Stakeholders’ Perceptions About a Newly Established Dental School with a Problem‐Based, Student‐Led, Patient‐Centered Curriculum: A Qualitative Study

Abstract

The aim of this study was to explore the perceptions of stakeholders regarding a newly established dental school with a problem-based, student-led, patient-centered curriculum in a community setting. Qualitative methods using 16 semistructured interviews and two focus groups were used to engage a range of stakeholders from students to faculty members to practitioners. Purposive sampling was employed with participants contacted through professional channels. Interview and focus group transcripts were transcribed verbatim. The data were analyzed thematically using an inductive approach. Themes related to preparedness of dental graduates were identified during data analyses. Early clinical exposure with patients in the first year of the course, holistic care using a patient-centered approach, and the acquisition of communication skills, professionalism, team-working skills, reflective practice, and evidence-informed clinical practice were perceived to be key strengths of the curriculum. The participants also expressed the need to strengthen teaching of life sciences and provide additional clinical experience in simulated general dental practice clinics. This study provides insight into the perceptions of a wide range of stakeholders and provides a deeper understanding of the merits and challenges of an innovative undergraduate dental curriculum.

Development of self‐regulation amongst dental students in problem‐based learning curricula: A qualitative study

“…4 PBL is now well established in contemporary dental undergraduate programmes. [21][22][23] However, to our knowledge no previous studies have explored the value of PBL in self-regulation of dental students. Nevertheless, research in dental education has highlighted the need for enhancing intrinsic motivation of students to foster autonomy and self-regulation.…”

A novel, integrated curriculum for dental hygiene-therapists and dentists

“…In 2013, the school's BDS programme changed from a 4 year, graduate entry to a 5 year, undergraduate programme, affording us a prime opportunity to develop an integrated BDS -BDHT training structure. The BDS programme, featuring early clinical experience, is taught through student-centred Enquiry Based Learning (EBL) sessions, supported by plenaries, workshops, and self-directed learning, which follows a spiral structure 16,17,18,19 . Initially, the BDHT curriculum was designed to align with GDC learning outcomes and scope of practice.…”

“…To simulate general practice, final year students from both programmes were integrated on clinic (Year 3 BDHT, Year 5 BDS). Our primary care based training model 16,17,18,19 meant that students needed to plan and deliver a course of treatment dependant on the needs of the presenting patient. This structure enabled BDHT and BDS students to practice shared care, referring patients vertically and horizontally within the dental team.…”

A Person-Centred Approach to Holistic Assessment

“…Recent changes in undergraduate training have reflected the need to embrace a more holistic approach to patient care, with a paradigm shift from departmentalised, specialist led clinics to a more primary care based model. 22 This provides an environment and attitude which "allows the students to focus on holistic patient care rather than a single discipline like a filling or an extraction." 22 This approach reflects the needs of healthcare in the 21st Century and is clearly more representative of general dental practice, where the majority of students are likely to work following graduation.…”