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A case study examining classroom instructional practices at a U.S. dental school
Linda S Behar-Horenstein1, Gail S Mitchell, Teresa A Dolan
1University of Florida, Department of Educational Leadership, Policy, and Foundations, P.O. Box 117046, Gainesville, FL 32611-7046, USA. Lsbhoren@ufl.edu
Journal of Dental Education
|June 11, 2005
Summary
A case study found that most dental school classes remained teacher-centered after curriculum revision. Formative evaluation is crucial for assessing educational changes and promoting active student learning.
Area of Science:
- Medical Education
- Curriculum Development
- Health Professions Education
Background:
- Curriculum revision is a complex process requiring evaluation.
- Assessing the impact of changes on classroom instruction is vital.
- Formative evaluation can guide educational improvements.
Purpose of the Study:
- To assess the impact of a multiyear curriculum revision on classroom instructional practices.
- To evaluate the effectiveness of a formative evaluation strategy in a dental school setting.
- To identify barriers and facilitators to active learning and critical thinking.
Main Methods:
- A qualitative case study approach was employed.
- Observations of classroom instructional practices were conducted.
- Faculty participants included twelve from medicine and three from dentistry.
Main Results:
- Seventeen of twenty observed classes were teacher-centered and passive.
- Limited effort was observed to connect lecture content to oral health problems.
- The study highlighted the importance of formative evaluation for change initiatives.
Conclusions:
- Formative evaluation is essential for assessing educational change efforts.
- Evidence-based educational skills are crucial for faculty development.
- Aligning instruction with goals and promoting active learning are key to effective curricula.