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Issues in dental curriculum development and change

L A Tedesco1

  • 1University of Michigan, School of Dentistry, Ann Arbor 48109.

Journal of Dental Education
|January 1, 1995
PubMed
Summary
This summary is machine-generated.

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Dental curriculum improvement requires integrating insights from medical education, self-reflection frameworks, and cognitive psychology. Addressing these diverse factors is key to advancing dental education.

Area of Science:

  • Dental Education
  • Medical Education Models
  • Cognitive Psychology

Background:

  • Continuous improvement of dental curricula is essential.
  • Diverse external models offer valuable suggestions.
  • Interdisciplinary approaches can enhance educational strategies.

Purpose of the Study:

  • To explore diverse suggestions for dental curriculum enhancement.
  • To identify key factors influencing curriculum advancement.
  • To integrate models from professional education and psychological sciences.

Main Methods:

  • Reviewing successful models from medical schools.
  • Applying conceptual frameworks for self-reflection (ethos).
  • Utilizing principles of cognitive psychology in teaching.

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Main Results:

  • External professional education models provide diverse improvement strategies.
  • Self-reflection frameworks (ethos) offer conceptual tools for educators.
  • Cognitive psychology provides the scientific basis for effective learning and teaching.

Conclusions:

  • Advancing the dental curriculum necessitates an interplay of factors.
  • Integrating medical education models, ethos, and cognitive psychology is crucial.
  • A multifaceted approach is required for dental curriculum development.