Our objective was to evaluate changes in curriculum and culture within a research non-intensive dental school after implementation of programs supported by the NIH-NIDCR R25 Oral Health Research Curriculum Grant. We designed new curricular elements to foster an appreciation of research/discovery, an interest in academic/research careers, and application of biomedical/clinical advances to patient care. Funding was utilized to develop, implement, and assess a dedicated curricular track of continuous student research/scholarly activity throughout the four years of dental education. This track represented mandatory hours of didactic time exposing students to topics not traditionally included in dental curricula. Additionally, students were provided with customized flexible schedules to participate in elective "hands-on" mentored research/scholarly experiences at local, national, and international sites, including linkages to certificate, MS, and PhD programs. Funding was also used to support a wide array of faculty development activities that provided skill sets required to deliver integrated biomedical/clinical content, research-oriented evidence-based approaches to dental education, and translational case-based teaching methods emphasizing the application of new science/technologies to patient care. We measured changes in student, faculty, and institutional profiles/attitudes using traditional benchmarks, surveys, and focus groups. Comparisons were made between baseline data prior to R25 program initiation and data collected after years 3-4 of program implementation. Significant increases were demonstrated in: (1) student participation in research/scholarship, attendance at national meetings, research awards, publication of manuscripts, pursuit of advanced training/degrees, and expressions of interest in academic/research careers; (2) faculty participation in development activities, publication of manuscripts, and mentoring of students; and (3) increased institutional credibility within the university, supportive infrastructure for research/scholarship, and cultural expectations for academic excellence. Thus, we believe that the R25 programming changed the culture of our dental school, creating a supportive environment for research/scholarship, increasing academic productivity, and altering the attitudes of faculty/students.

译文

我们的目标是在实施nih-nidcr R25口腔健康研究课程补助金支持的计划后,评估非密集型牙科学校课程和文化的变化。我们设计了新的课程元素,以促进对研究/发现的欣赏,对学术/研究职业的兴趣以及将生物医学/临床进展应用于患者护理。在整个牙科教育的四年中,资金用于开发,实施和评估持续的学生研究/学术活动的专用课程。此曲目代表了强制性的教学时间,使学生接触传统上不包括在牙科课程中的主题。此外,还为学生提供了定制的灵活时间表,以参加在本地,国家和国际站点上进行的选修 “动手” 指导的研究/学术经验,包括与证书,MS和博士学位课程的联系。资金还用于支持广泛的教师发展活动,这些活动提供了提供综合生物医学/临床内容所需的技能,以研究为基础的基于证据的牙科教育方法以及强调应用新的案例的基于案例的教学方法。科学/技术用于患者护理。我们使用传统的基准,调查和焦点小组来衡量学生,教师和机构概况/态度的变化。比较了R25计划启动前的基线数据和计划实施3-4年后收集的数据。显着增加的表现是 :( 1) 学生参与研究/奖学金,参加国家会议,研究奖,手稿的出版,追求高级培训/学位以及对学术/研究职业的兴趣表达; (2) 教师参与发展活动,手稿的出版,和指导学生; (3) 提高大学内部的机构信誉,支持研究/奖学金的基础设施以及对学术卓越的文化期望。因此,我们认为,R25编程改变了我们牙科学校的文化,为研究/奖学金创造了支持环境,提高了学术生产力,并改变了教师/学生的态度。

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