使用塔克曼模型的课程变化:形成,冲击,规范,表演
Shubha Nanda1, Aikaterini Papathanasiou1, Andrea Ferreira Zandoná1
1Department of Comprehensive Care, Tufts University School of Dental Medicine, Boston, Massachusetts, USA.
Journal of dental education
|November 7, 2023
概括
使用塔克曼实施课程变更
科学领域:
- 牙科教育 牙科教育
- 课程开发 课程开发
- 教师发展学院发展学院
背景情况:
- 图夫茨大学牙科医学院 (TUSDM) 综合护理部门启动了一项重大课程变革和教师发展倡议.
- 一种结构化的方法是必要的,以管理教育改革的复杂性和提高教师的能力.
研究的目的:
- 描述在TUSDM课程变化和教师发展的过程.
- 评估应用塔克曼变化模型在牙科学校环境中的教育改革的有效性.
主要方法:
- 这项研究遵循塔克曼的群体发展模式,通过形成,冲击,规范和执行阶段进行.
- 成立了三个特设委员会,以确定11个课程的需求和机会.
- 结果被分类为课程重组,指导方针制定,结果评估和资源需求.
主要成果:
- 形成阶段涉及组建委员会,而Storming则专注于对11个课程的需求评估.
- 规范阶段将研究结果综合成四个关键主题,指导执行阶段.
- 执行阶段导致了课程整合,新模块,研讨会,指南,教师校准计划和修订的临床结果评估.
结论:
- 由塔克曼模型指导的分阶段,自下而上的方法,有效地促进了课程变化和教师发展.
- 这一过程带来了更好的教育成果,丰富了牙科院内的教师专业知识.
- 该模型为在学术卫生中心成功实施教育改革提供了一个框架.
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