Related Experiment Videos
Teaching physiology to predoctoral dental students
1Department of Biological Structure and Function, School of Dentistry, Oregon Health Sciences University, Portland 97201, USA. robertso@ohsu.edu
Journal of Dental Education
|December 31, 1997
Summary
Dental schools vary in physiology instruction. While most use traditional methods, some integrate diverse approaches, showing potential for evolving predoctoral physiology education.
Area of Science:
- Medical Education
- Physiology Instruction
Background:
- Dental schools in the US offer physiology courses.
- Instructional methods and content vary significantly.
Purpose of the Study:
- To survey current physiology instruction in US dental schools.
- To identify trends and potential areas for curriculum development.
Main Methods:
- Survey sent to 53 dental school physiology course directors.
- Data collected on instructional arrangements, content, and nondidactic elements.
- Responses received from 48 dental schools.
Main Results:
- All surveyed courses covered core physiology topics.
- Nondidactic instruction hours varied greatly: 6-14 hours (MS+DS courses) vs. 0.5-2.6 hours (DS-B/MS-B courses).
- Some schools integrate physiology with other sciences and clinical topics, incorporating problem-solving.
Conclusions:
- Most dental physiology courses still rely on traditional didactic methods.
- Emerging trends include interdisciplinary integration and problem-based learning.
- Significant opportunities exist to innovate predental physiology curricula.