The dentistry program was due for an update. The previous curriculum had remained largely unchanged since the division of the program into a bachelor's and a master's degree.

"Much of the old dental education has been retained in the new curricula, but with a different structure and organisation. The world is changing rapidly, and both education and teaching must keep up with the times. That is why we now place greater emphasis on topics such as pedagogy and didactics, reflection, and digitalisation," says Irene Dige, associate professor and director of studies at the Department of Dentistry and Oral Health.

She has led the revision of the dental curricula – starting with the Bachelor's degree programme, which was completed three years ago, and most recently the Master's degree programme, which is ready for implementation this fall.

Graduates with a critical approach

With the new curricula, students will experience a better course structure and a more even distribution of workload over the five years of study. Additionally, a bachelor's project focusing on critical evaluation of scientific literature has been introduced, and students will engage in their first patient treatments as early as the third semester.

"We want our graduates to be able to delve into subject areas and critically assess methods and treatment approaches. This is a crucial skill for future dentists, and the new curricula support this more effectively," explains Irene Dige, who has been the driving force behind ensuring coherence, overview, and progress in the process.

Educating under three curricula simultaneously

The revision of the dental program curricula has been ongoing since 2018 and was delayed by the COVID-19 pandemic.

According to Irene Dige, it has been a major logistical and organizational challenge to align learning objectives, vision, ECTS credits, patient treatments, courses, and the integration of theory and practice.

"We have been developing while simultaneously implementing and educating our students. For several years, we have operated under three curricula at the same time. Each academic year has been new, requiring enormous oversight and deep insight from all instructors," she says.

Collaboration and involvement are key

Irene Dige also highlights the significant involvement and ownership taken by numerous instructors, both scientific and clinical, in the project.

"Revising curricula is a comprehensive effort, and the outcome affects all of us. That is why it is crucial that everyone contributes and is involved in the process."

Staff members have participated in smaller working groups, often across courses, disciplines, and specialties. According to the director of studies, this collaboration and involvement have been crucial to both the process and the final outcome.

Remember the students

According to Irene Dige, the revision process has been easier to manage for the Master's degree programme compared to the Bachelor's degree program.

"We haven't entirely avoided dead ends, but we have learned a lot from revising the bachelor's curriculum, and those experiences have been beneficial in our work on the Master's degree programme."

She also acknowledges the support from Health Studies and the Center for Educational Development (CED).

"It may sound simple, but it is incredibly important to keep the students in mind throughout the process. After all, this is all about them and their education."

Therefore, the board of studies has been involved throughout the process and has approved all elements, including the timeline and courses.

The Aarhus Model: Easier said than done

The revision of the dental curricula coincides with the merger at the Department of Dentistry and Oral Health and the initiative to integrate the dental education programmes under what is known as The Aarhus Model of Dental Education.

According to Irene Dige, it made sense to align the dentistry program with the Aarhus Model, but in practice, it was sometimes challenging to synchronise the different components across three programmes and multiple classes while making the best use of synergies, facilities, and patient courses.

"Some things were feasible, others were not. Joint teaching across three programmes and multiple semesters proved difficult to implement in many cases. However, the same instructor can teach the same subject in multiple programmes – it’s just a different way of thinking about interdisciplinary education," says Irene Dige, elaborating on how the new curricula align with the Aarhus Model:

"From the fall of 2025, we will offer shared elective courses for the bachelor's level across all three programmes. In our bachelor’s clinic, students from the dentistry, dental hygiene, and clinical dental technician programmes now work side by side. Previously, they were separated by programmes in the clinics."

The curricula for the dental hygiene and clinical dental technician programmes have also been revised in parallel.

A framework for a future-proof dentistry programme

Irene Dige is proud of the outcome and looks forward to seeing the new master's curriculum tested by the first class of students starting the autumn semester.

"Now, we need to roll out the new curriculum in the Master's degree programme, which also requires effort. We have succeeded in creating a framework for a high-quality, future-proof, and long-lasting dental education, and I look forward to training dentists under these new curricula," she emphasizes.

This summer, the first students will have completed the Bachelor's degree programme under the new curriculum and will be ready to transition into the newly structured Master's degree programme.

Contact

Associate Professor and Director of Studies Irene Dige
Aarhus University, Department of Dentistry and Oral Health
Phone: +45 21 26 11 46
Email: idige@dent.au.dk