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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Harvard is a world-renowned school and offers a 4-year DMD dental program for learners with graduate entry. The school considers that the dental program as a speciality of medicine. So, the focus on medical topics is high. Doctor patient relationship and research are other important focal points.Ref
The curriculum is called Pathways and looks interesting. The first years learn the medicine aspect for dental practice from medical teachers. The various medical topics like anatomy, physiology, etc are learned in modules overarching an organ system. This provides a holistic view of the human body and good for learners who want to know what they are learning. But I think the content will be overwhelming and would be suitable for hard and long working learners. Another interest is the observation of dental and medical clinics every Wednesdays. This will interest learners who want to know what they have signed up for. Year 2 is similar but switched to dental basic subjects of anatomy, physiology etc, learned in an integrated manner. The clinical observer ship progresses to the various dental specialities. Year 3 and 4 are the preclinical and clinical aspects of the curriculum. The students practice in the simulation lab and then if pass, go to real patient care. The 2 end years allowed to learn the various skills towards patient management looks too little and hence the graduate entry requirements.
Assessments – All courses are Pass/Fail. So the focus will be high on assessments and will require students to memorise a lot of facts. For example, the structure of the jaw becomes more familiar for a student when he starts working on a patient and understanding how various structures of a jaw affects the health of a student. But if a student must pass a course on the structures of jaw in Year 2, he should know and remember a lot of facts without applying it during learning. The assessment methods are a lot and given in page 52/138 of student handbook. Overall, the assessments look standard and will require long hours for an average student to prepare.
Research learning: A research project that start at Year 2 should be completed by end of Year 4. This might give ample time for students to learn the basics of research.
Facilities: It is assumed that all the facilities like simulation lab with phantom head jaw models, haptics, AR and VR will be available for learning. There are certain academic societies, 5 in number, to which the dental and medical students are allotted to be mentored. The tutorial team consists of 10 students guided by a tutor who work in groups towards a learning goal. The student rights and privileges (available in a 138 pg document of student handbook) appear to be standard as seen in other schools.Ref Discrimination, bullying, harassments and hazing are clearly spelt in the handbook. A Director for Learning Resources and Support is available for the help of struggling and disability students with opportunities for assessments and counselling.
My opinion: The curriculum and program is conventional with the Year 1 and Year 2 offering integration of the medical and dental basic topics. Vertical integration appears to be missing in year 1 and 2 (integration of the basic topics to clinical topics and application). This will require the students to vertically integrate in their 3rd and 4th year (example – Why certain patients don’t get adequate anaesthesia even after multiple injections.) Overall a good curriculum that requires diligence, discipline and hardwork.
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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