Desired Competencies and Employment Prospects for Educational Research Personnel in Schools of Dental Medicine.

Autor/inn/en	Jacobs, Stanley S.; Zullo, Thomas G.
Titel	Desired Competencies and Employment Prospects for Educational Research Personnel in Schools of Dental Medicine.
Quelle	(1976), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Competency Based Education; Conference Reports; Curriculum Development; Dental Schools; Dentists; Educational Psychology; Employment Potential; Employment Qualifications; Higher Education; Interviews; Job Training; National Surveys; Statistical Analysis + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Zahnarzt; Zahnärztin; Erziehungspsychologie; Pädagogische Psychologie; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Berufsqualifizierender Bildungsgang; Statistische Analyse
Abstract	Curriculum innovation and research in the dental medicine field is addressed as a major area of concern to those faced with pressures to provide more efficient and effective health care services. A survey was undertaken to determine (1) the type of training and background desired and (2) recruitment procedures and employment prospects for persons deliberately trained to work within the general area of educational research in the health professions. A four-page questionnaire was sent to the deans of the 57 accredited dental schools in the U.S. and responses were obtained from 55. Parts I and II of the questionnaire asked for ratings of the importance of studies in educational psychology, statistical analysis, measurement, the design of research and related areas (e.g., the development of funding proposals) using a five point Likert-type scale, with categories ranging from "irrelevant" to "imperative." Part III of the instrument dealt with the utilization of graduates of an educational research training program. Over 45% of the responses indicated that knowledge of specific topics was imperative, with only one response indicating that a topic was irrelevant. The results also suggest that a rather conventional doctoral level preparation in research methodology, with supporting work in curriculum and instructional materials development, is regarded as optimal preparation by the majority of deans responding. (LBH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01