Students’ appraisal of their dental education related to basic sciences learning: a comparison of four curricula in Norway and Brazil
AbstractObjective: The aim of the present study was to assess the dental students’ opinion on the importance of basic sciences learning for their dental education. Methods: Four dental curricula (two from Norway and two from Brazil) were evaluated. The University of Oslo (UiO) has changed its dental curriculum from a traditional system to a PBL format more integrated with the medical curriculum, whereas the Brazilian curricula are traditional. Sample comprised 22 students in training under the old curriculum (UiOold) and 28 students under the new curriculum of the University of Oslo (UiO-new), and 25 students from each of the two evaluated Brazilian universities (UFRGS and ULBRA). Faculty heads of clinical and basic science disciplines also were interviewed (UiO n=17, UFRGS n=10, ULBRA n=13). Results: Most dental students, particularly the UiO-new (75%), reported that basic sciences learning and training should be identical for dental and medical students. Anatomy and Pathology were rated the most important disciplines by the dental students, followed by Microbiology, Histology and Biochemistry. Conclusion: It may be concluded that the importance of basic sciences is recognized by dental students in Brazil and in Norway independently from their dental curriculum. Key words: Basic sciences; curriculum development; dental education
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