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Volume 17, Issue 54 (2024)
JMED 2024, 17(54): 69-77 |
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Iranitalab M, Rabiei M, Dadgaran I. Oral and maxillofacial medicine curriculum and practice for undergraduate dental students: A comparative study of Iranian universities and other countries. JMED 2024; 17 (54) :69-77
URL: http://edujournal.zums.ac.ir/article-1-1799-en.html
URL: http://edujournal.zums.ac.ir/article-1-1799-en.html
1- Medical Education Research Center, Education Development Center, Guilan University of Medical Sciences, Rasht, Iran. , mina.iranitalab@ymail.com
2- Medical Education Research Center, Education Development Center, Guilan University of Medical Sciences, Rasht, Iran.
3- Department of Oral and Maxillofacial Medicine, School of Dentistry, Guilan University of Medical Sciences, Rasht, Iran.
2- Medical Education Research Center, Education Development Center, Guilan University of Medical Sciences, Rasht, Iran.
3- Department of Oral and Maxillofacial Medicine, School of Dentistry, Guilan University of Medical Sciences, Rasht, Iran.
Abstract: (477 Views)
Background & Objective: Educational promotion requires improved designing and enhancement of the quality of education. The present study aimed to compare the oral and maxillofacial medicine course in the undergraduate dental curriculum of Iran and some other countries.
Material & Methods: In this descriptive comparative study, some dental schools were selected from the United States, Canada, Australia, and Switzerland (one from each country) according to the Quacquarelli Symonds (QS) ranking. All topics related to oral tissue and systemic diseases with oral manifestations were extracted from the content of the courses offered in the respective dental schools. Additionally, all mentioned topics were gathered from nationwide curricula of dental schools in Iran and the UK. The collected data were analyzed based on Bereday’s comparative method in the following four steps: description, interpretation, juxtaposition, and comparison.
Results: The collected data from each curriculum (description) were analyzed (interpretation), tabulated (juxtaposition), and compared (comparison) to find the similarities and differences. The highest similarity was found in sequence of offered courses between Iran and Pennsylvania dental schools. Differences were mainly related to the sequence of chapter titles in different courses and method of instruction. The Australia’s Queensland dental school had the highest difference with Iran’s curriculum since it does not offer an independent course on oral medicine. Additionally, Iran and Australia’s Queensland dental schools do not have a free discussion course on clinical scenarios.
Conclusion: The method of instruction and diversity of the taught topics are responsible for the differences in educational curricula of different countries regarding the oral medicine course.
Material & Methods: In this descriptive comparative study, some dental schools were selected from the United States, Canada, Australia, and Switzerland (one from each country) according to the Quacquarelli Symonds (QS) ranking. All topics related to oral tissue and systemic diseases with oral manifestations were extracted from the content of the courses offered in the respective dental schools. Additionally, all mentioned topics were gathered from nationwide curricula of dental schools in Iran and the UK. The collected data were analyzed based on Bereday’s comparative method in the following four steps: description, interpretation, juxtaposition, and comparison.
Results: The collected data from each curriculum (description) were analyzed (interpretation), tabulated (juxtaposition), and compared (comparison) to find the similarities and differences. The highest similarity was found in sequence of offered courses between Iran and Pennsylvania dental schools. Differences were mainly related to the sequence of chapter titles in different courses and method of instruction. The Australia’s Queensland dental school had the highest difference with Iran’s curriculum since it does not offer an independent course on oral medicine. Additionally, Iran and Australia’s Queensland dental schools do not have a free discussion course on clinical scenarios.
Conclusion: The method of instruction and diversity of the taught topics are responsible for the differences in educational curricula of different countries regarding the oral medicine course.
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2022/12/12 | Accepted: 2024/02/28 | Published: 2024/05/10
Received: 2022/12/12 | Accepted: 2024/02/28 | Published: 2024/05/10
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