Exploring Dental Educational Diversity: A Cross-National Examination of National Dental Qualification Frameworks

Exploring Dental Educational Diversity: A Cross-National Examination of National Dental Qualification Frameworks | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Exploring Dental Educational Diversity: A Cross-National Examination of National Dental Qualification Frameworks Nurşen Şahin, Çağrı Ural This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5729311/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 06 Jul, 2025 Read the published version in BMC Medical Education → Version 1 posted 11 You are reading this latest preprint version Abstract Background Dental education national qualification frameworks have been developed to meet both global standards and local healthcare needs. Despite sharing common objectives, there may be differences between national qualification frameworks due to priorities, cultural differences and resource availability. This study aimed to examine the national dental qualification frameworks of the United Kingdom, Türkiye and Pakistan, focusing on their structure, content and assessment methods to identify similarities and differences. Methods A qualitative comparative approach was employed to examine national dental qualification frameworks. Data were collected from official documents, including the General Dental Council (GDC) guidelines for the United Kingdom, the Dentistry National Core Education Program (DUÇEP) for Türkiye, and the Pakistan Medical and Dental Council (PMDC) guidelines. The analysis focused on predefined categories, such as curriculum scope, content, assessment, and graduate competencies. Results National dental qualification frameworks differences were observed in program duration, assessment methods, and the integration of public health components. The UK’s is comprehensive, encompassing multiple dental professions, with a strong emphasis on professionalism, ethics, and research. Turkey aligns with European Union standards, focusing primarily on clinical training. In Pakistan, unlike the other two, a discipline-based learning technique is applied. Pakistan integrates community health and basic medical sciences. Conclusions The differences are thought to be due to community needs and resource availability. Further studies should be carried out to standardize education all over the world. Dental education Educational measurement Professionalism Problem-based learning Qualification Frameworks Background Dentistry education is a collection of activities that include both theoretical and practical applications to teach dental skills. 1 Undergraduate dental education is constantly changing and developing to better address technological advances and newly emerging diseases. 2 However, maintaining clear and consistent educational standards across different regions is crucial to ensure optimal learning outcomes. The competencies that newly graduated dentists should demonstrate were published in five domains by The Association for Dental Education in Europe (ADEE) in 2017 and known as The Graduating European Dentist (GED). 3 The popularity and impact of the GED are evident through its numerous downloads and citations, as well as its adoption by schools, educational institutions, and professional organizations worldwide. 4 Although the GED curriculum aims to establish a standard in dental education, an approach to dental education, full compliance may not always be feasible due to variations in national educational policies and healthcare needs. Dental education in the United Kingdom is governed by the General Dental Council (GDC) and is a competency-based curriculum focused on patient safety, professionalism, and evidence-based practice. DUÇEP (Dentıstry Natıonal Core Educatıon Program), the Turkish national core curriculum in dental education, is integrated with the curriculum as a standard approach in compliance with European Union directives, concentrating more on clinical training in collaboration with public health. 5 The Pakistan’s dentistry qualification framework includes both preventive public health and traditional clinical competencies and is enacted by the Pakistan Medical and Dental Council (PMDC). 6 This study aims to examine the dental education of three countries with distinct cultural and educational systems (e.g., England, Turkey, and Pakistan). The research question of the study is: Do national dentistry qualification frameworks of different countries differ in terms of structure, content and evaluation methods? Limited studies focus on the similarities and differences between national dental qualification frameworks. In addition, while existing studies generally compare with European countries, considered developed and developing countries together in this study will significantly contribute to literature. It is thought that the data obtained will guide Turkish dentistry educators on important issues for their self-development and educational planning. Methods Study Design Qualitative document analysis was used to examine the national dental competency frameworks of three countries (i.e.UK, Turkey and Pakistan). Document analysis methodology includes review (superficial examination), reading (comprehensive examination) and interpretation. 7 The objective was to find similarities and differences of each of the three national dental qualification frameworks about the structure, objectives, content and assessment methods. Data Collection Up-to-date national dental qualification frameworks information was collected from the General Dental Council (GDC) guidelines and the "Preparing for Practice" framework for the United Kingdom, 8 the Dentistry National Core Education Program (DUÇEP) for Turkey, 9 and the Pakistan Medical and Dental Council (PMDC) guidelines and standards for dental education. 