Instructional alternatives in pediatric dentistry

In recent years several alternative instructional strategies have been recommended that were departures from traditional approaches. This paper describes several of these alternatives that have been adapted and applied to the curriculum in pediatric dentistry at West Virginia University. They include a systems approach to designing instruction, employment of single conceptual units of instruction, development of instructional objectives, use of audiovisual technology for conveying information, the opportunity for self-pacing, evaluation of students on a mastery model using a criterion-referenced system, and the opportunity for students to learn beyond mastery in programs of self-directed inquiry and contract grading. The methods used for implementing these strategies and the dynamics of their operation are discussed.