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PubMed1997

Learning in dental education.

Learning in dental education has long been a subject of academic research. There are different types of student learning which directly or indirectly contribute to the learning outcomes. In this paper, the various classifications of different types of learning; superficial, deep, individual, collaborative and resource-based learning are explored. In order to achieve the learning objectives, different teaching methods such as group-work, rôle-play and problem-based learning are employed. The types of resources used in present day teaching are diverse and multiple: such as print-based, computer-based technologies and audio-visual technologies. In order to assess the effectiveness of such teaching, different methods of assessment have been adopted for use in higher education. In the context of good teaching in higher education, there are a number of constraints placed upon the individual and the institution. These constraints are discussed and recommendations made whereby they may be overcome.

Education, Dental↗
PubMed1981

Coordination and development of a graduate dental education system.

Graduate dental education will undergo marked expansion as increasing numbers of graduating dentists seek advanced training in general dentistry. In order to respond to the public's expectations for primary dental care, the profession should take steps that prevent overspecialization. The fundamental question is what proportion of the dental manpower work force should be primary dental care providers, not how many specialists are needed. Many institutions, organizations, and agencies have legitimate roles related to graduate dental education. Modification of these roles is neither necessary nor indicated if the profession can develop a mechanism for influencing the numbers and mix of graduate education programs available in the future. Suggestions are made for the organization and function of such an influencing mechanism.

Delivery of Health Care↗
PubMed1994

The cost of higher education and its implication for dental education.

In summary, the committee remains convinced that dental education and the dental profession continue to be valuable public resources, greatly respected in the eyes of the public and worthy of the educational investment by students, institutions, federal, and state governments and, ultimately, the public. Among the 54 dental schools, there are 54 different financial situations. It is difficult to generalize about them, but it is not difficult to see, from the information presented, that all are not optimizing their finances and their educational programs. It is the committee's perception that many of the private dental schools and some of the public dental schools are teetering on the verge of extinction. Unless substantial actions are taken, the irretrievable loss of some of these schools is likely to occur. While this committee cannot prescribe actions for all of the schools, it is evident that systematic and sustained effort is needed to prevent these losses. The solution to this complex problem cannot be solely that of dental education. It has to become the concern of all the related constituencies of the profession. Economic factors will continue to increase the cost of education.

Cost Control↗
PubMed1981

Dental education in the Netherlands.

Dental education varies throughout the world as a result of the unique circumstances and needs of each country. The dental educator can derive benefit by comparing and contrasting different systems. Dental education in the Netherlands is characterized in this paper by summarizing several of it components. Dental practice is reviewed and the development of dental education traced. The structure and functioning of a typical school of of dentistry is discussed as well as admissions, student finances, curriculum, and certification. In addition, postgraduate and auxilliary education are reviewed.

Certification↗
PubMed1984

Future of dental education: strategic issues.

Dental education institutions, as components of university systems, must develop short-, mid-, and long-range plans for program development, resource allocation, evaluation, and continued financial support. This ongoing process must be accomplished in a very competitive academic arena where program excellence and program relevance are key issues in the game of survival. This presentation has focused on the major issues raised by the Strategic Plan of the American Dental Association, which must be considered by education institutions as they develop their plans. The Strategic Plan outlines some of the most crucial issues in dental education, and careful study of its content should be an obligatory step in any dental school planning process.

Costs and Cost Analysis↗
PubMed1968

Changing patterns in dental education.

Since the first dental school was founded nearly 130 years ago, dental education has followed an expanding but relatively unchanging pattern. During the last decade the many social changes taking place in our society have been influencing the profession in such a way that dental education and dental practice must necessarily adjust to satisfy the increasing demands for dental care. The profession is studying ways in which these adjustments can be made most efficiently. It is quite possible that the procedures of dental training and dental practice will change significantly in the future.

Education, Dental↗
PubMed1991

Impact of Phase I Pew National Dental education Program on U.S. schools of dental medicine.

This paper presents the results of four telephone surveys conducted by the Leonard Davis Institute of Health Economics (LDI), University of Pennsylvania, as part of its evaluation of the Pew National Dental Education Program (PNDEP), a five year, +4F8.7 million program established by The Pew Charitable Trusts to help dental schools respond to the changing health care environment. The four annual surveys were conducted between 1985 and 1988. The interviews were conducted with the deans from nearly all dental schools operating in the United States at the time of study or the principal investigators of the schools funded under Phase I and Phase II PNDEP grants. Their purpose was to determine the level of each school's involvement in PNDEP and in specific strategic planning activities, as well as to evaluate the impact of the Pew Program on both the individual schools and dental education nationwide. All systematic differences between schools funded (FD) PNDEP and those not funded (NFD) were examined. Overall, schools gained a better understanding of their environment. Schools also reported increased participation in and commitment to planning among their different constituencies (e.g., faculty, administration, students, alumni). By the end of Phase I, more PNDEP Phase I funded schools reported being involved in implementing strategic plans. Funded schools also were more likely to report PNDEP increased their understanding of strategic planning, improved communication, and helped encourage the emergence of new leaders.

Administrative Personnel↗
PubMed2002

The dental educator. An endangered species.

The dental educator is increasingly an endangered species. Part of the problem rests with the failure of dental educators themselves to convey to new graduates and to seasoned colleagues the variety, excitement and realities of reasonable income and fringe benefits associated with an academic career. Each of us in dental education must make a daily effort to convey this information through personal experience to our potential junior and new senior colleagues. Loan forgiveness protocols and unique training programs for those who choose to pursue full-time academic careers require collaborative financing from all of us in the profession, from our state and federal governments, and, ideally, from private industrial resources as well. The use of new educational technologies to relieve some of the more repetitive and burdensome aspects of education and to free the time of dental educators for more discussion in small groups, for problem-solving discussions, and for one-on-one interaction is imperative. If the current, clear and frightening decrease in the number of dental educators is ignored or even inadvertently fostered through ignorance or inaction, the entire profession will suffer directly. Practitioners, educators, industry and our government must cooperate in an intense and immediate effort to reverse this trend.

Age Factors↗