Malmo, SwedenMalmo, SwedenJanuary 2008January 2008

Professor Grant Townsend Professor Grant Townsend

The University of Adelaide,The University of Adelaide,

South Australia, andSouth Australia, and

The University of Liverpool, The University of Liverpool, UKUK

The University of Adelaide The University of Adelaide

Beyond PBL: opportunities and Beyond PBL: opportunities and challengeschallenges

Outline of presentationOutline of presentation Background on dental education in Australia, particularly in Adelaide - Background on dental education in Australia, particularly in Adelaide -

trends, pressurestrends, pressures

PBL – a change in focus from teachers and teaching to learners and PBL – a change in focus from teachers and teaching to learners and learninglearning

Beyond PBL – where to from now? – building not discardingBeyond PBL – where to from now? – building not discarding

Some relevant literatureSome relevant literature-reports from Dublin meeting - IFDEA website-reports from Dublin meeting - IFDEA website-editorial by Geoff Norman-editorial by Geoff Norman-redesigned course by Mastricht group-redesigned course by Mastricht group-concept of ‘blended learning’-concept of ‘blended learning’-Variation Theory-Variation Theory

Suggestions for discussionSuggestions for discussioncurriculum, students, staff (faculty), community (public), environmentcurriculum, students, staff (faculty), community (public), environment

AUSTRALIAN DENTAL SCHOOLS - 2006AUSTRALIAN DENTAL SCHOOLS - 2006

Six dental schools in AustraliaSix dental schools in Australia

Population of Australia is 20 millionPopulation of Australia is 20 million

New school on the Gold Coast at New school on the Gold Coast at Griffith University Griffith University –– first intake in first intake in 20042004

Until 10-15 years ago, the conventional Until 10-15 years ago, the conventional model of dental education in Australia was:model of dental education in Australia was:

a 5-year university degree course (BDS or BDSc)a 5-year university degree course (BDS or BDSc) basic/applied sciences first, followed by clinic in basic/applied sciences first, followed by clinic in

later yearslater years most applicants came directly from schoolmost applicants came directly from school admission (selection) was based on academic admission (selection) was based on academic

results onlyresults only

In Adelaide in the early 1990s, we were In Adelaide in the early 1990s, we were becoming increasingly concerned about becoming increasingly concerned about several aspects of the conventional BDS several aspects of the conventional BDS model.model.Problems included:Problems included: our program was unbalanced and over-crowded, with too our program was unbalanced and over-crowded, with too

many formal contact hoursmany formal contact hours students did not seem to be able to apply their knowledgestudents did not seem to be able to apply their knowledge there was not enough time for the students to “think for there was not enough time for the students to “think for

themselves”themselves”

There was also:There was also: an explosion of knowledge in dentistry with new an explosion of knowledge in dentistry with new

philosophies, technologies and controversiesphilosophies, technologies and controversies major changes in the pattern of dental diseasesmajor changes in the pattern of dental diseases advances in teaching methodologiesadvances in teaching methodologies negative feedback from the students negative feedback from the students

Major objectives of the Adelaide BDS Major objectives of the Adelaide BDS curriculum review in the early 1990s were:curriculum review in the early 1990s were:

to develop a more flexible curriculum structureto develop a more flexible curriculum structure to reduce formal contact hours for studentsto reduce formal contact hours for students to provide more opportunities for self-directed learningto provide more opportunities for self-directed learning to facilitate more opportunities for contextual learningto facilitate more opportunities for contextual learning to introduce more problem-based learning so that students to introduce more problem-based learning so that students

would be able to better integrate material and apply their would be able to better integrate material and apply their knowledgeknowledge

to make more use of information and computer technology to make more use of information and computer technology (ICT)(ICT)

to develop a course that students would find stimulating to develop a course that students would find stimulating and enjoyable and one that would create a desire to and enjoyable and one that would create a desire to continue learning after graduationcontinue learning after graduation

The review process included:The review process included:

endorsement by Faculty of the major objectivesendorsement by Faculty of the major objectives a series of curriculum workshops with broad representationa series of curriculum workshops with broad representation formation of working groupsformation of working groups several alternative models were considered includingseveral alternative models were considered including

