A Critical Appraisal of Holistic Teaching and Its Effects on Dental Student Learning at University of Bergen, Norway

Abstract

The curriculum of the dental faculty at the University of Bergen, Norway, was revised and a new curriculum implemented in 1998 based on the principles of holistic teaching and patient-centered treatment. The irst candidates graduated in 2003. The change of curricula, experience gained, and lack of an evidence base for holistic teaching justify a general discussion of all relevant aspects associated with this approach. The purpose of this article was to make a contribution towards such a discussion. A PubMed search regarding holistic teaching in dentistry was performed. Of the 211 entries on holistic teaching, few discussed holism in depth; none reported outcome measures comparing old and new curricula. Data collected from students graduating in 2003 (new curriculum) and 2000 (old curriculum) on their satisfaction with the teaching comprise a possible outcome measure. In most respects, using prosthodontics as an example, no differences between the two groups of students were found. Students studying under the new holistic curriculum were less satisied than those studying under the old one regarding the number of available teachers and teachers' feedback on student performance. Both holistic teaching/patient-centered treatment and a more traditional subject-speciic approach have advantages and disadvantages, and neither can be practiced in its pure form for ethical and practical reasons. The quantitative results of this study did not support the hypothesis that holism improved students' satisfaction with the teaching. A wide discussion of holism in dental education is needed, along with outcome measures when curricula are changed.Dr. Berge is Professor,

Comparative Assessment of a New Holistic‐Oriented and an Old Specialty‐Specific Undergraduate Curriculum in Removable Prosthodontics: A Study Based on Senior Students’ Perceptions

“…The findings of this study should be interpreted with caution, since the student's perceptions do not constitute solid evidence about the effectiveness of a curriculum; instead, they are only one of many outcome measures that can be applied for this purpose . This study compared a curriculum that has been implemented for many classes of students (OC) to a curriculum that has been implemented in one class of students (NC).…”

“…As noted by Berge et al, these two opposing educational approaches exist more in the form of ideas and intentions rather than being documented in terms of practical effectiveness. Prosthodontics is a field of dentistry where the idea of holism could be appropriately implemented …”

Students' perspectives and views toward a comprehensive based model of teaching: Confidence, effectiveness and challenges

“…As for the second statement regarding lack of time, this might be overcome by reducing number of secondary competencies and allowing our students to designate more time, knowledge and efforts for the treatment of comprehensive cases. One study in University of Bergen, revealed that the holistic approach did not improve student's satisfaction with teaching [10]. Their student comments were related to the teaching staff numbers, commitment as well as lack of calibration regarding evaluation strategies.…”

“…In the last decade comprehensive educational approaches have received great attention in both medical and dental academic elds [10]. Most of dental schools have felt the need and importance to change their model of teaching from a subject speci c approach to a more holistic approach that results in an evidence-based quality of oral health care.…”

Dental Student Perspectives of a Comprehensive-Based Teaching Methodology: A Confidence, Effectiveness, and Challenge Report

“…In the last decade, comprehensive educational approaches have received great attention in both medical and dental academic fields [ 10 ]. Most dental schools have felt the need and importance to change their model of teaching from a subject-specific approach to a more holistic approach that results in an evidence-based quality of oral health care.…”