Undergraduate dental curricula in Middle Eastern and Arabic-speaking African Nations − A cross-sectional study

Abstract

Purpose

To evaluate the design of undergraduate curricula, teaching and learning practices, assessments, admission criteria and quality assurance in dental schools across Middle Eastern and Arab-speaking African nations.

Methodology

A cross-sectional survey was sent to 40 dental colleges in the Middle East and African Arabic-speaking countries. A purposefully designed proforma consisting of 21 items divided into five sections based on admission criteria, curriculum delivery, teaching and learning practices, assessment methods, and quality assurance was used for data collection on Google forms. Participation in the survey was voluntary and all participants were consented before data collection. The data was analysed for descriptive statistics.

Results

A total of 28 dental institutions participated in the study yielding a response rate of 70 %. The data showed variations in the admission criteria, curricula, and assessment methods. The reliability statistics were satisfactory (Cronbach’s alpha = 0.89). ANOVA showed significant differences were noted in the clinical experience of students by country and curriculum design (p ≤ 0.001). Gaps were also identified in the quality assurance processes at some of the participating institutions.

Conclusion

This study provides a snapshot of undergraduate dental education in the Middle East and Arabic speaking African countries. Although a majority of the institutions follow a student-centered approach, some in institutions still follow the traditional teacher-centered approach which is not consistent with the contemporary strategies in healthcare education. The admission criteria are based on high school grades albeit with some variations. The duration of dental programs is five years at most institutions with or without an additional foundation year. Variations were also noted in the assessment weightings, clinical targets and quality assurance procedures. Further collaboration is required to facilitate harmonization of dental curricula in the region, solicit international recognition and to better support their graduates in pursuing postgraduate studies and employment options.