– a postgraduate model, ie basic degree followed by dental a postgraduate model, ie basic degree followed by dental degreedegree

– a “general” first year followed by a 4-year dental degreea “general” first year followed by a 4-year dental degree

– a fully-integrated 5-year BDSa fully-integrated 5-year BDS

  

we chose the third option, we chose the third option, but no detailed cost-but no detailed cost-benefit analysis was undertakenbenefit analysis was undertaken

The main features of the “new” Adelaide The main features of the “new” Adelaide BDS program were:BDS program were:

introduction of small number of integrated streams rather than a large introduction of small number of integrated streams rather than a large number of separate subjectsnumber of separate subjects

early exposure to clinical practiceearly exposure to clinical practice

development of a more coordinated assessment processdevelopment of a more coordinated assessment process

emphasis on an overall educational philosophy based on PBL and emphasis on an overall educational philosophy based on PBL and SDLSDL

We aimed to make the learning environment enjoyable for students We aimed to make the learning environment enjoyable for students and staff!!and staff!!

The departmental structure was changed – we became a The departmental structure was changed – we became a single department schoolsingle department school

Adelaide BDS curriculumAdelaide BDS curriculum

Problem based learning - PBLProblem based learning - PBL

It’s been around since the 1960s – eg McMaster, It’s been around since the 1960s – eg McMaster, CanadaCanada

Newcastle Medical School in Australia introduced PBL Newcastle Medical School in Australia introduced PBL in the early 1980sin the early 1980s

Introduced in the 1990s in dental schools:Introduced in the 1990s in dental schools:Malmo, SwedenMalmo, SwedenAdelaide, AustraliaAdelaide, AustraliaUniversity of Southern California, USAUniversity of Southern California, USA

Many dental schools have now introduced ‘PBL’ in Many dental schools have now introduced ‘PBL’ in varying ways and to varying extents – the term means varying ways and to varying extents – the term means different things to different people!different things to different people!

Educational objectives of PBLEducational objectives of PBL

to assimilate new knowledge that is integrated to assimilate new knowledge that is integrated from different disciplines and structured to from different disciplines and structured to facilitate recall and application facilitate recall and application

to develop systematic approaches to the analysis to develop systematic approaches to the analysis of clinical situationsof clinical situations

to develop the ability to evaluate one’s own to develop the ability to evaluate one’s own performance and that of othersperformance and that of others

to develop good team and interpersonal skillsto develop good team and interpersonal skills to develop self-directed learning skills and the to develop self-directed learning skills and the

skills and behaviours to continually learnskills and behaviours to continually learn

New BDS program in Adelaide has New BDS program in Adelaide has been running for 15 years and new been running for 15 years and new admissions process for 11 yearsadmissions process for 11 years

What evidence is there of improvements?What evidence is there of improvements?

Evaluation of the ‘new’ Adelaide BDS Evaluation of the ‘new’ Adelaide BDS curriculumcurriculum

Multi-level approachMulti-level approach   StudentsStudents StaffStaff New graduatesNew graduates EmployersEmployers International benchmarkingInternational benchmarking

Outcomes of evaluationsOutcomes of evaluationsWe have achieved some of our aims:We have achieved some of our aims:  

Students enjoy the program moreStudents enjoy the program more  

They say they can see the relevance of the basic sciences to They say they can see the relevance of the basic sciences to clinical practiceclinical practice

  They feel they are well-prepared for practiceThey feel they are well-prepared for practice

  Employers rate them highlyEmployers rate them highly

  Graduates compare favourably with other schoolsGraduates compare favourably with other schools

  Together with our own reflections, this feedback has Together with our own reflections, this feedback has been used for a continual process of curriculum reviewbeen used for a continual process of curriculum review

Linking the admissions process to Linking the admissions process to program philosophy program philosophy

and requirementsand requirements

Apart from a new curriculum, we introduced a Apart from a new curriculum, we introduced a new admissions process in 1997. Prior to this, new admissions process in 1997. Prior to this, selection was based only on academic record and selection was based only on academic record and many applicants had missed out on medicine.many applicants had missed out on medicine.

