Evaluation of 4 dental curricula based on students’ expectations and satisfaction – report of Brazilian and Norwegian experiences

Abstract

The aim of this study was to evaluate four dental curricula (two in Norway and two in Brazil), based on students’ and teachers’ satisfaction. Structured questionnaires were constructed. This investigation was performed during a change in the curriculum from a traditional approach (discipline oriented) to an integrated, problem-based learning approach. Both of the Brazilian curricula were traditional. Twenty-two students from the old curriculum (UiO – old) and 17 students from the new curriculum in Oslo (UiO – new), and twenty-five students from each Brazilian university were included (UFRGS and ULBRA). Leaders of disciplines in the universities also participated (UiO, n=17, UFRGS, n=10, ULBRA, n=13). Most students and teachers had the opinion that their curriculum enabled dentists to combine public and private practices and to work worldwide. Regardless of curriculum, the students reported doubts about their competence in performing large fixed prostheses, complex orthodontics, placement and maintenance of implants, treatment of craniofacial disorders and planning of community oral health programs. The evaluation of the quality of the theoretical and clinical guidance revealed that the students were mostly satisfied. As an overall evaluation, a VAS (Visual Analogue Scale) was applied to assess students’ and teachers’ satisfaction. The results did not show any statistically significant difference (ANOVA, a=.05) among students (7.12, 7.36, 6.8 and 6.8) for UiO – old, UiO – new, UFRGS and ULBRA, respectively. We concluded that some culturally dependent differences between Norway and Brazil could be detected, and that teachers who were in the process of changing a curriculum expressed higher satisfaction with the new approach.