Continuing Education Curriculum Research Articles

The teaching of forensic dentistry: a status report

A survey was conducted to assess the current status of instruction and curricular content in forensic dentistry in United States dental schools. The dean of each of the 60 dental schools was asked to describe the formal teaching program in forensic dentistry in the predoctoral, postgraduate, resident, and continuing education curriculum. Faculty characteristics and the relationship of the faculty to extramural organizations dealing with forensic science were analyzed. Results indicate that 42 percent of the respondents do not offer formal courses in forensic dentistry at any level of dental education. The remaining 58 percent offer courses that are primarily didactic in nature. The diagnostic dental science departments are responsible for the organization and administration of forensic dental courses at the majority of respondent schools. A significant number of faculty teaching forensic dentistry hold advanced degrees in medicine and law, as well as other disciplines. Although forensic dental faculty are trained to assist law enforcement agencies, their consulting services are not generally used to the fullest extent. Based on the results of this survey, a series of recommendations for structuring the forensic science curriculum in dental schools is offered.

A Continuing Education Curriculum for the Graduate Social Worker

Abstract This paper outlines a curriculum model for the continuing education of graduate social workers. The curriculum plan is based on the assumption that western industrial man has entered a new era—the cybercultural era. The paper argues that the graduate practitioner must be retooled to fit the conditions and circumstances of the new era. Eight knowledge areas are explored as priorities in this continuing education plan: the nature of global ecology, the nature of mass organization, the nature of youth, the nature of the new economy, the nature of contemporary politics, the nature of inter group communications, the nature of professionalization, and the condition of social work theory. Through the exploration of these knowledge areas, it is felt that a new updated social work practice theory will be developed.