The new admissions process is based on three The new admissions process is based on three components: components: – Academic resultsAcademic results– UMAT – psychometric test – problem-solving, critical UMAT – psychometric test – problem-solving, critical

thinkingthinking– Structured interview – motivation, knowledge of the Structured interview – motivation, knowledge of the

course, communication skillscourse, communication skills  

Outcomes of new admissions processOutcomes of new admissions process

FeedbackFeedbackCommunityCommunity

ApplicantsApplicants

StaffStaff

  

Performance and attributes of studentsPerformance and attributes of students

Need to consider time, effort, transparencyNeed to consider time, effort, transparency

--move away from interviews (Queensland)move away from interviews (Queensland)

  

In the last 5-10 years or so, there have In the last 5-10 years or so, there have been severe pressures on Australian been severe pressures on Australian dental schoolsdental schools

Decreased funding in real terms to unis – dental Decreased funding in real terms to unis – dental schools particularly vulnerableschools particularly vulnerable

  

Shortage of dentists – more students (doubling in Shortage of dentists – more students (doubling in Adelaide)Adelaide)

  

Shortages of dental academicsShortages of dental academics

  

Limited facilities/resourcesLimited facilities/resources

  

New models of dental education have New models of dental education have been introduced in Australiabeen introduced in Australia

Sydney - basic degree followed by 4-year graduate entry – Sydney - basic degree followed by 4-year graduate entry – PBL with medicinePBL with medicine

Griffith - 3-year oral health degree followed by 2-year Griffith - 3-year oral health degree followed by 2-year postgraduate degree – conventional postgraduate degree – conventional

Queensland – 1-3-1 model – some PBLQueensland – 1-3-1 model – some PBL

  

New programs for hygienists/therapists – several New programs for hygienists/therapists – several universitiesuniversities

3-year Bachelor of Oral Health degree (BOH) – some PBL3-year Bachelor of Oral Health degree (BOH) – some PBL

  

Environment is becoming more and Environment is becoming more and more competitivemore competitive

universities and schools looking for advantageuniversities and schools looking for advantage  cost of dental education is a limiting factorcost of dental education is a limiting factor  expected to do more with lessexpected to do more with less  difficulties in maintaining qualitydifficulties in maintaining quality

But we want to encourage collaboration But we want to encourage collaboration between schools between schools

How can we maintain quality?How can we maintain quality?

-Internal school and university processes-Internal school and university processes-Australian Dental Council (ADC)-Australian Dental Council (ADC)-Australian Universities Quality Agency (AUQA)-Australian Universities Quality Agency (AUQA)

  No national exams in dentistry in AustraliaNo national exams in dentistry in AustraliaCan register and practise on graduationCan register and practise on graduation

Worldwide trend – setting up ‘dental schools’ on the cheap, Worldwide trend – setting up ‘dental schools’ on the cheap, with a handful of staff, linked with medicos for basic with a handful of staff, linked with medicos for basic sciences, sub-contracting clinical training, teaching-only sciences, sub-contracting clinical training, teaching-only staffstaff

How long before loss of quality is How long before loss of quality is noticed???noticed???

Another curriculum review at Another curriculum review at Adelaide - 2007Adelaide - 2007

- Educational consultant employedEducational consultant employed- Outcomes-based approachOutcomes-based approach

‘‘what does the student need to know and be able what does the student need to know and be able to do at the end of the program’to do at the end of the program’

- More co-ordinated approach to assessmentMore co-ordinated approach to assessment- Outreach clinics, private practice Outreach clinics, private practice

opportunitiesopportunities- Focus on learning and use of technologyFocus on learning and use of technology

  

  

Approach is consistent with key Approach is consistent with key curriculum recommendations from curriculum recommendations from

recent meeting in Dublinrecent meeting in DublinDevelopment and planningDevelopment and planning

-read widely prior to commencement of process-read widely prior to commencement of process-establish the need and support for change-establish the need and support for change-realise that implementation is the most challenging task-realise that implementation is the most challenging task

