Journal of dental education
-
Comparative Study
Problem-based learning at the Harvard School of Dental Medicine: self-assessment of performance in postdoctoral training.
Problem-based learning (PBL) was implemented into the dental curriculum at the Harvard School of Dental Medicine (HSDM) in 1994 with an expectation that this pedagogy would enhance students' critical thinking and communication skills as well as general professional competencies. Previous studies have described several aspects of the outcome of PBL curricula at the predoctoral level. However, there is no information available on the perceptions and performance of PBL graduates during their postdoctoral training in dentistry. ⋯ The HSDM graduates' capacity for independent learning was rated as "excellent" by 65.31 percent of the directors and 80.95 percent of the HSDM graduates themselves. These findings suggest that the performance of HSDM graduates during their postdoctoral training met expectations and were similar to non-HSDM graduates for traditional residency program competencies. However, the PBL training appears to provide HSDM graduates with enhanced abilities in independent learning, communication, and cooperation skills.
-
By all outward signs, the dental profession is prospering. However, signs of a looming crisis in dental education threaten the future effectiveness of the profession. Transforming dental education through the application of principles espoused by the ADEA Commission on Change and Innovation in Dental Education (CCI) is essential for securing the future of the profession. ⋯ To accomplish this, both the curricular content and the environment and approach to dental education must change. Besides the knowledge and abilities needed to care for a more diverse and aging population, future practitioners must possess tools needed to thrive in the world of small business and have the ethical foundation to conduct themselves as responsible professionals. Ensuring the future of the profession is a leadership challenge to be shared by both dental educators and practitioners.