Planning for an Integrated Curriculum

B. Ellen Byrne, DDS, PhD

Senior Associate Dean

Charge

Describe parameters of an integrated curriculum and how development of an integrated curriculum can serve as a springboard in preparing students for taking a single, integrated NBDE

Apologies

I don’t have all the answers

There is no magic bullet

I do not have a packaged curriculum

We are all on the cusp of major change both from CODA and NBDE

Timely...

Part I and II National Boards will combined into one Integrated-NBDE (2015?)

Integrate basic, behavioral and clinical sciences to comprehensively assess the knowledge and cognitive skills and abilities needed for entry-level competency in dental practice

New exam will emphasize critical thinking, problem solving and application of knowledge

Committee on Integrated Exam (CIE) jcndecie@ada.org

Subject Line “mailing list”

See JCNDE website: http://www.ada.org/2288.aspx for updates

Timely...

New CODA Standards for all beginning July, 2013

Jan. 2012-June, 2013 can use “old” or “new” Standards

Standard 2

2-14 Graduates must be competent in the application of biomedical science knowledge in the delivery of patient care

Intent: Biological science knowledge should be of sufficient depth and scope for graduates to apply advances in modern biology to clinical practice and to integrate new medical knowledge and therapies relevant to oral health care

What I can offer...Our approach to curricular change

Principles and values that guide our curriculum-general DDS concept

Our plan for tackling this major next challenge (opportunity??) in dental education

Where are we going?This change is an opportunity for us to stretch the basic sciences out over 4 years of the DDS curriculum

Not just stretch, but integrate and reinforce the interrelationships between basic sciences and dental sciences

How do we get there?What are we teaching and where do we teach it?

What do we want to teach and where do we want to teach it?

Curriculum Committee already building a curricular map to assess and constantly improve our curriculum

How do we get there?

“New” will emphasize critical thinking, problem solving and application of knowledge

“New” will be teach to and measure beginning level of competency to practice dentistry

How do we get there?

Starting Point: School Competency Statements

Ours are align with CODA standards

In process of building a companion document to define our competencies

Knowledge, Skills, Attitudes in our companion document are building blocks in our curriculum

Faculty define our competencies

How do we get there???Started with faculty development retreat with general competencies, non-discipline based, i.e. critical thinking, self-assessment, apply principles of ethics

Next meet with each department to define discipline specific competencies-goal 1 year

Next meet with hybrid group to define competencies related to basic sciences.

How do we get there?

Stop thinking of “courses” in a traditional way and sequence the content to integrate basic science, preclinical sciences and clinical dentistry

Map will be instrumental in basic science changes-our road map to guide the process

ChallengesWe don’t “own” our basic science faculty

Historic separation of basic sciences and clinical curricula

change expectations

reframe how we think of and teach courses

role of on-line teaching technology

Challenges

Time

faculty time

curriculum committee time

need to run existing curriculum while making changes-double teaching

Benefits of changeInstruction more timely for the Boards

Get away for D1 “data dump”

Consistent with adult learning theory-integration, creates relevance for basic sciences, making them for meaningful

Meets Standard 2-14

Better prepared for life long learning

Curricular changeExamples

D1: gross anatomy

D1: microscopic anatomy

D1: physiology-bone metabolism: osteoclasts/osteoblasts

D1: general pathology

D2: pharmacology of bisphosphonates and osteoporosis

D2: oral pathology

Curricular changeD3 and D4-patient care

Patients receiving these drugs

Osteonecrois of the Jaw (ONJ)

What is the pathology?

What is the treatment?

Implants? extractions?

Orthodontics?

Our Goals

Give students broad based background in basic sciences

Increase opportunities for collaboration between basic sciences and dentistry

Role model how basic sciences knowledge is essential to being a good dentist

Create a clear link between science and clinical work/application

What will it look likeRetain some early foundation work in basic sciences

decrease current credit hours

Weave scientific topics and themes throughout D2, D3, D4 curricula

Routinely reference the science when discussing the clinical treatment

Faculty development

Maybe include videos, guest lectures, web based resources

Our StepsBuild Map

Identify what we are teaching

Identify what we want to teach

Eliminate excess, overlap, things that don’t belong

Fill any gaps, re-sequence as needed

Where do basic sciences fit in?

What do we want to teach

Where is its natural home

Weave throughout 4 years & all disciplines/topics

QUEST IONS

QUEST IONS