10 These data were accessed via official websites. Reviewed articles and academic reports discussing dental education standards and practices in different databases such as PubMed, Scopus, Web of Science, and Google Scholar. The following key terms were used in the search strategy: "Dental education," "Curriculum," "Educational measurement," "Problem-based learning, "Graduate competencies in dentistry," and "International comparison of dental curricula." Studies published 2000–2024, articles in English or Turkish were included in the study. articles that weren't relevant to the subject of national dental qualification frameworks were excluded from the study. Two researchers screened the articles and resolved disagreements through discussion. Data Analysis The document analysis method was used for the analysis of curriculum content. Dentistry qualification certificates of the three countries examined were analyzed in detail in terms of content, structure and conceptual representations. Then, thematic categories were created by the authors by considering similar literature 2 . The categories are as follows: Curriculum Scope Curriculum Basis Contents Program Duration Curriculum Approach Assessment Qualifications of Graduate Dentists Research Emphasis Number of Dentistry Faculties Year of publication According to these categories, all three national dental qualification frameworks were examined by two independent researchers. The table was created, and disagreements were resolved through discussion. Additionally, reviewed articles and academic reports were used to strengthen the results. Thus, the obtained data was supported with citations and the principles of transparency and traceability were followed. The classification of “research emphasis” was graded by the authors as “Strong”, “Moderate” and “Limited” through qualitative comparison, based on the frequency level of research, scientific thinking and evidence-based practices within the national competence framework of each country. Ethical Considerations The study was based entirely on publicly available documents and did not involve human subjects, thus not requiring ethical approval. Results Examination of national dental qualification frameworks of the UK, Turkey, and Pakistan revealed similarities and differences, as summarized in Table 1 . Table 1 Analysis of the dental education curricula Area General Dental Council (United Kingdom) Dentıstry Natıonal Core Educatıon Program (Turkey) Medical and Dental Council (Pakistan) Curriculum Scope Dentistry, dental hygiene, dental nursing, dental technology, dental therapy, clinical dental technology and orthodontic therapy Dentistry Dentistry, basic medical sciences, clinical medicine specialties, public health and allied disciplines Curriculum basis Standards for Education, Quality Assurance Agency (QAA) Turkish Higher Education Qualifications Framework MBBS and BDS programs as formulated by the National Medical and Dental Academic Board Contents Clinical Knowledge and Skills, Interpersonal Skills, Professionalism, Self-management Curriculum content, competencies, assessment Admissions, Curriculum And Conduct Program Duration (Undergraduate - Dentistry) Five Years Five Years Four Years Curriculum Approach Problem-based education Problem-based education Discipline-based learning Assessment Using methods to assess whether learning aims determined by the GDC have been achieved Determining learning aims and using assessment methods Standard setting and integrated assessment methods Qualifications of Graduate Dentists Contains in detail Contains in detail No details Research Emphasis Strong Moderate Limited Number of Dentistry Faculties * 16 105 61 Year of publication 2015 2024 2023 * Data for 2024 year The UK’s qualification framework is the most comprehensive, including multiple dental professions such as dental hygiene, dental nursing, dental therapy, and orthodontic therapy. Turkey's qualification framework is only for dentists. The curriculum basis is affiliated with the Council of Higher Education in all three countries. In Turkey, the duration of education is 5 years, the annual quota number is 11,000. In the UK, the duration of education is 5 years, the annual quota number is 1100. In Pakistan, the duration of education is 4 years, the annual quota number is 3750. 11 – 14 While dental education in the UK and Turkey employs the problem-based learning (PBL) approach, which exposes students to clinical cases at an early stage, discipline-based learning (DBL) is applied in Pakistan. In the UK, various methods are used to assess whether students have demonstrated proficiency in all learning outcomes based on the achievement of the “safe beginner” level set by the GDC. These methods include student portfolios, continuous assessment, case presentations, written exams, external examiner reports, and assessment plans matched to learning outcomes. In Turkey, learning objectives are defined within the scope of DUÇEP, and various written, structured oral, Objective Structured Clinical Examination (OSCE), and practical examination methods are suggested for these objectives. In Pakistan, integrated examination systems are used within the framework of nationally determined standards, and each faculty reports to the PMDC. In the classification made under the title of “Qualifications of Graduate Dentists”, it was evaluated how detailed the knowledge, skills and competencies expected of a dentist after graduation were defined within the qualification framework of the relevant country. While the qualifications that newly graduated dentists must have been given in detail in the UK and Turkey, no details are given in the Pakistani qualification frameworks. This may lead to differences in the level of clinical preparation from faculty to faculty and inequalities in the quality of patient care. The most up-to-date curriculum is the Turkish curriculum published in 2024. Discussion The present study compared the national dental qualification frameworks of the United Kingdom, Turkey, and Pakistan, revealing significant variations in their structure, focus, and implementation. These differences reflect each country's unique healthcare needs, educational priorities, and resource availability. In previous studies, the duration of education, model, general curriculum, student and curriculum assessment methods, type and hours of courses offered at many dentistry faculties from countries with different levels of development. 1 , 15 In this study, the educational qualifications of countries with different development levels were compared similarly. It was observed that there were many differences between the educational national dental qualification frameworks. For example, in DUÇEP and GDC, the situations that students will diagnose and treat and the situations that they will only diagnose and refer to the relevant branch are discussed in detail. According to DUÇEP, a student who graduated from the faculty of dentistry should be able to diagnose and treat reversible pulpitis; In dentoalveolar retrusion/protrusion, he/she should be able to diagnose and refer to the relevant specialist. Similarly, a student who graduated from GDC can extract erupted teeth and roots in permanent and primary dentition; He/she should diagnose unerupted teeth and remaining roots and refer them to the relevant specialist. However, there is no information on this subject in PMDC. In Pakistan, graduate qualification levels can be established per international standards to increase the quality of education and graduate students with equal knowledge levels throughout the country. There is a regulation in PMDC that states that all exams conducted in dentistry faculties are recorded in a central system and this record must be made and submitted to the council before January 15 of each year. This increases evaluation transparency and improves the perception of credibility among graduates. However, in both the GDC and DUÇEP curriculums, the management of examination practices is delegated to the faculties. This situation may lead to different content and assessment methods and subjective evaluations in each faculty within the country. The recommendation of problem-based learning is common. 