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Applying "think-pair-share" for virtual curriculum retreat.

Aruna Ramesh1, Allison Case2, Leah Stockstill3

  • 1Office of Academic Affairs, Tufts University School of Dental Medicine, One Kneeland St, Boston, United States, 02111, USA.

Journal of Dental Education
|January 19, 2021
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Summary
This summary is machine-generated.

The COVID-19 pandemic prompted dental schools to adapt curricula. A virtual retreat engaged faculty in discussing changes and assessment outcomes using Miller's Pyramid for future improvements.

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Area of Science:

  • Medical Education
  • Dental Education

Background:

  • The COVID-19 pandemic necessitated significant changes in educational systems.
  • Dental schools faced unprecedented challenges in curriculum delivery and assessment.

Purpose of the Study:

  • To foster faculty engagement in discussing curricular modifications and their impact on assessment outcomes.
  • To adapt educational strategies within a rapidly evolving academic environment.

Main Methods:

  • A virtual curricular retreat was organized for faculty at Tufts University School of Dental Medicine.
  • Discussions utilized Miller's Pyramid framework to analyze curriculum adaptations.
  • A "think-pair-share" activity facilitated guided dialogue and documentation.

Main Results:

  • The retreat successfully documented outcomes of recent curriculum changes.
  • Faculty engaged in reflection on the impact of adaptations on assessment.
  • The process identified areas for future curriculum improvement.

Conclusions:

  • Virtual retreats are effective for faculty engagement in curriculum development.
  • Miller's Pyramid provides a valuable framework for evaluating educational changes.
  • Adapting to change can foster reflection and drive future improvements in dental education.