Townsend G
Department of Dentistry, The University of Adelaide.
Aust Dent J. 1996 Oct;41(5):351-4. doi: 10.1111/j.1834-7819.1996.tb03145.x.
The first year of a new Bachelor of Dental Surgery curriculum was introduced at the University of Adelaide in 1993. Four integrated streams replaced the previous large number of separate subjects, with an overall reduction in formal contact hours, more exposure to clinical practise, and an emphasis on problem-based learning and student self-directed learning. This report compares students attitudes to the new programme with their attitudes to the previous course. Evaluation forms were completed by 30 of 53 first-year students in 1992 and 38 of 47 first-year students in 1993. Comparisons between years, made using the Student's that, indicated significant differences for several questions. For example, the workload in the previous course was considered to be significantly heavier, with too much theory and too many topics. It was felt that the aims and objectives of the new course were significantly clearer; there was more time to understand material; more opportunities to choose areas to study; students were encouraged more to think for themselves; and staff were more understanding and supportive. The authors conclude that the new problem-based Adelaide dental curriculum has facilitated a more contextual and better-balanced learning environment for students.
1993年，阿德莱德大学引入了新的牙科学士课程的第一年。四个综合课程流取代了以前大量的单独科目，正式授课时间总体减少，增加了临床实践机会，并强调基于问题的学习和学生自主学习。本报告将学生对新课程的态度与他们对以前课程的态度进行了比较。1992年53名一年级学生中有30名、1993年47名一年级学生中有38名填写了评估表。使用学生t检验进行的年份间比较表明，几个问题存在显著差异。例如，以前的课程被认为工作量明显更大，理论过多，主题过多。人们认为新课程的目标明显更清晰；有更多时间理解材料；有更多机会选择学习领域；更鼓励学生独立思考；并且教师更善解人意、更支持学生。作者得出结论，阿德莱德新的基于问题的牙科课程为学生营造了一个更具情境性、更平衡的学习环境。
