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CC BY 4.0 · European Journal of General Dentistry
DOI: 10.1055/s-0045-1808101
Editorial

Curriculum Development and Teaching Strategies in Dental Education

Wael Elmalky
1   Department of Restorative Dentistry, Taibah University, Almadinah Almunawwarah, Kingdom of Saudi Arabia (KSA)
,
Giath Gazal
2   Department of Oral and Maxillofacial Surgery, Aleppo University, Aleppo, Syria
,
Muhammad Sohail Zafar 
3   Department of Clinical Sciences, College of Dentistry, Ajman University, Ajman, United Arab Emirates
4   Centre of Medical and Bio-allied Health Sciences Research, Ajman University, Ajman, United Arab Emirates
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Importance of Curriculum Development and Theoretical Framework

A curriculum is a comprehensive managerial and planning document that encompasses a multitude of vital aspects. It serves as a guiding map not only for learners but also for teachers and institutional stakeholders. A curriculum outlines for learners the contents of the educational program, admission requirements, program duration, available resources, and assessment methods while aiding teachers in content delivery and learner support. For institutional stakeholders, it sets up appropriate assessments and relevant evaluations and reflects an institute's commitment to fulfilling its responsibility toward society by yielding the next generation of health care professionals. A well-designed curriculum integrates educational theories such as constructivism and cognitive load theory, ensuring that teaching strategies align with student-centered learning approaches. These theories emphasize active learning, knowledge construction, and cognitive processing, thereby backing up modern educational methodologies.[1] [2]

Authors' Contributions

Conceptualization and methodology: M.S.Z.


Data curation and formal analysis: W.E.


Investigation and resources: G.G.


Original draft preparation: W.E.


Writing, reviewing, and editing: M.S.Z.


Supervision and project administration: W.E.




Publication History

Article published online:
24 April 2025

© 2025. The Author(s). This is an open access article published by Thieme under the terms of the Creative Commons Attribution License, permitting unrestricted use, distribution, and reproduction so long as the original work is properly cited. (https://creativecommons.org/licenses/by/4.0/)

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