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A training model for alternative teaching methods for a school of dentistry.

In the summer of 1974 the University of Louisville contracted with an educational consulting team to develop a training program to build alternative teaching methods for the school's educational program. A four-stage model consonant with the goals and objectives of the administration, the faculty, and the consultants was established. The uniqueness of the model was its personalization to individual faculty members' needs and educational interests. While other intervention processes which address the cognitive aspects of education have been developed, this model focused upon the real day-to-day problems faced by faculty. The model addressed itself to people rather than to theory and dealt with interpersonal behavior, communication skills, and classroom dynamics in education. This paper described the four phases of the training model developed for the University of Louisville and discusses the results of using the model.