16 Problem-based education was developed instead of discipline-based education to develop cognitive skills. The discipline-based learning (DBL) tends to provide theoretical education in the early years, focusing on memorization rather than the development of psychomotor skills. 17 In problem-based learning (PBL), students use real-life problems as a learning context, employing 'triggers' from the problem situation to define their learning goals. PBL engages students in group work to solve ill-defined and open-ended problems by following steps such as analyzing problems, setting goals, gathering resources, summarizing ideas, and reflecting on problem-solving experiences. 18 In this approach, disciplines are expected to be integrated both horizontally (multiple disciplines integrated in one unit) and vertically (basic or clinical sciences). 19 , 20 For PBL to be successful, a large number of faculty members, physical conditions for small group discussions, and sufficient institutional resources are needed. While PBL is performed in the UK and Turkey, DBL is performed in Pakistan. 21 Integrating PBL elements into the existing system in Pakistan can enhance students' competencies and problem-solving skills. In addition, the implementation of clinical practices, such as in England and Turkey, also helps students develop their communication skills. In Pakistan, 43 of 61 faculties, in Turkey, 30 of 105 faculties, and in the UK, 2 of 16 faculties are in private universities. 11 – 14 , 21 While private universities often provide more advanced educational opportunities, the increased number of graduates can lead to employment challenges. In addition to having a small number of dentistry faculties in the UK, the number of students admitted to these faculties is strictly regulated and their quotas are determined according to need. In Turkey, the number of quotas is high to improve public health services (approximately 11.000 annually), but the employment rate of new graduates in the public sector is limited. This situation shows that the demand for the health workforce and quotas are not integrated. Additionally, the quota number height in Turkey can cause imbalances in the distribution of lecturers. According to 2023 data, there are 46.076 dentistry students in Turkey. The number of lecturers is 2.599. The student-lecturer ratio in Turkey is approximately 17.7:1. 11 This ratio is approximately 8:1 in UK universities. 22 This situation can make it difficult to apply the competencies envisaged by DUÇEP at the same level in all faculties. In Pakistan, the relatively low quota is due to infrastructure and faculty numbers. When the educational contents of dentistry faculties are examined, it is seen that there are common courses outside the field. For example, Ethics, Community & Preventive Dentistry, and Communication. 6 , 24 ,25 Every educational system has its strengths and weaknesses. Dental faculty lecturers should adopt best practices that are consistent with institutional and societal expectations. Future national dental qualification frameworks should emphasize PBL, standardized assessment criteria, graduate competencies, and continuing professional development. There are some limitations to this study. The study compared the national dental qualification frameworks of 3 countries with different development levels. To reach more general conclusions, studies comparing the curricula of more countries can be conducted. Another limitation is that qualitative comparisons were made. To obtain quantitative data, in the future, after the curricula have been implemented for a long time, student feedback, academicians' opinions, or patient satisfaction surveys can be conducted. Thus, not only the curricula but also the difficulties encountered in the implementation of the curricula and the differences between faculties are examined. Conclusion The UK curriculum combines multiple dental professions and emphasizes research, ethics and professionalism. The Turkish curriculum emphasizes details on clinical education. However, evaluation methods must be structured and standardized at the national level. In addition, it is recommended that the number of faculties and quotas be revised by the government, considering educational infrastructures. The Pakistani curriculum includes details on assessment systems. These differences can be attributed to socioeconomic factors such as infrastructure, resource allocation, and healthcare priorities. This commentary is based on a contextual analysis of existing literature and frameworks on dental education systems across countries. Future research should investigate how curricula from different countries reflect professional competencies and patient care. Declarations Ethics approval and consent to participate Not applicable Consent for publication Not applicable Availability of data and materials The datasets generated and analysed during the current study are in the persistent web link. [https://www.gdc-uk.org/] , [https://pmdc.pk/Documents/law/PMDC%20Act.pdf] , [https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Ulusal-cekirdek egitimi-programlari/dis-hekimligi.pdf] Competing Interests The authors have no competing interests to declare. Funding The authors received no financial support for this research or manuscript preparation. Authors' contributions NŞ designed the study. NŞ and ÇU contributed to the drafting, critical review of the manuscript, and analysis. All authors read and reviewed the final version of the manuscript. The authors read and approved the final manuscript. Acknowledgments The authors received no financial or institutional support for this research or manuscript preparation. References Dabaghi-Tabriz F, Ghaffari R, Hanaee J, et al. Comparison of General Dentistry Curriculum in Iran with Eight of the World's Top Dental Faculties. Maedica (Bucur). 