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Transcript of download - Home - UTAS - University of Tasmania, Australia
Integrating Disciplines: Conceptualisation to Actualisation
John Dyson
Faculty of DentistryThe University of Hong Kong
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Faculty of Dentistry, HKUFaculty of Dentistry, HKU
Full-time academic staff 48Part-time academic staff 160
Undergraduate students 250 (5 x 50)Bachelor of Dental Surgery
Taught Postgraduate students 111Master Dental Surgery Master of Science Postgrad. Dip. in Dental SurgeryAdv. Dip. in Dental Surgery
Research Postgraduate students 49Doctor of PhilosophyMaster of Philosophy
Dental School established in 1980
Status as independent Faculty from 1982
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
SummarySummary
Integration – definitions, motivation, forms
Integrated undergraduate dental PBL curriculum introduced in Hong Kong in1998 – Overview– Reflections
• Factors enabling reform• Challenges• Rewards
Planning for extended curriculum in 2012 under Hong Kong’s educational reforms
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
What is integration?What is integration?
“Any intentional uniting or meshing of discrete elements or features constitutes some form of integration.”
Case R. 1991
“An integration is a philosophy of teaching in which content is drawn from several subject areas to focus on a particular topic or theme.” McBrien JL & Brandt RS, 1997
Integrated curriculum is “...education that is organized in such a way that it cuts across subject-matter lines, bringing together various aspects of the curriculum into meaningful association to focus upon broad areas of study.” Shoemaker 1989
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Why integration ?Why integration ? respects the interconnectedness of knowledge
better appreciation of connections between concepts
knowledge not compartmentalized
increased ability to apply concepts to complex real-life situations
increased use of higher thinking skills
increased curiosity and motivation to learn
encourages creative thinking
reduced duplication
promotes greater efficiency (transferable skills)
heightened levels of collegial interaction
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Approaches to integration in higher educationApproaches to integration in higher education
Separate discipline-based courses aligned to theme
Themed course taught by interdisciplinary team
Project work
Experiential learning (e.g. internship)
Case-based learning, problem-based learning
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Undergraduate Dental Education in Hong KongUndergraduate Dental Education in Hong Kong
1980 First undergraduate dental curriculum in Hong Kong commenced
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Basic, medical and dental sciencesBasic, medical and dental sciences in the dental curriculum in the dental curriculum
Medical Sciences
Clinical Dental Subjects
Traditional dental curriculum
Basic Sciences
Anatomy
Physiology
Biochemistry
Pathology
Microbiology
Medicine
Surgery
Operative Dentistry Oral Rehabilitation
Endodontics Children’s Dentistry
Periodontology Orthodontics
Dental Public Health
Oral and Maxillofacial Surgery
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Basic, medical and dental sciencesBasic, medical and dental sciences in the dental curriculum in the dental curriculum
HKU 1980 dental curriculum
Traditional dental curriculum
Medical Sciences
Clinical Dental SubjectsBasic Sciences
Rudimentary vertical integration
“Diagonally integrated”
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Undergraduate Dental Education in Hong KongUndergraduate Dental Education in Hong Kong
1980
Features of first curriculum:
• Integration of learning between clinical subjects and supporting sciences
• Learning in small groups
• Active learning promoted
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
1990s
•Focus on content, - much delivered as
lectures
• Overfilled
• Duplication
• Integration between subjects limited
Undergraduate Dental Education in Hong KongUndergraduate Dental Education in Hong Kong
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
1996
Routine external review of Faculty of Dentistry initiated by HKU
Outcome -Faculty agreed to• restructure (matrix management) • reform curriculum
Faculty ReviewFaculty Review
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Departmental Structure Departmental Structure (pre-1996)(pre-1996)
Dean
(Elected)
Heads of Departments
Conservative Dentistry
Prosthetic Dentistry
Periodontology and
Public Health
Oral and Maxillofacial
Surgery
Orthodontics and
Children’s Dentistry
Dep
artm
ents
Management Team
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Current Matrix StructureCurrent Matrix Structure
Associate Deans
Dean
(Appointed, Executive)
Undergraduate Education
Postgraduate Education
Research and
Discovery
External Affairs
Global and Mainland
Affairs
Areas/Disciplines
Family Dentistry
Oral Rehabiltation
Periodontology
etc.