Curriculum featuresCurriculum features-competency and outcome based-competency and outcome based-learning in context and in action-learning in context and in action-horizontal and vertical integration-horizontal and vertical integration-patient-centred clinical learning and teaching-patient-centred clinical learning and teaching-explicit formative and summative assessment with regular constructive -explicit formative and summative assessment with regular constructive feedbackfeedback-use of electives or research projects to facilitate a spirit of enquiry-use of electives or research projects to facilitate a spirit of enquiry

Oliver et al. Curriculum structure: principles and Oliver et al. Curriculum structure: principles and strategystrategy

Other very relevant reports from Other very relevant reports from Dublin meetingDublin meeting

Evidence-based approach (Tracey Winning et al )Evidence-based approach (Tracey Winning et al )

IT in dental education (Nikos Mattheos et al )IT in dental education (Nikos Mattheos et al )

Molecular biosciences and technologies (Pauline Ford Molecular biosciences and technologies (Pauline Ford et al )et al )

Students’ perspective (K. Divaris et al)Students’ perspective (K. Divaris et al)

Leadership, governance and management (Grant Leadership, governance and management (Grant Townsend et al)Townsend et al)

Beyond PBL – opportunities and Beyond PBL – opportunities and challengeschallenges

I’ll consider from different perspectives:I’ll consider from different perspectives:

The curriculumThe curriculum

The studentsThe students

The facultyThe faculty

The communityThe community

The environment – within and withoutThe environment – within and without

Some key references that have informed, Some key references that have informed, and are consistent with, my thoughts for and are consistent with, my thoughts for

the futurethe futureNorman G (2004) Norman G (2004)

Editorial – beyond PBL. Advances in Health Sciences Education 9: 257-Editorial – beyond PBL. Advances in Health Sciences Education 9: 257-260.260.

Arts JOS, Gijselaers WH, Segers MSR (2002)Arts JOS, Gijselaers WH, Segers MSR (2002)Cognitive effects of an authentic computer-supported, problem-based Cognitive effects of an authentic computer-supported, problem-based learning environment. learning environment. Instructional Science 30: 465-495.Instructional Science 30: 465-495.

Oliver M, Trigwell K (2005)Oliver M, Trigwell K (2005)Can ‘blended learning’ be redeemed?Can ‘blended learning’ be redeemed?E-learning 2:17-26.E-learning 2:17-26.

Marton F, Trigwell K (2000) Marton F, Trigwell K (2000) Variatio est mater studiorum. Variatio est mater studiorum. Higher Education Research and Development 19: 381-395.Higher Education Research and Development 19: 381-395.

(there is also work by Runesson from Goteborg on Variation Theory)(there is also work by Runesson from Goteborg on Variation Theory)

Drawing on the concepts in these Drawing on the concepts in these publications, I believe that we could publications, I believe that we could

move ‘beyond PBL’ by:move ‘beyond PBL’ by: Developing more authentic scenarios - virtual patients - that are Developing more authentic scenarios - virtual patients - that are

coordinated more closely with clinical activities – a ‘practice-coordinated more closely with clinical activities – a ‘practice-based’ rather than a ‘systems-based’ approachbased’ rather than a ‘systems-based’ approach

Providing more flexibility in our programs, with more student Providing more flexibility in our programs, with more student control, based around small learning groups resembling future control, based around small learning groups resembling future practice teamspractice teams

Applying concepts from Variation Theory to enhance learning Applying concepts from Variation Theory to enhance learning experiences by emphasising the extent of variation in dental experiences by emphasising the extent of variation in dental situations and providing more opportunities for discernment situations and providing more opportunities for discernment

Developing a sophisticated but user-friendly, e-learning Developing a sophisticated but user-friendly, e-learning environment to facilitate information sharing and access, with environment to facilitate information sharing and access, with very good support for students and staff to optimise outcomesvery good support for students and staff to optimise outcomes

Geoff Norman – beyond PBLGeoff Norman – beyond PBL ‘‘we are not dealing with absence of evidence, but with evidence of we are not dealing with absence of evidence, but with evidence of

absence’absence’

efficacy (best of all possible worlds) vs effectiveness (real world) efficacy (best of all possible worlds) vs effectiveness (real world)

