Current products and practices: curriculum development in orthodontic specialist registrar training: can orthodontics achieve constructive alignment?
This paper aims to encourage a debate on the learning outcomes that have been developed for orthodontic specialist education. In outcome-based education the learning outcomes are clearly defined. They determine curriculum content and its organization, the teaching and learning approaches, the assessment techniques and hope to focus the minds of the students on ensuring all the learning outcomes are met. In Orthodontic Specialist Registrar training, whether constructive alignment can be achieved depends on the relationship between these aspects of the education process and the various bodies responsible for their delivery in the UK.
Chadwick
S M
SM
Countess of Chester Hospital, Chester CH2 1UL, UK. Steve.Chadwick@coch.nhs.uk.
D002983:Clinical Competence; D003479:Curriculum; D003798:Dental Staff, Hospital / Q000193:education*; D004521:Educational Measurement / Q000379:methods; D006801:Humans; D007858:Learning; D009970:Orthodontics / Q000193:education*; D017063:Outcome Assessment, Health Care; D016730:Program Development; D015397:Program Evaluation; D013663:Teaching / Q000379:methods; D006113:United Kingdom