Written by Khulood Sami Hussein
Parent Category: Year 2017, Volume 9
Category: Volume 9, Issue 7, July 2017
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 elicit student suggestions for improvement.
Methods: A questionnaire was distributed to all first-year dental undergraduate students (n=192) enrolled in the academic year of 2014/2015. The questionnaire was written in English and included standard questions designed to determine student satisfaction toward the restructured curriculum. The different variables in the study were analyzed with descriptive statistics and the significance level was measured by SPSS version 16, using the descriptive statistics and Chi-square test.
Results: At the end of the first year, a large majority of students rated their overall experience with the course as good or excellent and agreed that the connection between basic and clinical sciences was made clear in the dental relevance sessions. In general, students’ experience with the instructors was positive. However, although most students felt that assessment methods were fair and reflected the curriculum, the overall success rate was lower than that of the previous academic year (2013/2014) (P=0.002), when the traditional-discipline based curriculum was still in place.
Conclusion: Having completed the first step of the restructuring of the first-year basic science dental curriculum, our plan for the next phase in the curriculum integration process is to increase inter-course and inter-topic integration and supplement the delivery of the course material with more clinical case scenarios.
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Keywords: Integrated curriculum, Perception, Saudi Arabia, Undergraduate students
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The WCRI is the largest and most significant international conference on research integrity. Since the first conference in Lisbon in 2007, it has given researchers, teachers, funding agencies, government officials, journal editors, senior administrators, and research students opportunities to share experiences and to discuss and promote integrity in research. Read more:
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Call for applications
Deadline for submission: 7 March 2019, 16:00 (GMT)
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Meta-Analysis Workshops in New York, USA, and London, UK, in April and May 2019
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About the Instructor
Dr. Michael Borenstein, one of the authors of Introduction to Meta-Analysis, is widely recognized for his ability to make statistical concepts accessible to researchers as well as to statisticians. He has lectured widely on meta-analysis, including at the NIH, CDC, and FDA. Read more: