Evaluation of an undergraduate oral surgery curriculum – A pilot study

Abstract

Background
Following curricular revisions at the Faculty of Dentistry of the Obafemi Awolowo University, no formal evaluation of its
alignment and implementation has been carried out.
This study aimed to evaluate the alignment of an Oral surgery curriculum and to determine students’ learning experiences and
perceptions of the curriculum.
Methodology
This was a mixed-method study conducted at Obafemi Awolowo University, Ile-Ife, Nigeria. This ethically approved study
adopted a mixed-method descriptive approach to data collection and analysis. Data collection followed a sequential, phased
approach comprising document analysis, curriculum mapping, questionnaire survey, and focus group discussions.
Quantitative data collected via questionnaires were analyzed descriptively. Qualitative data from focus group discussions were
analyzed using a hybrid deductive-inductive thematic analysis by the researchers to generate relevant themes.
Results
The curriculum data reveal that the oral surgery course is well-aligned. Furthermore, each course outcome utilizes different
methods of assessments and teaching/learning activities (TLAs). Focus group discussions yielded four themes and two subthemes. The main themes included curriculum alignment, implemented teaching and learning activities, feedback, and
curriculum renewal, while the subthemes were recommended TLAs and student learning experiences.
Conclusions
The curriculum evaluation identified strengths of the course as multiple student assessment methods and potential areas for
improvement. These improvements included updating the content of the course and including more variety in teaching and
learning methods. The authors identified potential learning gaps that require curriculum renewal. Evaluation of the entire
program is recommended for comparison.