2019;14(2):104-15. doi:10.26574/maedica.2019.14.2.104 Mehboob B, Mahboob U, Jamil B, Shaheen N. Needs analysis for an undergraduate dental curriculum in KPK, Pakistan: Gap identification and general needs assessment. Pak J Med Sci. 2024;40(5):967-73. doi:10.12669/pjms.40.5.8364 Field J, Vital S, Dixon J, Murphy D, Davies J. The Graduating European Dentist Curriculum Framework: A 7-Year Review. Eur J Dent Educ. Published online November 20, 2024. doi:10.1111/eje.13058 Field JC, Cowpe JG, Walmsley AD. The Graduating European Dentist: A New Undergraduate Curriculum Framework. Eur J Dent Educ. 2017;21 Suppl 1:2-10. doi:10.1111/eje.12307 Karaca, B., Atalayın Özkaya, Ç., Aykut Yetkıner, A., Gürkan, A., Dindaroğlu, F., & Ersin, N. Adaptation of the Postgraduate Dentistry Education Program According to the National Core Education Program: Ege University Faculty of Dentistry Experience. Ege Üniversitesi Diş Hekimliği Fakültesi Dergisi. 2022;43(3), 211-18. Khan, F. R., & MCPS, F. A Proposed Curriculum for 5-years BDS Programme in Pakistan and its Comparison with the Curricula Suggested by PMDC and HEC. JPDA. 2020;29(04), 170. Bowen, G. A. Document analysis as a qualitative research method. Qualitative research journal. 2009;9(2), 27-40. https://www.gdc-uk.org/ https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Ulusal-cekirdek egitimi-programlari/dis-hekimligi.pdf https://pmdc.pk/Documents/law/PMDC%20Act.pdf https://www.tdb.org.tr/ekler/Dishekimligi_Egitimi_ve_Insangucu-2024.pdf https://en.wikipedia.org/wiki/List_of_dental_schools_in_the_United_Kingdom#See_also https://www.pmc.gov.pk/Colleges/PublicDentalColleges https://www.officeforstudents.org.uk/for-providers/finance-and-funding/health-education-funding/medical-and-dental-intakes/ Ghaffari T, Hamedirad F, Ghadamyari E. The differences between dentistry education system in Iran and other countries. Future Med Educ.2018;8, 46-51. Deshpande AN, Mathur VP, Lele GS, et al. Identifying Needs and Preparing for Curriculum Changes in Indian Dental Education. Int J Clin Pediatr Dent 2024;17(7):842–50. Prince KJ, Van De Wiel M, Scherpbier AJ, Can Der Vleuten CP, Boshuizen HP. A Qualitative Analysis of the Transition from Theory to Practice in Undergraduate Training in a PBL-Medical School. Adv Health Sci Educ Theory Pract. 2000;5(2):105-16. doi:10.1023/A:1009873003677 Liu, Y., & Pásztor, A. Effects of problem-based learning instructional intervention on critical thinking in higher education: A meta-analysis. Thinking Skills and Creativity.2022;45,101069. Wood DF. Problem based learning. BMJ. 2003;326(7384):328-30. doi:10.1136/bmj.326.7384.328 Maiti, N., & Kumar. Teaching Learning Methods in Dental Schools. Tamilnadu, Esdiyem Publications. 2023 Özdemir ZM, Atılan Yavuz S, Gürsel Sürmelioğlu D. Evaluation of the Dental Speciality Examination in Between 2012-2023 Years: A Sectional Study J Dental Sci. 2024;30(2):289-96. https://www.theguardian.com/education/ng-interactive/2023/sep/09/best-uk-universities-for-dentistry-league-table Chapman A, Copestake SJ, Duncan K. An oral health education programme based on the National Curriculum. Int J Paediatr Dent. 2006;16(1):40-44. doi:10.1111/j.1365-263X.2006.00677.x Badur, F. Evaluation of the Curriculum of Dentistry Faculties in Terms of Communication Skills Education: A Review. The Educational Review USA. 2024;8(6):886-95 Additional Declarations No competing interests reported. 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DU\u0026Ccedil;EP (Dentıstry Natıonal Core Educatıon Program), the Turkish national core\u0026ensp;curriculum in dental education, is integrated with the curriculum as a standard approach in compliance with European Union directives, concentrating more on clinical training in collaboration with public health.\u003csup\u003e\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e\u003c/sup\u003e The Pakistan\u0026rsquo;s dentistry qualification framework includes both preventive public health and traditional clinical competencies and is enacted by the Pakistan Medical and Dental Council (PMDC).\u003csup\u003e\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eThis study aims to examine the dental education of three countries with distinct cultural and educational systems (e.g., England, Turkey, and Pakistan). The research question of the study is: Do national dentistry qualification frameworks of different countries differ in terms of structure, content and evaluation methods? Limited studies focus on the similarities and differences between national dental qualification frameworks. In addition, while existing studies generally compare with European countries, considered developed and developing countries together in this study will significantly contribute to literature. It is thought that the data obtained will guide Turkish dentistry educators on important issues for their self-development and educational planning.\u003c/p\u003e"},{"header":"Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eStudy Design\u003c/h2\u003e \u003cp\u003eQualitative document analysis was used to examine the national dental competency frameworks of three countries (i.e.UK, Turkey and Pakistan). Document analysis methodology includes review (superficial examination), reading (comprehensive examination) and interpretation.\u003csup\u003e\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e\u003c/sup\u003e The objective was to find similarities and differences of\u0026ensp;each of the three national dental qualification frameworks about the structure, objectives, content and assessment methods.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eData Collection\u003c/h3\u003e\n\u003cp\u003eUp-to-date national dental qualification frameworks information was collected from the General Dental Council (GDC) guidelines and the \"Preparing for Practice\" framework for the United Kingdom, \u003csup\u003e\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e\u003c/sup\u003e the Dentistry National Core Education Program (DU\u0026Ccedil;EP) for Turkey, \u003csup\u003e\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e\u003c/sup\u003e and the Pakistan Medical and Dental Council (PMDC) guidelines and standards for dental education.\u003csup\u003e\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e\u003c/sup\u003e These data were accessed via official websites.\u003c/p\u003e \u003cp\u003eReviewed articles and academic reports discussing dental education standards and practices in different databases such as PubMed, Scopus, Web of Science, and Google Scholar. The following key terms were used in the search strategy: \"Dental education,\" \"Curriculum,\" \"Educational measurement,\" \"Problem-based learning, \"Graduate competencies in dentistry,\" and \"International comparison of dental curricula.