Underlying assumptions of PBL are not supportedUnderlying assumptions of PBL are not supported eg, notion of general problem solving skills, self-assessment can be eg, notion of general problem solving skills, self-assessment can be learned, learning a concept in a clinical problem will automatically learned, learning a concept in a clinical problem will automatically facilitate using that concept to solve other problemsfacilitate using that concept to solve other problems

If curriculum is based around organ systems, can lead to lack of If curriculum is based around organ systems, can lead to lack of ‘cognitive scaffolding’‘cognitive scaffolding’

There is now evidence that learning with multiple examples is a There is now evidence that learning with multiple examples is a prerequisite for transferprerequisite for transfer

Arts et al - beyond PBLArts et al - beyond PBLThree main aspects of a regular PBL course in Business were Three main aspects of a regular PBL course in Business were

redesigned:redesigned:

Authenticity of the case studies was optimised – ill-Authenticity of the case studies was optimised – ill-structured, real-life information from real companiesstructured, real-life information from real companies

Control aspects between students and tutors were tailored – Control aspects between students and tutors were tailored – students given increased control over their tasks and students given increased control over their tasks and encouraged to work more independently in small self-encouraged to work more independently in small self-steering teamssteering teams

Students’ ways of social collaboration were adapted to Students’ ways of social collaboration were adapted to resemble teamwork in business practice. Student resemble teamwork in business practice. Student collaboration on problem solving and information delivery collaboration on problem solving and information delivery was supported through electronic communication toolswas supported through electronic communication tools

Oliver and Trigwell – beyond PBLOliver and Trigwell – beyond PBL

The term ‘blended learning’ has been used The term ‘blended learning’ has been used increasingly to describe particular forms of teaching increasingly to describe particular forms of teaching with technologywith technology

Oliver and Trigwell argue against the common use Oliver and Trigwell argue against the common use of the term – ineffective as a discriminating concept, of the term – ineffective as a discriminating concept, refers to teaching methods rather then learningrefers to teaching methods rather then learning

The term may be redeemable by arguing that The term may be redeemable by arguing that learning gains attributed to ‘blended learning’ have learning gains attributed to ‘blended learning’ have their explanation in Variation Theorytheir explanation in Variation Theory

Marton and Trigwell – beyond PBLMarton and Trigwell – beyond PBL ‘‘Variatio est mater studiorum’ - ‘Variation is the Variatio est mater studiorum’ - ‘Variation is the

mother of learning’ (mother of learning’ (rather than repetitionrather than repetition))

‘‘There is no learning without discernment. And there is There is no learning without discernment. And there is no discernment without variation. If good teaching is no discernment without variation. If good teaching is about making learning possible, how do good teachers about making learning possible, how do good teachers help students experience variation? We argue that they help students experience variation? We argue that they constitute a space of learning which contains those constitute a space of learning which contains those aspects of the object of learning that are subject to aspects of the object of learning that are subject to variation simultaneously. For learning to occur, whether variation simultaneously. For learning to occur, whether it be in the formal learning contexts established by these it be in the formal learning contexts established by these teachers, or in the less formal contexts of participation in teachers, or in the less formal contexts of participation in social practices, there must necessarily be a certain social practices, there must necessarily be a certain pattern of variation present to experience, and this pattern pattern of variation present to experience, and this pattern must be experienced.’must be experienced.’

Variation theory is a recent Variation theory is a recent development of phenomenographydevelopment of phenomenography

There are different ways of seeing the same phenomenonThere are different ways of seeing the same phenomenon

Every phenomenon is the sum of all the possible ways of experiencing itEvery phenomenon is the sum of all the possible ways of experiencing it

Learning involves a change in the way we see or experience somethingLearning involves a change in the way we see or experience something

We can help students learn by offering opportunities for them to see things We can help students learn by offering opportunities for them to see things from different perspectivesfrom different perspectives

We can structure the learning environment to maximise opportunities for We can structure the learning environment to maximise opportunities for discernment by considering the different ways of seeing a phenomenon, eg a discernment by considering the different ways of seeing a phenomenon, eg a patient, a concept like caries, a technical procedurepatient, a concept like caries, a technical procedure

