Nimmo A, Woolsey G D, Arbree N S, Saporito R A, Cooney J P
Department of Prosthodontics, University of Detroit Mercy School of Dentistry, MI 48219-0900, USA.
J Prosthodont. 1998 Mar;7(1):30-4. doi: 10.1111/j.1532-849x.1998.tb00173.x.
Prosthodontic educators participated in a workshop held at The American College of Prosthodontists annual session in Kansas City, MO, in October 1996. Their goal was to review elements of the predoctoral prosthodontic curriculum to establish a consensus on the levels of expected skill and knowledge. Skill components were designated at the competency and exposure levels, while knowledge components were designated at the understanding and familiarity levels. The workshop recommendations were distributed to American and Canadian dental schools and the communities of interest for comments in January 1997. The workshop recommendations were reviewed and finalized at the American Association of Dental Schools annual meeting in Orlando, FL, in March 1997. The recommendations may be used by dental educators to prioritize curricular elements in relation to limited time dedicated to the prosthodontic curriculum. Outcomes assessment methods will be needed to ensure competency in the new dentist.
1996年10月，口腔修复学教育工作者参加了在美国密苏里州堪萨斯城举行的美国口腔修复医师学会年会上举办的一个研讨会。他们的目标是审查博士前口腔修复学课程的内容，就预期的技能和知识水平达成共识。技能部分按能力和接触程度划分，而知识部分按理解和熟悉程度划分。1997年1月，研讨会的建议被分发给美国和加拿大的牙科学院以及相关利益群体征求意见。1997年3月，在美国佛罗里达州奥兰多举行的美国牙科学院协会年会上，对研讨会的建议进行了审查并最终确定。这些建议可供牙科教育工作者用来根据口腔修复学课程的有限时间对课程内容进行优先排序。将需要成果评估方法来确保新牙医具备相应能力。
