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ERIC Number: ED144842
Record Type: RIE
Publication Date: 1977
Pages: 16
Abstractor: N/A
Utilization of the Discrepancy Analysis System in the Organizational Development of Teaching Problem Solving at the University of Louisville School of Dentistry.
Tasch, E. Gerald
Sensing a need for change in the dentistry curriculum, faculty members from the School of Dentistry of the University of Louisville met with educational and psychological consultants with the purpose of updating the present didactic and organizational program. A Discrepancy Analysis System (DAS), also called Cognitive Dissonance, was chosen to implement a program designed to develop the problem solving and issue resolution processes. The DAS is based on a Skinnerian behavioral theory of motivation and a cognitive theory of motivation. Both identify a beginning point and an end point, or goal. The DAS is concerned with the discrepancy (degree of variance) between these two points. Using this concept of discrepancies, a four stage process for problem solving was developed. The following steps were identified: (1) Problem/issue identification; (2) Problem/issue formulation; (3) Search for alternatives and strategies; (4) Problem resolution. An integral component of this DAS model is a self-renewing norm, which in time should reduce the amount of discrepancy. This paper includes the instruments that were used in developing this model and recommendations for further uses of this model in the dentistry curriculum. (MA)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A