Assessment of undergraduate oral medicine and radiology curriculum by student evaluation

Ambika Gupta; Harneet Singh; Taneja L Arya; Adarsh Kumar; Mysore K Sunil

doi:10.4103/jiaomr.JIAOMR_26_16

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ORIGINAL ARTICLE

Year : 2016 | Volume : 28 | Issue : 4 | Page : 391-395

Assessment of undergraduate oral medicine and radiology curriculum by student evaluation

Ambika Gupta¹, Harneet Singh¹, Taneja L Arya², Adarsh Kumar³, Mysore K Sunil⁴
¹ Department of Oral Medicine and Maxillofacial Radiology, Post Graduate Institute of Dental Sciences, Rohtak, Haryana, India
² Department of Oral Medicine and Maxillofacial Radiology, Faculty of Dental Sciences, Shree Guru Gobind Singh Tricentenary University, Gurgaon, Haryana, India
³ Department of Public Health Dentistry, Post Graduate Institute of Dental Sciences, Rohtak, Haryana, India
⁴ Department of Oral Medicine and Maxillofacial Radiology, Guru Nanak Dev Dental College, Sunam, Punjab, India

Correspondence Address:
Dr. Harneet Singh
Department of Oral Medicine and Maxillofacial Radiology, Post Graduate Institute of Dental Sciences, Rohtak, Haryana
India

Source of Support: None, Conflict of Interest: None

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DOI: 10.4103/jiaomr.JIAOMR_26_16

Introduction: Oral medicine and radiology (OMR) as a subject requires in-depth knowledge for its application in every wake of academic and clinical life. It becomes the duty of teachers in this field to continuously appraise the subject for its betterment. Ironically the subject of OMR is becoming less popular among the students. Aims and Objectives: To assess undergraduate curriculum by obtaining feedback evaluation from interns and to evaluate the utility of this curriculum in clinical practice. Materials and Methods: A sample size of 220 students was selected among interns. They were asked to fill up the questionnaire given to them for the evaluation of the curriculum. Results: 25% respondents found the subject interesting whereas 46% of them thought it stimulated further reading. 62.72% found it easier to understand. Temporomandibular joint (TMJ) disorders were considered as the most difficult topic. Extra-oral radiography along with panoramic radiography were considered as topics which required in-depth explanation. 72.72% did not feel the need for inclusion of any other topics in the curriculum and felt that it was sufficient for them. 81.36% were completely satisfied by the audio-visual content as well. Conclusion: The curriculum should be designed to accommodate more of clinical skills and have a formative educational role. These modifications according to the needs of the students can actually enlighten the path towards betterment of the subject and acceptability from the student's perspective.

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