Fincham A G, Baehner R, Chai Y, Crowe D L, Fincham C, Iskander M, Landesman H M, Lee M, Luo W, Paine M, Pereira L, Moradian-Oldak J, Rosenblum A, Snead M L, Thompson P, Wuenschell C, Zeichner-David M, Shuler C F
Department of Basic Sciences, University of Southern California, School of Dentistry, Los Angeles 90033, USA.
J Dent Educ. 1997 May;61(5):417-25.
Responding to the recent Institute of Medicine report on dental education, the Center for Craniofacial Molecular Biology (CCMB) of the University of Southern California School of Dentistry has developed a parallel track program in dental education leading to the D.D.S. degree. This program was proposed in May of 1995, and the first class of twelve students was admitted in September of that year. Currently two classes are enrolled and plans to admit a further twelve students (Class of 2001) are in place. The educational strategy for this program is totally problem-based. Students work in groups of six with a faculty facilitator, not necessarily a content expert. Facilitators are largely drawn from the multidisciplinary pool of research faculty at the center. All learning is mediated through biomedical and biodental problem cases. No formal lectures or classes are scheduled. The learning of clinical dental skills is promoted through focussed dental patient simulations in which students review clinical charts, radiographs, medical reports and then explore identified, hands-on learning needs using patient simulators in a clinical context. Early patient exposure is obtained through dental office visits and other special patient clinics. Initial experience with this program suggests that the problem-based learning (PBL) students learn as well (if not better) than their traditional program peers and develop excellent group and cognitive analytical skills. The absence of a pool of dentally related biomedical cases suitable for a PBL program has necessitated the use of innovative approaches to their development and presentation. It is believed that this educational approach will produce dental clinicians equipped with the self-motivated, life-long learning skills required in the ever-changing world of bio-dental sciences in the twenty-first century.
为回应美国医学研究所最近发布的关于牙科教育的报告，南加州大学牙科学院颅面分子生物学中心（CCMB）制定了一项牙科教育平行课程计划，以获得牙科博士学位。该计划于1995年5月提出，同年9月录取了首批12名学生。目前有两个班级入学，并且计划再录取12名学生（2001级）。该计划的教育策略完全基于问题。学生们以六人小组的形式与一名教员辅导员合作，这名辅导员不一定是学科内容专家。辅导员主要从该中心多学科的研究教员中选拔。所有学习都通过生物医学和生物牙科问题案例来进行。不安排正式讲座或课程。通过有针对性的牙科患者模拟来促进临床牙科技能的学习，在模拟中，学生们查看临床图表、X光片、医学报告，然后在临床环境中使用患者模拟器探索确定的实践学习需求。通过走访牙科诊所和其他特殊患者诊所，让学生尽早接触患者。对该计划的初步经验表明，基于问题学习（PBL）的学生与传统课程的同龄人学得一样好（如果不是更好的话），并且培养了出色的团队协作和认知分析能力。由于缺乏适合基于问题学习计划的与牙科相关的生物医学案例库，因此必须采用创新方法来开发和呈现这些案例。人们相信，这种教育方法将培养出具备自我激励和终身学习技能的牙科临床医生，以适应21世纪生物牙科科学不断变化的世界的需求。
