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Program Framework
Program Framework
The Doctor of Dental Surgery Program is designed as a spiral curriculum including learning across 3 broad streams (biomedical foundations, patient care and clinical practice) and multiple threads (longitudinal competency content area in all years of the program) that span all 4 years becoming increasingly more integrated and applied throughout. See Figure 1 below which provides an overview of the Program Framework.
Learning within each stream progresses through each program year, with students undertaking increasingly complex and integrated learning. Figure 2 below depicts how program time is divided across streams through each year of the program.
Program Level Outcomes and Objectives
Program Level Outcomes and Objectives
The Program is designed to provide graduates with entry-to-practice competencies aligned with the Educational Competency Framework defined by the Association of Canadian Faculties of Dentistry (ACFD, 2015) and within the scope of dental practice determined relevant by the Alberta Dental Association and College (2006). Program Level Outcomes and Objectives itemized in Table 1 below serve to inform the scope and depth of Program Learning.
Table 1: Program Level Outcomes and Objectives
Course Format
Course Format
The course format is an immersive block of learning including units of study from all 3 streams, and one or more threads. Learning is delivered via multiple modes for learning (didactic, simulation laboratory, clinic), and using blended methodologies combining synchronous and asynchronous learning opportunities.
The Course is designed within a 40 hour week and includes time for independent study (self-directed learning), and integration sessions introducing dentally relevant contexts for learning and opportunities to apply knowledge authentically (see Figure 3).
Figure 3: Course Format Samples
Course List
Course List
The Program consists of 14 omnibus courses. As per Figure 4 below, each course includes learning from all 3 streams, deliberately planned integration activities designed to emphasize application and integration of learning in authentic ways, and clinical experiences.
Figure 4: Course Layout Over 4 Years of Program
Guiding Principles
Guiding Principles
Guiding Principles were defined as part of the Curriculum Renewal Process beginning in 2016. These Principles supported the work to define significant structures and processes within the Program and they continue to anchor decision-making in alignment with important and commonly held interests as needs for program change are evaluated. Guiding principles govern curricular approaches that define significant interests and needs in the following areas: Learning Pathway, Student Experience, Content, Delivery, Assessment.
The Guiding Principles (2017) are available here (Guiding Principles).
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