IADR Abstract Archives
Global Assessment of Centro Escolar University's Dentistry Undergraduate Curriculum
Objectives: Influx of foreign students coming from various countries around the world continue to study in the Philippines. The study assessed the relevance of Dentistry Undergraduate Curriculum, Instruction and Facilities to the professional needs in the international practice of dentistry by its Foreign Graduates as basis for the proposed Globally-Relevant Dental Curriculum
Methods: Descriptive method was used and purposive sampling technique was employed to determine the respondents. Triangulation method was utilized to gather data specifically interview,observation and questionnaire plus documentary analysis. Statistical tools used were percentage, mean, standard deviation, t-test and ANOVA.
Results: Majority of 180 respondents were male (62.2%), aged 26-29 (42.2%), coming from Middle East (52%), others from Asia-Pacific (39%) and Western countries (9%), graduated from 2011-present (53.9%) and dental practitioners in their country of origin (62.8%). Curriculum content of Clinical Dentistry I,II,III,IV were rated "highly relevant" (overall mean of 4.00 out of 5.00), Instructions were rated "highly relevant" (3.78), Facilities were rated "good" (3.40). There were significant differences on the perception of respondents on comparison of the assessment on the relevance of curriculum, instruction and facilities when grouped according to age particularly on Language of Instruction (Age 22-25 years: 4.12; Age 26-29 years: 3.66, p=.004 ), gender on Time Allotment for actual patients (Male: 3.74; Female: 3.49, p=.043 ) and country of origin on Curriculum content of Clinical Dentistry experience (Asia-Pacific: 4.29; Middle East: 3.88, p=.006). Areas where respondents experienced Problems/Difficulties: Clinical Dentistry Experience were rated "difficult" (3.16), Time Allotment in actual patients were rated "difficult" (3.00) and Quality of Facilities were regarded having experienced "more extent" (3.12) on problems/difficulties. Respondents' suggestions for enhancement of curriculum were more empathetic teachers, invite foreign lecturers, modernization of facilities and equipment. The proposed curriculum was distinct from the present curriculum because the researcher synergized results of assessment, suggestions given and integrated salient features from the curriculum used by different dental schools worldwide.
Conclusions: The foreign graduates rated the CEU Dentistry Undergraduate Curriculum, Instruction and Facilities relevant and responsive to the needs of their profession yet it still needs to be enriched and updated to be more globally competitive.
Methods: Descriptive method was used and purposive sampling technique was employed to determine the respondents. Triangulation method was utilized to gather data specifically interview,observation and questionnaire plus documentary analysis. Statistical tools used were percentage, mean, standard deviation, t-test and ANOVA.
Results: Majority of 180 respondents were male (62.2%), aged 26-29 (42.2%), coming from Middle East (52%), others from Asia-Pacific (39%) and Western countries (9%), graduated from 2011-present (53.9%) and dental practitioners in their country of origin (62.8%). Curriculum content of Clinical Dentistry I,II,III,IV were rated "highly relevant" (overall mean of 4.00 out of 5.00), Instructions were rated "highly relevant" (3.78), Facilities were rated "good" (3.40). There were significant differences on the perception of respondents on comparison of the assessment on the relevance of curriculum, instruction and facilities when grouped according to age particularly on Language of Instruction (Age 22-25 years: 4.12; Age 26-29 years: 3.66, p=.004 ), gender on Time Allotment for actual patients (Male: 3.74; Female: 3.49, p=.043 ) and country of origin on Curriculum content of Clinical Dentistry experience (Asia-Pacific: 4.29; Middle East: 3.88, p=.006). Areas where respondents experienced Problems/Difficulties: Clinical Dentistry Experience were rated "difficult" (3.16), Time Allotment in actual patients were rated "difficult" (3.00) and Quality of Facilities were regarded having experienced "more extent" (3.12) on problems/difficulties. Respondents' suggestions for enhancement of curriculum were more empathetic teachers, invite foreign lecturers, modernization of facilities and equipment. The proposed curriculum was distinct from the present curriculum because the researcher synergized results of assessment, suggestions given and integrated salient features from the curriculum used by different dental schools worldwide.
Conclusions: The foreign graduates rated the CEU Dentistry Undergraduate Curriculum, Instruction and Facilities relevant and responsive to the needs of their profession yet it still needs to be enriched and updated to be more globally competitive.