Management Team
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Undergraduate Dental Curriculum ReformUndergraduate Dental Curriculum Reform
May 1996– Review of Faculty of Dentistry (initiated by HKU)– Faculty agreed to restructure and reform curriculum
May 1997
– Faculty Curriculum Task Force formed
– Information collected (workshops, visits to overseas institutions, local & overseas consultants)
– Curriculum planning
– Staff orientation/training
September 1998– PBL curriculum commenced for new intake
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
The 1998 undergraduate dental curriculumThe 1998 undergraduate dental curriculum
Integration of basic and clinical sciences
through open-discovery model of problem-
based learning (PBL).
No traditional-style lectures or seminars.
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Implementation considerationsImplementation considerations
Leadership Funding
– development and implementation costs
Facilities – tutorial rooms– library resources
Staff development– reorientation– training (facilitators, problem writers, clinical teachers
etc.)
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Dean
Associate Dean (UE)
Assistant Dean (UE)
Faculty Curriculum Development Committee
Year Course Director
Year Curriculum Development Group
Year ProblemDevelopment Group
Undergraduate Curriculum Management
Subject representatives
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Programme aims Programme aims – Statement of Intent– Statement of Intent
To produce:
Competent and caring dental practitioners able to:– Think independently and critically
– Respond quickly to patients with complex problems
– Adapt to future changes occurring in dentistry
– Remain contemporary in their skills and knowledge
Life-long learners able to:– Access and evaluate information from many sources
– Oversee their own professional continuing education
– (able to contribute to generation of new knowledge)
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Curriculum DesignCurriculum Design
Statement of IntentStatement of Intent
Competency StatementsCompetency Statements
Learning ObjectivesLearning Objectives
Curriculum StreamsCurriculum StreamsLearning themes distributed across
the years 1-5
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
6-8 students per group
Staff facilitators
- not content experts
- trained in process
PBL tutorialsPBL tutorials
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
e.g. photos, dental records, documents, specimens, models,
video
Components of a PBL problem
Written problem statement
Presentation and inquiry materials
One of your friends from the engineering faculty recently invited you to visit his home in Western Guangdong province for the weekend. …… you noticed that many of the adults appeared to have worn down and discoloured teeth …… a village elder approached you and said it would be a great privilege if you would consider coming to the village .. to provide dental treatment care for his community
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Components of a PBL problem
Anticipated Learning Issues identified under:
•Biomedical Sciences
•Behavioural Sciences
•Social Sciences
•Clinical Dental Sciences
•Ethics, jurisprudence, practice management etc.
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Components of a PBL problem
Facilitator notesOverview of learning issues
Relevance to problemTrigger questions
Product requestStatement of product requirement
e.g. concept map, instruction leaflet, letter, poster, role play
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
PBL tutorial 1PBL tutorial 1
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Facts Ideas Learning Issues
Relevant factsidentified
Ideas/hypotheses generated
– based on prior knowledge
Issues for further study
– possible resources discussed
PBL tutorial 1PBL tutorial 1
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Learning opportunitiesLearning opportunities
2 – 4 self-directed learning sessions
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Learning opportunitiesLearning opportunities
2 – 4 self-directed learning sessions
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Learning opportunitiesLearning opportunities
2 – 4 self-directed learning sessions
Practical – e.g. laboratory practical, consultation clinic
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Learning opportunitiesLearning opportunities
2 – 4 self-directed learning sessions
Practical – e.g. laboratory practical, consultation clinic
Resource staff
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Learning opportunitiesLearning opportunities
2 – 4 self-directed learning sessions
Practical – e.g. laboratory practical, consultation clinic
Resource staff
E-learning website
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Learning opportunitiesLearning opportunities
2 – 4 self-directed learning sessions
Practical – e.g. laboratory practical, consultation clinic
Resource staff
E-learning website
Large group discussions
“Resource sessions” at end of each module (7-8 weeks) – on request, interactive
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
PBL tutorial 2PBL tutorial 2
Discuss problem again and share new knowledge
Evaluate own performance
Discuss strategy for preparing product
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Techniques courses - Simulation laboratory
Demonstrations
Practice
Worksheets
(Integration with Dental Materials Science, Dental Technology etc.)
