Evaluation of Oral Histology Curriculum: Insights From Saudi Dental School Students-A Cross-Sectional Study.

BACKGROUND

Evaluating the oral histology curriculum offers critical insights into effective teaching strategies and curriculum design to optimize learning outcomes. This study examines the strengths and weaknesses of the current oral histology curriculum and explores teaching and learning methods employed in a Saudi dental school from the students' perspective, offering recommendations for future curriculum enhancements.

MATERIALS AND METHODS

This cross-sectional study involved 80 students (40 males and 40 females) who attended oral histology lectures and lab sessions at the Faculty of Dentistry, King Abdulaziz University, during the 2022-2023 academic year. A pre-structured and pre-tested online questionnaire comprising 24 questions, divided into 7 sections to cover different aspects of the oral histology course, was used. Descriptive statistical analysis of responses was conducted using SPSS version 26.

RESULTS

The study revealed a strong consensus on the importance of the course, with high levels of agreement regarding the clarity of objectives (72%) and course organization (69%). High engagement levels were noted in both class and lab sessions, with a preference for diverse teaching methods. Male and female participants agreed on the difficulty but recognized the critical importance of the oral histology course. However, opinions varied on teaching methods that encourage participation ( = .0001), continuous assessments ( = .004), and class attendance ( = .030). Most aspects of the course showed no significant gender differences.

CONCLUSION

This study highlights the need for refinement in the oral histology curriculum, focusing on enhanced teaching methods and gender-specific participation and assessment needs. Improving continuous assessments, attendance strategies, and interactive learning approaches can further boost student engagement and optimize educational outcomes.