\" Studies published 2000\u0026ndash;2024, articles in English or Turkish were included in the study. articles that weren't relevant to the subject of national dental qualification frameworks were excluded from the study. Two researchers screened the articles and resolved disagreements through discussion.\u003c/p\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003eData Analysis\u003c/h2\u003e \u003cp\u003eThe document analysis method was used for the analysis of curriculum content. Dentistry qualification certificates of the three countries examined were analyzed in detail in terms of content, structure and conceptual representations. Then, thematic categories were created by the authors by considering similar literature\u003csup\u003e\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e\u003c/sup\u003e. The categories are as follows:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eCurriculum Scope\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eCurriculum Basis\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eContents\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eProgram Duration\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eCurriculum Approach\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eAssessment\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eQualifications of Graduate Dentists\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eResearch Emphasis\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eNumber of Dentistry Faculties\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eYear of publication\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003eAccording to these categories, all three national dental qualification frameworks were examined by two independent researchers. The table was created, and disagreements were resolved through discussion. Additionally, reviewed articles and academic reports were used to strengthen the results. Thus, the obtained data was supported with citations and the principles of transparency and traceability were followed.\u003c/p\u003e \u003cp\u003eThe classification of \u0026ldquo;research emphasis\u0026rdquo; was graded by the authors as \u0026ldquo;Strong\u0026rdquo;, \u0026ldquo;Moderate\u0026rdquo; and \u0026ldquo;Limited\u0026rdquo; through qualitative comparison, based on the frequency level of research, scientific thinking and evidence-based practices within the national competence framework of each country.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eEthical Considerations\u003c/h3\u003e\n\u003cp\u003eThe study was based entirely on publicly available documents and did not involve human subjects, thus not requiring ethical approval.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eExamination of national dental qualification frameworks of the UK, Turkey, and Pakistan revealed similarities and differences, as summarized in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eAnalysis of the dental education curricula\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eArea\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGeneral Dental Council\u003c/p\u003e \u003cp\u003e(United Kingdom)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDentıstry Natıonal Core Educatıon Program (Turkey)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMedical and Dental Council\u003c/p\u003e \u003cp\u003e(Pakistan)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCurriculum Scope\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDentistry, dental hygiene, dental nursing, dental technology, dental therapy, clinical dental technology and orthodontic therapy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDentistry\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDentistry, basic medical sciences, clinical medicine specialties, public health and allied disciplines\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCurriculum basis\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStandards for Education, Quality Assurance Agency (QAA)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eTurkish Higher Education Qualifications Framework\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMBBS and BDS programs as formulated by the National Medical and Dental Academic Board\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eContents\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eClinical Knowledge and Skills, Interpersonal Skills, Professionalism, Self-management\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCurriculum content, competencies, assessment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAdmissions, Curriculum And Conduct\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eProgram Duration\u003c/p\u003e \u003cp\u003e(Undergraduate - Dentistry)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFive Years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFive Years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eFour Years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCurriculum Approach\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eProblem-based education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eProblem-based education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDiscipline-based learning\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAssessment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUsing methods to assess whether learning aims determined by the GDC have been achieved\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDetermining learning aims and using assessment methods\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eStandard setting and integrated assessment\u003c/p\u003e \u003cp\u003emethods\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQualifications of Graduate\u003c/p\u003e \u003cp\u003eDentists\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eContains in detail\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eContains in detail\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo details\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eResearch Emphasis\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStrong\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eModerate\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLimited\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNumber of Dentistry Faculties\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e105\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e61\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYear of publication\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2015\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2024\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2023\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"4\"\u003e\u003csup\u003e*\u003c/sup\u003e Data for 2024 year\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe UK\u0026rsquo;s qualification framework is the most comprehensive, including multiple dental professions such as dental hygiene, dental nursing, dental therapy, and orthodontic therapy. Turkey's qualification framework is only for dentists.