New curriculum in dentistry for Tanzania: Competency-based education for patient and population health (2008–2011)

Abstract

From 2008 to 2011, the School of Dentistry at Muhimbili University of Health and Allied Sciences in Tanzania revised and then initiated implementation of a curriculum to improve the educational process for, and competence of, its graduates. As an increasing body of research demonstrates the detrimental effects of oral diseases on health and the interrelationships between oral and systemic diseases (including HIV and diabetes), the importance of dentistry education grows. We describe the population oral health problems in Tanzania, the need to enhance the dental workforce, and the process of curricular reform to meet these needs. This reform included transition to a competency-based curriculum featuring teaching methods that will enhance the effectiveness of the education and performance of graduates in traditional and new roles. We conclude with lessons for Tanzania and for health professions educational institutions elsewhere, as well as for public health-care planners concerned about linking health professions education to improving population health in resource-poor countries.

Integrating a Primary Oral Health Care Approach in the Dental Curriculum: A Tanzanian Experience

“…The school (School of Dentistry) started in 1979 with the traditional teacher-centred lecture/practical/clinical-based DDS curriculum that was transformed to a competence-based curriculum (CBC) in 2011 [ 16 ]. The CBC is a 10-semester programme that includes basic science courses (semesters 1-4) and clinical dentistry courses which incorporates general medicine and surgery as well as preventive and community dentistry from semesters 5-10.…”

“…The competencies include professional knowledge, practical/clinical skills, relationship with patients, clients and communities, relationship with colleagues, teaching skills, maintaining good practice, working within the health care system, and maintaining professionalism. Most medical institutions worldwide have six competencies [ 24 ] and the additional two competencies unique for MUHAS were the ‘relationship with colleagues’ and ‘teaching skills’ [ 16 , 22 ].…”

“…The exclusion criteria included all articles on solitary presentation with no integration of the components considered above. The dental curriculum from the author's institution (MUHAS) for training dentists [ 16 ] was included as a ‘case presentation’ to share the Tanzanian experience on how it has integrated the POHC approach into the curriculum.…”

Exploratory scoping of the literature on factors that influence oral health workforce planning and management in developing countries

“…It is surprising that the Basic Package of Oral Care (BPOC), which focuses on community preventative programmes, oral urgent treatment, affordable fluoride toothpaste and atraumatic restorative treatment (ART), is not included as an important component in oral health workforce planning and management. The BPOC, including ART, is an appropriate means to address the oral health needs of the population and can be a cost–effective and efficient approach . The extent to which ART is being taught in dental schools internationally is unknown .…”

Primary oral health care and smiles for life curriculum adaptation for nurses training in low income countries: A case of Tanzanian context

“…According to Loomer et al, Oral health services in Tanzania is provided by different levels of care providers including dental therapists (DTs) who have 3 years of postsecondary school training, assistant dental officers (ADOs), who have at least 5 years of professional experience and who then complete 2 years of training. [26] DTs mainly practice in district hospitals where they also participate in oral health education. ADOs usually perform administrative roles, such as training and supervision of other health personnel, as well as patient care responsibilities.…”