FITS NICELY WITH A FOCUS ON EXPERIENTIAL LEARNING AND AN FITS NICELY WITH A FOCUS ON EXPERIENTIAL LEARNING AND AN

HOLISTIC APPROACH HOLISTIC APPROACH Marton and Booth (1997)Marton and Booth (1997)Learning and awareness. NJ: Lawrence Earlbaum Learning and awareness. NJ: Lawrence Earlbaum

Suggestions for ‘beyond PBL’ - curriculumSuggestions for ‘beyond PBL’ - curriculum

- ‘‘Pay much more attention to how concepts are learned’Pay much more attention to how concepts are learned’

- ‘‘Sequence the curriculum to permit scaffolding and growth in Sequence the curriculum to permit scaffolding and growth in understanding’understanding’

- ‘‘practice with multiple examples’ Norman(2004)practice with multiple examples’ Norman(2004)

Don’t use the term PBL Don’t use the term PBL - we don’t only deal with problems – more appropriate for medical - we don’t only deal with problems – more appropriate for medical

model than dentistrymodel than dentistry

- ‘if learning is best in context, how do we prepare for future - ‘if learning is best in context, how do we prepare for future contexts that are unknowable….not all ‘problems’ have ‘solutions’ – Boudcontexts that are unknowable….not all ‘problems’ have ‘solutions’ – Boud

Suggestions for ‘beyond PBL’ - curriculumSuggestions for ‘beyond PBL’ - curriculum Don’t use a systems-based approach – base curriculum around Don’t use a systems-based approach – base curriculum around

the concept of a practice with patients, real and virtualthe concept of a practice with patients, real and virtual

11stst year – medically & dentally healthy young adults year – medically & dentally healthy young adults 22ndnd year – healthy children and adults year – healthy children and adults

33rdrd year – medically healthy, all ages year – medically healthy, all ages44thth year – medically compromised, all ages year – medically compromised, all ages

55thth year – GDP year – GDP

Use scenarios to highlight the extent of variation we see Use scenarios to highlight the extent of variation we see (‘normal’ and ‘abnormal’), to increase the pool of patients to (‘normal’ and ‘abnormal’), to increase the pool of patients to which students are exposed, and to emphasise the need for which students are exposed, and to emphasise the need for follow-up over time. follow-up over time.

- None of these are done well in our clinics at presentNone of these are done well in our clinics at present

Students in the 21Students in the 21stst centurycentury

1/3, 1/3, 1/3 rule! Work, Socialise, Study 1/3, 1/3, 1/3 rule! Work, Socialise, Study

IT savvyIT savvy

More demandingMore demanding

Heterogeneous – international studentsHeterogeneous – international students

Suggestions for beyond PBL - studentsSuggestions for beyond PBL - students

Task, control and social dimensions of PBLTask, control and social dimensions of PBL

TaskTask-students stimulated to perform a more thorough problem -students stimulated to perform a more thorough problem

analysis in a setting that leads to more than one problem analysis in a setting that leads to more than one problem explanationexplanation

-use of authentic scenarios-use of authentic scenarios

-more emphasis on reflection, generalizing and making -more emphasis on reflection, generalizing and making abstractionsabstractions

-greater use of ICT to provide access to multiple sources of -greater use of ICT to provide access to multiple sources of information and to facilitate exchange of information information and to facilitate exchange of information

Suggestions for beyond PBL - studentsSuggestions for beyond PBL - students

ControlControl-gradually offer students higher levels of control over the -gradually offer students higher levels of control over the

process of learning according to maturityprocess of learning according to maturity-offer settings for independent learning with freedom in time -offer settings for independent learning with freedom in time

and placeand place-emphasis on guidance and scaffolding (through ICT tools) to -emphasis on guidance and scaffolding (through ICT tools) to

optimise the tutor’s role as a facilitator of the learning processoptimise the tutor’s role as a facilitator of the learning process

SocialSocial-generating ideas or explanations to be carried out by -generating ideas or explanations to be carried out by

individuals working on their own initially, then discussed in individuals working on their own initially, then discussed in small teams of about 4 personssmall teams of about 4 persons

-after individual brainstorming, ICT programs can provide help -after individual brainstorming, ICT programs can provide help for exchanging ideas and problem analysisfor exchanging ideas and problem analysis

Assessment and self-assessmentAssessment and self-assessment

How do we approach these issues?How do we approach these issues?