\u003c/p\u003e \u003cp\u003eThe curriculum basis is affiliated with the Council of Higher Education in all three countries.\u003c/p\u003e \u003cp\u003eIn Turkey, the duration of education is 5 years, the annual quota number is 11,000. In the UK, the duration of education is 5 years, the annual quota number is 1100. In Pakistan, the duration of education is 4 years, the annual quota number is 3750.\u003csup\u003e\u003cspan additionalcitationids=\"CR12 CR13\" citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eWhile dental education in the UK and Turkey employs the problem-based learning (PBL) approach, which exposes students to clinical cases at an early stage, discipline-based learning (DBL) is applied in Pakistan.\u003c/p\u003e \u003cp\u003eIn the UK, various methods are used to assess whether students have demonstrated proficiency in all learning outcomes based on the achievement of the \u0026ldquo;safe beginner\u0026rdquo; level set by the GDC. These methods include student portfolios, continuous assessment, case presentations, written exams, external examiner reports, and assessment plans matched to learning outcomes. In Turkey, learning objectives are defined within the scope of DU\u0026Ccedil;EP, and various written, structured oral, Objective Structured Clinical Examination (OSCE), and practical examination methods are suggested for these objectives. In Pakistan, integrated examination systems are used within the framework of nationally determined standards, and each faculty reports to the PMDC.\u003c/p\u003e \u003cp\u003eIn the classification made under the title of \u0026ldquo;Qualifications of Graduate Dentists\u0026rdquo;, it was evaluated how detailed the knowledge, skills and competencies expected of a dentist after graduation were defined within the qualification framework of the relevant country. While the qualifications that newly graduated dentists must have been given in detail in the UK and Turkey, no details are given in the Pakistani qualification frameworks. This may lead to differences in the level of clinical preparation from faculty to faculty and inequalities in the quality of patient care.\u003c/p\u003e \u003cp\u003eThe most up-to-date curriculum is the Turkish curriculum published in 2024.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe present study compared the national dental qualification frameworks of the United Kingdom, Turkey, and Pakistan, revealing significant variations in their structure, focus, and implementation. These differences reflect each country's unique healthcare needs, educational priorities, and resource availability.\u003c/p\u003e \u003cp\u003eIn previous studies, the duration of education, model, general curriculum, student and curriculum assessment methods, type and hours of courses offered at many dentistry faculties from countries with different levels of development. \u003csup\u003e\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e,\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e\u003c/sup\u003e In this study, the educational qualifications of countries with different development levels were compared similarly.\u003c/p\u003e \u003cp\u003eIt was observed that there were many differences between the educational national dental qualification frameworks. For example, in DU\u0026Ccedil;EP and GDC, the situations that students will diagnose and treat and the situations that they will only diagnose and refer to the relevant branch are discussed in detail. According to DU\u0026Ccedil;EP, a student who graduated from the faculty of dentistry should be able to diagnose and treat reversible pulpitis; In dentoalveolar retrusion/protrusion, he/she should be able to diagnose and refer to the relevant specialist. Similarly, a student who graduated from GDC can extract erupted teeth and roots in permanent and primary dentition; He/she should diagnose unerupted teeth and remaining roots and refer them to the relevant specialist. However, there is no information on this subject in PMDC. In Pakistan, graduate qualification levels can be established per international standards to increase the quality of education and graduate students with equal knowledge levels throughout the country.\u003c/p\u003e \u003cp\u003eThere is a regulation in PMDC that states that all exams conducted in dentistry faculties are recorded in a central system and this record must be made and submitted to the council before January 15 of each year. This increases evaluation transparency and improves the perception of credibility among graduates. However, in both the GDC and DU\u0026Ccedil;EP curriculums, the management of examination practices is delegated to the faculties. This situation may lead to different content and assessment methods and subjective evaluations in each faculty within the country.\u003c/p\u003e \u003cp\u003eThe recommendation of problem-based learning is common.\u003csup\u003e\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e\u003c/sup\u003e Problem-based education was developed instead of discipline-based education to develop cognitive skills. The discipline-based learning (DBL) tends to provide theoretical education in the early years, focusing on memorization rather than the development of psychomotor skills.\u003csup\u003e\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e\u003c/sup\u003e In problem-based learning (PBL), students use real-life problems as a learning context, employing 'triggers' from the problem situation to define their learning goals. PBL engages students in group work to solve ill-defined and open-ended problems by following steps such as analyzing problems, setting goals, gathering resources, summarizing ideas, and reflecting on problem-solving experiences.\u003csup\u003e\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e\u003c/sup\u003e In this approach, disciplines are expected to be integrated both horizontally (multiple disciplines integrated in one unit) and vertically (basic or clinical sciences).\u003csup\u003e\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e,\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e\u003c/sup\u003e For PBL to be successful, a large number of faculty members, physical conditions for small group discussions, and sufficient institutional resources are needed. While PBL is performed in the UK and Turkey, DBL is performed in Pakistan.