I write blogs on student centered dental education. If you want to subscribe to email alerts for new content, click here. All blog posts available here.
Category: Student Tags:
https://www.bu.edu/academics/sdm/programs/doctor-of-dental-medicine/
The catch phrase of the DMD program is ‘innovative’ – become innovative providers under innovative faculty. The program is contemporary and provides a lot of optional courses (electives) on the recent advances in dentistry.
Curriculum: The Year 1 have an interesting course, Comprehensive Preclinical Dentistry, that allows students to learn all aspects of dental practice in an integrated holistic and authentic context. They learn in simulation all basics of dentistry and then learn in the group practice. Otherwise, the Year 1 has all the medical basic subjects dealt individually that will require the students to memorise the knowledge provided. Year 2 is fully packed with various dental disciplines and their pre clinical training in simulation. The clerkship learning on dental practice in Year 1 is continued in Year 2 as solving problems in dental practice. Year 2 also has the General Medicine with dental correlations that is focussed on medical issues that affect dental care. The preclinical implantology course is very exciting as all aspects in implant care is trained. This course is supported by the CAD/CAM practical experience. Year 3 continues with the other dental discilines and heralds the start of patient care.
Clinical learning: This is quite interesting with the innovative group practice learning. As claimed on Group Practice Leadership program, the DMD students (pre doctoral) learn their clinical management skills along with post-doctoral residents under the supervision of faculty as the practice leader in designated spaces as individual dental practice. This ensures continuity and holistic care of the patients attending a specific practice. This is quite exciting for the students who prefer on the job learning and appreciate the School as timetabling and logistics should be a nightmare with different students having different learning time and space. The learning starts in Year 1 with clinical assisting and being an intern in dental office of the practice. Year 2 builds on the year 1 clinical learning through solving of problems. I didn’t see any actual clinical experience in Year 2. However, actual patient care starts in Year 3 with students treating patients under their Group Practice. The competency tests on the various treatment/management of patients is conducted in the Group Practice sessions in Year 4.
Assessments: The program is competency based, in other words, a student progresses to next level on demonstration of competence as defined by the school – student can fill a cavity as per the standards. IF true as claimed, then this is a progressive step as each student learns differently, in pace and quality but need to reach the minimum standards for safe patient care. I am not sure if any year end exams are still in practice in BU when the competency is the criteria of assessment. There is mention of structure summative assessments which would infer as the Year end exams.
My opinion: The curriculum is contemporary and authentic, where students learn in real clinical context, so suitable for students who want to understand why they are learning what they learn. The group practice is innovative if true to what is written. Assessments might be a lot seeing the competency tests and summative assessments. I could not find much in student support for failing students which might be as with other schools.
I write blogs on student centered dental education. If you want to subscribe to email alerts for new content, click here. All blog posts available here.
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“Exercise is effective, but, how about………….?“
My friend is a fitness guru, having accomplished the right size and weight. She is proud and happy. I finally decided and informed her one early morning that I am starting cycling to get in shape. “Congrats! Exercise is important, but do you know diet is more important. Are you ready to cut your calorie intake?” Oh Oh, my alarm bells started, my Riley’s orbs of fear, disgust and anger set in towards sadness. I became anxious. What’s the point, I will exercise today but is it worth it. Should I even try if I am not disciplined. I decided to procrastinate rather abort.
I find that most of my interaction on goals with family and friends demotivating. I know the pros but the cons are highlighted by the experts who have been there. I listen carefully and slouch. I find that same is likely to happen with some students. Students come to university with reasonable goals, become a physician, dentist, nurse, serve the society, earn a name, become an expert. Many have accomplished with some even finding the journey wonderful. Some students struggle, compare with their peers and get anxious. Very few, may be less than 1% do some acts which can harm them or their loved ones.
I was discussing with Sam on a case of root canal treatment. “I have made the patient come for 10 appointments and you know what, my supervisor chipped and redid the full job. I feel totally incompetent.” We decided to procrastinate consciously on remediation. The anxious orb became stable and Sam started on his remediation plan.
I find procrastination essential for me. It allows me time to reflect and retract. I did go for my cycle, patted myself for the loss of 200 calories, celebrated with a dosa and chutney. My fitness account was in positive with a loss of 200 calories.
How do you motivate yourself? State in comments.
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