To discuss in session to followTo discuss in session to follow

Intra- and inter- professional Intra- and inter- professional learning opportunitieslearning opportunities

Dentists, hygienists, therapists, techniciansDentists, hygienists, therapists, technicians Medicos, physios etcMedicos, physios etc

To discuss in session later perhapsTo discuss in session later perhaps

Suggestions for beyond PBL – Suggestions for beyond PBL – staff (faculty)staff (faculty)

Basic science staff must understand how Basic science staff must understand how knowledge is, and will be, translated to knowledge is, and will be, translated to the clinicthe clinic

Clinicians must have a solid foundation Clinicians must have a solid foundation in basic sciences that they can applyin basic sciences that they can apply

More interchange is required – but we’ll More interchange is required – but we’ll need to deal with issues of power/control need to deal with issues of power/control and vulnerability and vulnerability

Suggestions for beyond PBL – Suggestions for beyond PBL – staff (faculty)staff (faculty)

Need support for ‘young’ staff, staff Need support for ‘young’ staff, staff development, mentoring, accountability and development, mentoring, accountability and rewards for teams not just individualsrewards for teams not just individuals

Need to deal with staff ‘burn-out’Need to deal with staff ‘burn-out’

Need to develop a culture of scholarship in the Need to develop a culture of scholarship in the broad sense throughout the schoolbroad sense throughout the school

Need to improve the quality of dental education Need to improve the quality of dental education research – and increase fundingresearch – and increase funding

Suggestions for beyond PBL – the Suggestions for beyond PBL – the community (public)community (public)

Outreach clinics for undergraduate students – needs to be Outreach clinics for undergraduate students – needs to be an educational experience not just service provisionan educational experience not just service provision

CDE for graduates – could follow the educational CDE for graduates – could follow the educational approaches advocated for undergraduates, not just glitzy approaches advocated for undergraduates, not just glitzy lectureslectures

Must consider:Must consider:‘‘What makes a good dentist? – now and in 20 years time?’What makes a good dentist? – now and in 20 years time?’

There will be increasing need for application of biodental There will be increasing need for application of biodental sciences and technology sciences and technology

We must ensure that quality of care is not erodedWe must ensure that quality of care is not eroded

Beyond PBL – the environmentBeyond PBL – the environment

Within schoolsWithin schools- Departmental structure, trends in UK, RAE- Departmental structure, trends in UK, RAE- Research-teaching nexus- Research-teaching nexus- Pressures on academics- Pressures on academics

Outside schoolsOutside schools- Competition vs collaboration – uni rankings - Competition vs collaboration – uni rankings

(international collaborations and benchmarking may (international collaborations and benchmarking may prove more rewarding than national ones – overcomes prove more rewarding than national ones – overcomes some of the jealousies)some of the jealousies)

- IFDEA initiativesIFDEA initiatives

Summary – beyond PBLSummary – beyond PBL PBL – has led to a change in focus from teachers and teaching to PBL – has led to a change in focus from teachers and teaching to

learners and learninglearners and learning But it’s time to move on – to build not discardBut it’s time to move on – to build not discard There are ideas, theoretical frameworks and evidence to help usThere are ideas, theoretical frameworks and evidence to help us

-reports from Dublin meeting - IFDEA website-reports from Dublin meeting - IFDEA website-editorial by Geoff Norman-editorial by Geoff Norman-redesigned course by Mastricht group-redesigned course by Mastricht group-concept of ‘blended learning’-concept of ‘blended learning’-Variation Theory-Variation Theory

I’ve offered some suggestions:I’ve offered some suggestions:curriculum, students, staff (faculty), community (public), environmentcurriculum, students, staff (faculty), community (public), environment

NOW’S THE TIME TO DISCUSS AND SHARENOW’S THE TIME TO DISCUSS AND SHARE

THANK YOUTHANK YOU