\u003csup\u003e\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e\u003c/sup\u003e Integrating PBL elements into the existing system in Pakistan can enhance students' competencies and problem-solving skills. In addition, the implementation of clinical practices, such as in England and Turkey, also helps students develop their communication skills.\u003c/p\u003e \u003cp\u003eIn Pakistan, 43 of 61 faculties, in Turkey, 30 of 105 faculties, and in the UK, 2 of 16 faculties are in private universities.\u003csup\u003e\u003cspan additionalcitationids=\"CR12 CR13\" citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e,\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e\u003c/sup\u003e While private universities often provide more advanced educational opportunities, the increased number of graduates can lead to employment challenges. In addition to having a small number of dentistry faculties in the UK, the number of students admitted to these faculties is strictly regulated and their quotas are determined according to need. In Turkey, the number of quotas is high to improve public health services (approximately 11.000 annually), but the employment rate of new graduates in the public sector is limited. This situation shows that the demand for the health workforce and quotas are not integrated. Additionally, the quota number height in Turkey can cause imbalances in the distribution of lecturers. According to 2023 data, there are 46.076 dentistry students in Turkey. The number of lecturers is 2.599. The student-lecturer ratio in Turkey is approximately 17.7:1.\u003csup\u003e\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e\u003c/sup\u003e This ratio is approximately 8:1 in UK universities.\u003csup\u003e\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e\u003c/sup\u003e This situation can make it difficult to apply the competencies envisaged by DU\u0026Ccedil;EP at the same level in all faculties. In Pakistan, the relatively low quota is due to infrastructure and faculty numbers.\u003c/p\u003e \u003cp\u003eWhen the educational contents of dentistry faculties are examined, it is seen that there are common courses outside the field. For example, Ethics, Community \u0026amp; Preventive Dentistry, and Communication. \u003csup\u003e\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e,\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e,25\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eEvery educational system has its strengths and weaknesses. Dental faculty lecturers should adopt best practices that are consistent with institutional and societal expectations. Future national dental qualification frameworks should emphasize PBL, standardized assessment criteria, graduate competencies, and continuing professional development.\u003c/p\u003e \u003cp\u003eThere are some limitations to this study. The study compared the national dental qualification frameworks of 3 countries with different development levels. To reach more general conclusions, studies comparing the curricula of more countries can be conducted. Another limitation is that qualitative comparisons were made. To obtain quantitative data, in the future, after the curricula have been implemented for a long time, student feedback, academicians' opinions, or patient satisfaction surveys can be conducted. Thus, not only the curricula but also the difficulties encountered in the implementation of the curricula and the differences between faculties are examined.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe UK curriculum combines multiple dental professions and emphasizes research, ethics and professionalism. The Turkish curriculum emphasizes details on clinical education. However, evaluation methods must be structured and standardized at the national level. In addition, it is recommended that the number of faculties and quotas be revised by the government, considering educational infrastructures. The Pakistani curriculum includes details on assessment systems. These differences can be attributed to socioeconomic factors such as infrastructure, resource allocation, and healthcare priorities. This commentary is based on a contextual analysis of existing literature and frameworks on dental education systems across countries. Future research should investigate how curricula from different countries reflect professional competencies and patient care.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets generated and analysed during the current study are in the persistent web link. \u0026nbsp;[https://www.gdc-uk.org/] , [https://pmdc.pk/Documents/law/PMDC%20Act.pdf] , [https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Ulusal-cekirdek egitimi-programlari/dis-hekimligi.pdf]\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors have no competing interests to declare.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors received no financial support for this research or manuscript preparation.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNŞ designed the study. NŞ and \u0026Ccedil;U contributed to the drafting, critical review of the manuscript, and analysis. All authors read and reviewed the final version of the manuscript. The authors read and approved the final manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors received no financial or institutional support for this research or manuscript preparation.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eDabaghi-Tabriz F, Ghaffari R, Hanaee J, et al. Comparison of General Dentistry Curriculum in Iran with Eight of the World\u0026apos;s Top Dental Faculties. Maedica (Bucur). 2019;14(2):104-15. doi:10.26574/maedica.2019.14.2.104\u003c/li\u003e\n\u003cli\u003eMehboob B, Mahboob U, Jamil B, Shaheen N. Needs analysis for an undergraduate dental curriculum in KPK, Pakistan: Gap identification and general needs assessment. Pak J Med Sci. 2024;40(5):967-73. doi:10.12669/pjms.40.5.8364\u003c/li\u003e\n\u003cli\u003eField J, Vital S, Dixon J, Murphy D, Davies J. The Graduating European Dentist Curriculum Framework: A 7-Year Review. Eur J Dent Educ. Published online November 20, 2024. doi:10.1111/eje.13058\u003c/li\u003e\n\u003cli\u003eField JC, Cowpe JG, Walmsley AD. The Graduating European Dentist: A New Undergraduate Curriculum Framework. Eur J Dent Educ. 2017;21 Suppl 1:2-10. doi:10.1111/eje.12307\u003c/li\u003e\n\u003cli\u003eKaraca, B., Atalayın \u0026Ouml;zkaya, \u0026Ccedil;., Aykut Yetkıner, A., G\u0026uuml;rkan, A., Dindaroğlu, F., \u0026amp; Ersin, N. Adaptation of the Postgraduate Dentistry Education Program According to the National Core Education Program: Ege University Faculty of Dentistry Experience. Ege \u0026Uuml;niversitesi Diş Hekimliği Fak\u0026uuml;ltesi Dergisi. 