Page 186 - epeaek_ii

26 1 1 1 1 A E K o ss io n i , A . K ak ab u ra , G. Vo u g io u klak is , A . K av ad e lla , E. M ylo n a 2 1 D en ta l Sc h oo l, Ath ens , G ree c e 2 Ston y Bro ok U n iv er s ity S c ho ol o f M e dic i ne , U S A D e ntal e d ucation has u nde r gone m ajor c halle n ge s The curriculum at the D ental School of Athens ov e r the last fe w y e ars . D e ntal Sc hools are w as designed som e years ago and had not been ch alle ng e d w ith m aintaining a curr ic ulum that com prehensively revised. External and internal ap pr opr iate ly ad dre sse s the ba sic sc ie nc e s, evaluations have show n that the existing incor porate s the p rinciple s of all clinical sp e cia ltie s trad itional curriculum w as overloaded w ith and e nsu re s th at stud e nts h ave acquire d the isolated fact acquisition. M oreover, there w ere com pe te nc e s re qu ir e d e nte ring c linical prac tic e. n o clearly stated objectives in som e courses and often a m ism atch of objectives, teaching To m ak e ch ange s in an e stab lish e d cur riculum m ethods and students’ assessm ent. of a con ve n tion al de ntal sc hool an d e m e rge w ith a ne w ly b alan ce d and coordinate d core Therefore, the School has decided to revise, cu rriculum is a com ple x and ch alle ng in g tas k. refocus and restructure the existing courses and m aterials. In an attem pt to identify the potential areas of Facu lty ’s d es ir e w as to m ov e tow ards a change and im provem ent, a curriculum review s tu d e n t- ce n t e r e d e d u c at io n a l ap p r o a ch , com m ittee w as instituted by the School that w ith c le ar ly s tate d e duc ation al obje c tiv e s. included faculty from various disciplines and a Th e o bje ctiv e s in all cours e s are re v ise d, m edical education specialist aim ing at a com plete cle arly state d an d lin ke d w ith the appr opriate review of the w hole curriculum . te achin g te chn iq ue s an d asse s sm en t m e thods. Am ong the “guiding principles” w ere the follow ing: Q ue stionn aire s w e r e distribu ted to all staff m e m b e rs. Th e y includ ed close d and ope n- D evelopm ent of educational objectives that w ill e n d e d q ue st ion s th at in v e sti ga te d t he ir p r e c is e ly d e f in e t h e c u r r ic u lu m c o n t e n t opinion on the e x isting e duc ation al obje c tiv e s, D evelopm ent of program and student evaluation th e cu r ric ul um co nt e n t, t he e d u ca tion al G aps and overlaps should be identified and m e thods ap plie d , the e du cational m ate r ial reduced a n d t h e s t u d e n ts ’ a s s e s s m e n t . A c t i v e Ind epend ent learning and p rob lem s olving stud e nts’ p articipation in cu rricu lu m re v ie w should be fostered w as im p ortant, and the m e dical e du cation M ore active learning should take place through spe c ialist has discus se d w ith th e stu de nts’ the use of integrated case-based, problem - re pr e se ntativ e s on all aspe cts of the e du cation solving m ethods p ro c e s s . T h e ir op in io n w as t ak e n i n to Developm ent of ICT facilities and teaching con side ration in the cur riculum re v iew pr oce ss. m aterial Th e staff and the s tu de nts ’ opinion w as th e n Faculty training discu sse d be tw e e n m e m be rs of staff and the e du catio n sp e cialist and conclud e d w ith the stra te gie s n e e de d to re str uctu re cour se s. The Faculty w ants to give m ore em phasis on E v a l u a t i o n s tu d e n ts’ form a tive a ss e ss m e n t to p ro vid e Ev aluation of th e im pact and e ffe c t of the feedb ack and on stud ents’ self-assessm en t. r e v ise d cu rr icu lum up on th e e d uc ation al Sum m ative assessm ent still plays a m ajor role to pr ogre ss and proc e ss an d u pon stude n ts test w hether students m eet the objectives of the and faculty is an inte g ral par t of the de sign. course. A ppropriate theoretical, laboratory and O ur e valu ation plan w ill he lp us to de te rm ine clinical evaluation criteria are being developed. e ffe ctiv e ly w he the r the inte n de d g oals hav e M ore ICT facilities have been developed and be e n m e t. Ev aluation inclu de s are as such as com puter-based courses are supporting learning. utilization of case s, le v e ls of inte gration, N ew courses have been introduced in the past m e thods of te ach ing oth e r than le c tu re s, academ ic year such as dental office m anagem ent, re action of faculty an d s tude n ts , and stud e nt g e ro d o n to lo g y, IC T te c h n o lo g y a n d d e n ta l appr oache s to patie nt c are in the clin ic al y e ars. inform atics. The new courses w ere developed based on the new education policy, and the s tu d e n ts h a v e p o s it iv e ly e v a lu a te d t h e m . Training courses have been scheduled for the fa cu lty on IC T te ch n o log y, co u rse d e sig n , c a s e -b a s e d te a c h in g , s tu d e n ts ’ a s s e s s m e n t a n d c o m p u te r-a id e d in s tru c tio n a n d m o s t m em bers of the staff have attended them and positively evaluated them . Th e cu rriculum re v ision is base d on pr e v iou s as se ssm e nts and on the be st practice pe rform e d in other D e ntal S choo ls . C ontinuo us e valuations w ill indicate the w e ak ne sse s , the stre ng th s and the n e e d for fu rther ch ange . 186