The new integrated outcomes-based curriculum for dentistry was introduced at the University of Pretoria in 1997. The first participants graduated at the end of 2001. Educational principles that underpin the new innovative dental curriculum include vertical and horizontal integration, problem-oriented learning, student-centred learning, a holistic attitude to patient care and the promotion of oral health. The aim of this research project was to develop and assay a model to facilitate vertical integration of knowledge and skills thereby justifying the above mentioned action. The learning methodology proposed for the specific outcome of the Odontology module, namely the diagnosis of dental caries and the design of a primary preventive programme, included problem-solving as the driving force for the facilitation of vertical and horizontal integration, and an instructional design for the integration of the basic knowledge and clinical skills into a single learning programme. The paper describes the methodology of problem-oriented learning as applied in this study together with the detail of the programme. The consensus of those teachers who represent the basic and clinical sciences and who participate in this learning programme is that this model is practical and can assist vertical as well as horizontal integration of knowledge.

Dental students should realise early in their careers -in dental school -the importance of developing and mastering sound relational communication skills with patients. As a result, the aim of this study was to develop and implement a curriculum in relational communication skills for third year dental students.The methodology employed in the study comprised the following three phases:Phase I: (i) Evidence from the literature.(ii) Macro analysis of the South African dental market.Phase II: (i) Identification of specific and sub-outcomes essential for the dentist to be competitive in the emerging South African dental market.(ii) Develop a curriculum according to the South African Qualifications Authority format (Purpose, Embedded knowledge, Assessment criteria).Phase III: (i) Implementation of the curriculum.Implementation of the curriculum involved a pilot study followed by a pre-and post training cycle. The subjects were 67 third year dental students. The following instruments were employed: A study guide; a case study; an assessment rubric; two questionnaires, namely "Patient's" feedback and "Dentist's" feedback; a standardised patient. 3Quantitative and qualitative results were obtained. (i)Quantitative results: The class as a whole scored significantly higher during training cycle 2 compared to training cycle 1 (p < 0.0001). Both male and female students rated the importance of the respective topics addressed in the curriculum, as rather important -average scores for male and female students were 4.27 and 4.25, respectively.(ii) Qualitative results: The important roles of trust, empathy and active listening in establishing a meaningful relationship with a patient, which was conveyed by means of the curriculum, were emphasised by the majority of students.

The aim of this article is to describe the process of an in situ staff development process with the objective to influence change in assessment practice. An in situ training course focusing on writing questions for written examinations, but also including some contextual aspects of assessment practice, was therefore developed and implemented. The anticipated change was measured against Kirkpatrick’s four levels for evaluating training programmes. As a whole, the reaction from the participants was positive (Kirkpatrick Level 1), and in a number of instances, learning, which includes changes in attitude, knowledge and skills (Kirkpatrick Level 2) and change in behaviour (Kirkpatrick Level 3), was observed. To conclude, the staff development initiative in the form of in situ assessment training facilitated change resulting in an improvement in assessment practice in the School in a relatively short period of time.