在混合学习牙科课程中使用课程开发的六步方法
L M Feldman1, L Lian1, N Ahmed1
1NYU College of Dentistry, New York, NY, USA.
JDR clinical and translational research
|June 17, 2025
概括
六步方法有效地修改了儿科牙科课程,提高了学生的参与度和教师的满意度. 这种结构化的方法为牙科教育工作者提供了宝贵的见解,他们正在制定课程.
科学领域:
- 牙科教育 牙科教育
- 课程开发 课程开发
- 儿科牙科 儿科牙科
背景情况:
- 博士前高级儿科牙科课程在2019-2020学年进行了修订.
- 牙科学院适应了医学教育课程开发框架.
研究的目的:
- 为了记录从修改一个医生前的儿科牙科课程中学到的经验教训.
- 为采用六步方法在牙科课程修订方面提供建议.
主要方法:
- 适应的托马斯等人. 课程开发的六步方法.
- 进行了文献综述,匿名调查 (Qualtrics),教师反会议,并分析了课程数据.
主要成果:
- 通过识别医疗保健问题和评估学习者来澄清课程目标和任务.
- 采用了新的教育策略,导致课程快速实施.
- 评估显示,学生参与度和教师满意度增加.
结论:
- 六步方法促进了儿科牙科课程的修订,提高了学习者参与度,提高了教师的教学乐趣.
- 这一框架对于牙科教育工作者修改课程时可能是有益的.
- 该研究支持牙科教育工作者使用定义的课程开发方法.
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