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A case study on development of an integrated, multidisciplinary dental curriculum
Nader A Nadershahi1, Daniel J Bender, Lynn Beck
1Office of Academic Affairs, University of the Pacific Arthur A. Dugoni School of Dentistry, San Francisco, CA 94115, USA. nnadershahi@pacific.edu
Journal of Dental Education
|June 7, 2013
Summary
Dental schools are reforming curricula to enhance higher-order thinking skills. This case study details a transition from siloed to integrated, case-based learning to better prepare dentists for modern practice.
Area of Science:
- Dental Education
- Curriculum Reform
- Higher-Order Thinking Skills
Background:
- Dental education reform calls have occurred historically.
- Recent advocacy, notably by the American Dental Education Association's Commission on Change and Innovation in Dental Education (ADEA CCI), emphasizes developing higher-order thinking skills for contemporary dental practice.
Purpose of the Study:
- To describe the process of curricular reform at a dental school.
- To transition from a traditional, siloed curriculum to an integrated, case-based model.
- To improve teaching and learning outcomes.
Main Methods:
- A comprehensive, school-wide values clarification exercise.
- Defining desired characteristics of an ideal graduate.
- Implementing interdisciplinary, case-based courses incorporating adult learning theory.
- Structuring the new curriculum into five integrated strands managed by interdisciplinary faculty.
Main Results:
- A new curriculum model was developed and implemented.
- The reform incorporated interdisciplinary courses, case-based learning, and active learning strategies.
- Challenges in development and implementation were identified.
Conclusions:
- The reform aimed to enhance dental students' higher-order thinking skills.
- An integrated, case-based curriculum model was established.
- An assessment plan for the new curriculum was presented.
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