Staff Members’ Perception Towards Curriculum Reform: Is There a Difference Between Governmental and Non-Governmental Dental Schools in Alexandria, Egypt

Abstract

INTRODUCTION: Dental curriculum holds an important place when seeking to promote innovation in the educational field. Challenges and successes of curricular reform may be influenced by the established identity and role of staff members involved, in addition to their perception about the teaching process that may be in conflict with the recommended changes or innovations. OBJECTIVES: The study aimed at assessing the dental educators' perceptions towards curriculum reform and identifying the barriers in creating an innovative teaching strategy in Alexandria (governmental) versus Pharos (non-governmental) faculties of dentistry (dental schools), Alexandria, Egypt. MATERIALS AND METHODS: A cross-sectional research design using a self-administered questionnaire was used to fulfill the study aim. A total of 170, full-time faculty members, in all departments, and of different academic degrees (including PhD, Master and Bachelor Degrees) were invited to participate in the study in the period from September 2013 to May 2014. RESULTS: The response rate was 47.60% in the Faculty of Dentistry, Alexandria University and 71% in the Faculty of Dentistry, Pharos University. The majority of staff members in both universities (99.0% and 94.4, respectively) had a positive perception towards curriculum reform, with a significantly higher percentage detected in Alexandria faculty of dentistry (P=0.048) especially in relation to self-directed learning (P=0.001). Faculty members in both faculties recognized the role of efficient staff member in the educational process. Meanwhile, the Pharos faculty of dentistry teaching staff was significantly more oriented towards the barriers to curriculum reform especially lack of time to adopt new teaching approaches (P=0.005). CONCLUSIONS: The necessity of curriculum reform was perceived by the majority of dental educators, in both faculties. Lack of time and crowded curriculum were considered as relevant barriers to implement innovative teaching strategies especially problem based learning and community service.