Dental students at the Harvard School of Dental Medicine (HSDM) participate fully in the first two years of the curriculum with the Harvard Medical School (HMS) while also taking parallel dental classes. HSDM students were first exposed to problem-based learning (PBL) in 1987 when the "New Pathway" curriculum was introduced at HMS in the first two years of the medical school curriculum (the HSD...

Current advanced degree and research training programs no longer attract adequate numbers of students. The present system of dental education severely limits the appeal of these programs due to overcrowded curricula and clinical components that operate in an environment segregated from the academic/research enterprise. To make research-oriented education/training programs more accessible and in...

Dental schools in Japan are among many worldwide whose medium of instruction is not in English. With advances in science, technology, and communication, the demand for the globalization of professions increases. At present, dental schools in Asia, the Middle East, and Europe have started revising their dental curricula to either include English courses for dentistry or offer a full English dent...

BACKGROUND Being aware of the limits of traditional discipline-based education, the Faculty of Dentistry at King Abdulaziz University (KAU) tasked basic medical science faculty members with developing a new integrated curriculum for undergraduate dental students to be applied in the 2014/2015 academic year. OBJECTIVE To determine the students' perceptions of the restructured curriculum and el...

Introduction: The aim of this paper is to review integration experience in general dentistry curriculum in the world universities in the twenty-first century and advantage of it to review the same curriculum in Iran. Method: In this study, a qualitative method is used. First, by library research and the analysis and interpretation of data, integration of the dental curriculum were some prestig...

Maintenance of health and preservation of tooth structure through risk-based prevention and patient-centered, evidence-based disease management, reassessed at regular intervals over time, are the cornerstones of present-day caries management. Yet management of caries based on risk assessment that goes beyond restorative care has not had a strong place in curriculum development and competency as...

Although dentistry recognizes that dental caries management encompasses more than restoring the consequences of the disease, caries risk assessment and management that go beyond traditional restorative care have not always had a strong and organized voice during clinical curriculum development and competency assessment in U.S. dental schools. This has resulted in confusion and great variability...

During a 1-year hospital-based residency, dental residents are required to rotate through many departments including surgery, medicine, and emergency medicine. It became apparent that there was a gap between clinical skills knowledge taught in dental school curriculum and skills required for hospital-based patient care. In response, a simulation-based intensive clinical skill "boot camp" was cr...

This article describes how a multidisciplinary problem-based learning (PBL) curriculum was established at the School of Stomatology at Wuhan University (WHUSS) in China for preclinical education in a seven-year dental school program. Based on positive feedback from a modified PBL program implemented in one discipline, a multidisciplinary PBL curriculum was established. PBL training for facilita...

background: dental students constitute a stakeholder group that is able to provide unique information concerning the effectiveness of the dental curriculum. the purpose of this study was to determine students’ perceptions of the learning environment, intellectual climate and teacher student relationships in dental school.     methods: this study was conducted among 341 dental students of two de...