Evaluation of an Undergraduate Oral Surgery Curriculum – A Pilot Study

Background: Following curricular revisions at the Faculty of Dentistry of the Obafemi Awolowo University, no formal evaluation of its alignment and implementation has been carried out. This study aimed to evaluate the alignment of an Oral surgery curriculum and to determine students’ learning experiences and perceptions of the curriculum.

Methodology: This was a mixed-method study conducted at Obafemi Awolowo University, Ile-Ife, Nigeria. This ethically approved study adopted a mixed-method descriptive approach to data collection and analysis. Data collection followed a sequential, phased approach comprising document analysis, curriculum mapping, questionnaire survey, and focus group discussions. Quantitative data collected via questionnaires were analyzed descriptively. Qualitative data from focus group discussions were analyzed using a hybrid deductive-inductive thematic analysis by the researchers to generate relevant themes.

Results: The curriculum data reveal that the oral surgery course is well-aligned. Furthermore, each course outcome utilizes different methods of assessments and teaching/learning activities (TLAs). Focus group discussions yielded four themes and two sub-themes. The main themes included curriculum alignment, implemented teaching and learning activities, feedback, and curriculum renewal, while the subthemes were recommended TLAs and student learning experiences.

Conclusions: The curriculum evaluation identified strengths of the course as multiple student assessment methods and potential areas for improvement. These improvements included updating the content of the course and including more variety in teaching and learning methods. The authors identified potential learning gaps that require curriculum renewal. Evaluation of the entire program is recommended for comparison.

【研究背景】奥巴费米·阿沃洛沃大学（Obafemi Awolowo University）牙科学院完成课程修订后，尚未对其课程契合度与落地实施情况开展正式评估。本研究旨在评估口腔外科（Oral surgery）课程的契合度，并探究学生对该课程的学习体验与认知评价。
【研究方法】本研究为混合方法研究（mixed-method study），于尼日利亚伊莱伊费的奥巴费米·阿沃洛沃大学开展，已通过伦理审查。研究采用混合方法描述性框架进行数据采集与分析，数据采集遵循序贯分阶段方案，涵盖文档分析、课程映射（curriculum mapping）、问卷调查及焦点小组访谈。通过问卷调查获取的定量数据采用描述性统计方法进行分析；焦点小组访谈所得定性数据则由研究者采用混合演绎-归纳式主题分析法进行处理，以提炼相关主题。
【研究结果】课程数据显示，本次研究的口腔外科课程契合度良好。此外，各课程目标配套了多样化的考核方式与教学与学习活动（teaching/learning activities, TLAs）。焦点小组访谈共提炼出4个主主题与2个子主题：主主题包括课程契合度、已实施的教学与学习活动、反馈机制及课程更新；子主题则涵盖推荐的教学与学习活动及学生学习体验。
【研究结论】本次课程评估指出，该课程的优势在于采用了多样化的学生考核方式，同时也明确了可改进的潜在方向：包括更新课程内容、丰富教学方法类型。研究者同时发现了潜在学习缺口，亟需开展课程更新工作。建议针对整个培养方案开展评估以进行对比分析。