Nimmo A, Knight G W
Department of Prosthodontics, University of Detroit Mercy School of Dentistry 48207-4282, USA.
J Prosthodont. 1996 Jun;5(2):122-8. doi: 10.1111/j.1532-849x.1996.tb00286.x.
Revision of a traditional fixed prosthodontic curriculum was undertaken in response to observed private practice patterns, recent literature in fixed prosthodontics, and an increasingly crowded dental school curriculum. The revision was further motivated by the commitment of the faculty to become patient-centered in all components of instruction. The resultant preclinical and clinical curriculum emphasizes patient care activities and minimizes student-generated laboratory products. This program is characterized as patient-driven, competency-based, and criterion-referenced, and it places heavy reliance on validated pedagogical strategies, which include evaluation of self and peers. The curriculum requires the development of good communication skills with peers, faculty, and commercial laboratories and creates time for the student to develop critical patient care skills without requiring more curriculum time. The new fixed prosthodontic curriculum appears to be consistent with current private general practice, national licensing examinations, and the recommendations of the Institute of Medicine's report to dental education.
为了回应观察到的私人执业模式、固定修复学的最新文献以及日益拥挤的牙科学院课程，对传统的固定修复学课程进行了修订。教师们致力于在教学的各个环节以患者为中心，这进一步推动了此次修订。由此产生的临床前和临床课程强调患者护理活动，并尽量减少学生制作的实验室产品。该项目的特点是患者驱动、基于能力和标准参照，并且严重依赖经过验证的教学策略，包括自我评估和同伴评估。该课程要求学生培养与同伴、教师和商业实验室良好的沟通技巧，并为学生留出时间培养关键的患者护理技能，而无需增加课程时间。新的固定修复学课程似乎与当前的私人全科执业、国家执照考试以及医学研究所给牙科教育的报告中的建议相一致。
