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Faculty Member’s Perception about Traditional and Integrated Undergraduate Dental Curriculum.
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| Author:
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MINAL VAIBHAV AWINASHE, DHAFAR AL ASMARI, VAIBHAV NANDAKUMAR AWINASHE, PUNEET GUPTA4, SHILPI GILRA GUPTA
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| Abstract:
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Aim: This study was done to know the Faculty Member’s Perception about Traditional and Integrated Undergraduate Dental Curriculum
Materials and method: Study was done as a questionnaire in the form of Google form mailed to the dental faculty members working in 6 different universities in the Kingdom of Saudi Arabia. The 20 item questionnaire recorded personal information (10 items) and faculty’s perception regarding curriculum design (10 items). Statistical analysis was done using SPSS software version 24.
Result: The faculty’s response was similar for knowledge content and stress for both the curricula designs. However, faculty responses were more positive for the integrated curricula regarding student-teacher relationships, the development of critical thinking, personality development, research ability, communication skills, assessment methods, teaching methods and clinical skills.
Conclusion: There is no difference in the knowledge content of traditional and integrated dental curricula. Additionally, student's stress levels are equal in both curricula designs.
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| Keyword:
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Traditional dental curriculum, integrated dental curriculum.
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| EOI:
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| DOI:
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https://doi.org/10.31838/ijpr/2021.13.01.701
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| Download:
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