Clinical skillsClinical skills
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Supervised clinical practice in Polyclinics• briefing/debriefing discussions – sharing, reflection (clinical
issues and supporting sciences)• supervised by staff team comprising representatives from
relevant disciplines
Clinical experienceClinical experience
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Community outreach clinics– briefing/debriefing discussions
Clinical experienceClinical experience
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Additional learning opportunitiesAdditional learning opportunities
Community dental health projects
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Additional learning opportunitiesAdditional learning opportunities
Community dental health projects Electives
– Overseas attachment (3 weeks)
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Assessment PrinciplesAssessment Principles
• Knowledge: application / integration
• Reasoning / problem-solving
• Collaboration / interpersonal skills
• Professional attitudes / behaviours
• Skills of profession / workplace
Formative Summative
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Assessment toolsAssessment tools
Facilitator / tutor assessment for each tutorial/clinical session (knowledge, behaviour, skills)
Key Skills Assessment (key clinical competencies – must pass all)
Triple Jump Assessment (PBL process)
OSCE (Objective structured clinical examinations)
Clinical Practice Assessment (case-based)
“Mini-cases” (sequentially disclosed information)
Project reports
Student portfolio (reflective – reports on patient cases, projects etc.)
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Curriculum evaluation and review Curriculum evaluation and review Internal
– Student feedback• written evaluation of tutors and courses (4 x year)• meetings with group representatives (4 x year)• (student personal learning journals)
– Graduate/employer feedback– Staff feedback
• facilitator meetings (after each problem)• written evaluation of problem scenarios
External– external examiners’ reports– reviews by invited consultants
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Ongoing developmentsOngoing developments
Appointment of new posts in Dental Education/E-learning, Director of Polyclinics
Enhanced web-based learning, research-based learning
New clinical techniques
Refinements to assessments and curriculum management structure
Recognizing and rewarding good teaching
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Reflections on the reformReflections on the reform
Enabling factors
Challenges
Rewards
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Enabling factorsEnabling factors
Management structure
University support
Leadership - determination and dedication of Task Force
Faculty commitment – critical mass of support
Workshops by local and visiting academics
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Challenges - StaffChallenges - Staff Staff resistance
– Leadership
– Workshops by invited academics
Concerns about loss of disciplinary autonomy
– Involvement of all areas in planning and management
Protection of principles
– Ongoing workshops
Perceptions on career advancement in disciplines
– Recognition of good teaching in promotions and tenure decisions
Time
– Time compensation for development work
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Challenges - StudentsChallenges - Students Concerns regarding lack of guidance
– Information for student applicants
– Induction programme
– Improved access to resource staff through websites
– Ongoing student support (Student Progress Coordinators, Personal
Tutors)
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Challenges Challenges - Resources and facilities- Resources and facilities
Resources
– University Development Funds
– Teaching Development Grants
Facilities
– PBL Suite (suite of 15 tutorial rooms)
– Library discussion rooms
– Multiple copies of textbooks
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
RewardsRewards
Active learners: Involved, self-critical, and questioning
Better learning skills: Integrated knowledge base, better application of knowledge to clinical problems
Improved language and communication skills
More enjoyable for most students and teachers
Rationalization of curriculum content
Favorable external reviews
(Better performance in external professional exams)
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Curriculum reform in Hong KongCurriculum reform in Hong Kong
The secondary school curriculum across Hong Kong shortened from seven to six years.
5 + 2 + 3 3 + 3 + 4
From 2012 the length of the undergraduate university curriculum in Hong Kong extended by one year.
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Undergraduate education reform at HKUUndergraduate education reform at HKU
“Distinctive features” of the HKU Curriculum:
Interdisciplinary inquiry Multidisciplinary collaboration Polycontextual inquiry Diverse learning experiences Multiple forms of learning and assessment Engagement with local and global communities Development of civic and moral values
Common core curriculum Outcome based approach to teaching and learning Student-centered learning
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong Kong
Six educational aimsSix educational aims for HKUfor HKU
To enable our students to develop capabilities in:
Critical intellectual inquiry in the disciplines, postgraduate research and life-long learning
Tackling novel situations and ill-defined problems, and creative thinking
Critical self-reflection and greater understanding of others
Intercultural communication, multicultural understanding and global citizenship
Communication and collaboration
Leadership and advocacy for the improvement of the human condition
Faculty of Dentistry – The University of Hong KongFaculty of Dentistry – The University of Hong KongThank you