2022;43(3), 211-18.\u003c/li\u003e\n\u003cli\u003eKhan, F. R., \u0026amp; MCPS, F. A Proposed Curriculum for 5-years BDS Programme in Pakistan and its Comparison with the Curricula Suggested by PMDC and HEC. JPDA. 2020;29(04), 170.\u003c/li\u003e\n\u003cli\u003eBowen, G. A. Document analysis as a qualitative research method. Qualitative research journal. 2009;9(2), 27-40.\u003c/li\u003e\n\u003cli\u003ehttps://www.gdc-uk.org/ \u003c/li\u003e\n\u003cli\u003ehttps://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Ulusal-cekirdek egitimi-programlari/dis-hekimligi.pdf \u003c/li\u003e\n\u003cli\u003ehttps://pmdc.pk/Documents/law/PMDC%20Act.pdf \u003c/li\u003e\n\u003cli\u003ehttps://www.tdb.org.tr/ekler/Dishekimligi_Egitimi_ve_Insangucu-2024.pdf\u003c/li\u003e\n\u003cli\u003ehttps://en.wikipedia.org/wiki/List_of_dental_schools_in_the_United_Kingdom#See_also\u003c/li\u003e\n\u003cli\u003ehttps://www.pmc.gov.pk/Colleges/PublicDentalColleges\u003c/li\u003e\n\u003cli\u003ehttps://www.officeforstudents.org.uk/for-providers/finance-and-funding/health-education-funding/medical-and-dental-intakes/\u003c/li\u003e\n\u003cli\u003eGhaffari T, Hamedirad F, Ghadamyari E. The differences between dentistry education system in Iran and other countries. Future Med Educ.2018;8, 46-51.\u003c/li\u003e\n\u003cli\u003eDeshpande AN, Mathur VP, Lele GS, et al. Identifying Needs and Preparing for Curriculum Changes in Indian Dental Education. Int J Clin Pediatr Dent 2024;17(7):842\u0026ndash;50.\u003c/li\u003e\n\u003cli\u003ePrince KJ, Van De Wiel M, Scherpbier AJ, Can Der Vleuten CP, Boshuizen HP. A Qualitative Analysis of the Transition from Theory to Practice in Undergraduate Training in a PBL-Medical School. Adv Health Sci Educ Theory Pract. 2000;5(2):105-16. doi:10.1023/A:1009873003677\u003c/li\u003e\n\u003cli\u003eLiu, Y., \u0026amp; P\u0026aacute;sztor, A. Effects of problem-based learning instructional intervention on critical thinking in higher education: A meta-analysis. Thinking Skills and Creativity.2022;45,101069.\u003c/li\u003e\n\u003cli\u003eWood DF. Problem based learning. BMJ. 2003;326(7384):328-30. doi:10.1136/bmj.326.7384.328\u003c/li\u003e\n\u003cli\u003eMaiti, N., \u0026amp; Kumar. Teaching Learning Methods in Dental Schools. Tamilnadu, Esdiyem Publications. 2023\u003c/li\u003e\n\u003cli\u003e\u0026Ouml;zdemir ZM, Atılan Yavuz S, G\u0026uuml;rsel S\u0026uuml;rmelioğlu D. Evaluation of the Dental Speciality Examination in Between 2012-2023 Years: A Sectional Study J Dental Sci. 2024;30(2):289-96.\u003c/li\u003e\n\u003cli\u003ehttps://www.theguardian.com/education/ng-interactive/2023/sep/09/best-uk-universities-for-dentistry-league-table \u003c/li\u003e\n\u003cli\u003eChapman A, Copestake SJ, Duncan K. An oral health education programme based on the National Curriculum. Int J Paediatr Dent. 2006;16(1):40-44. doi:10.1111/j.1365-263X.2006.00677.x\u003c/li\u003e\n\u003cli\u003eBadur, F. Evaluation of the Curriculum of Dentistry Faculties in Terms of Communication Skills Education: A Review. The Educational Review USA. 2024;8(6):886-95\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Dental education, Educational measurement, Professionalism, Problem-based learning, Qualification Frameworks","lastPublishedDoi":"10.21203/rs.3.rs-5729311/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5729311/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eDental education national qualification frameworks have been developed to meet both global standards and local healthcare needs. Despite sharing common objectives, there may be differences between national qualification frameworks due to priorities, cultural differences and resource availability. This study aimed to examine the national dental qualification frameworks of the United Kingdom, T\u0026uuml;rkiye and Pakistan, focusing on their structure, content and assessment methods to identify similarities and differences.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eA qualitative comparative approach was employed to examine national dental qualification frameworks. Data were collected from official documents, including the General Dental Council (GDC) guidelines for the United Kingdom, the Dentistry National Core Education Program (DU\u0026Ccedil;EP) for T\u0026uuml;rkiye, and the Pakistan Medical and Dental Council (PMDC) guidelines. The analysis focused on predefined categories, such as curriculum scope, content, assessment, and graduate competencies.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eNational dental qualification frameworks differences were observed in program duration, assessment methods, and the integration of public health components. The UK\u0026rsquo;s is comprehensive, encompassing multiple dental professions, with a strong emphasis on professionalism, ethics, and research. Turkey aligns with European Union standards, focusing primarily on clinical training. In Pakistan, unlike the other two, a discipline-based learning technique is applied. Pakistan integrates community health and basic medical sciences.\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e \u003cp\u003eThe differences are thought to be due to community needs and resource availability. Further studies should be carried out to standardize education all over the world.\u003c/p\u003e","manuscriptTitle":"Exploring Dental Educational Diversity: A Cross-National Examination of National Dental Qualification Frameworks","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-04-11 08:57:12","doi":"10.21203/rs.3.rs-5729311/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-05-15T04:00:51+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-05-14T08:45:56+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"300923346904229923188078284698402288705","date":"2025-05-13T03:23:55+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"72179812897573030497959592666415204502","date":"2025-05-07T15:10:10+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-04-29T02:50:52+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"156401293461446103731036433069618288480","date":"2025-04-21T22:33:31+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"274687993420827201311669650373467701301","date":"2025-04-21T16:51:38+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"291354084808420724850687125303192481122","date":"2025-04-21T08:29:08+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-04-10T15:30:10+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-04-04T07:24:32+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2025-03-28T13:25:04+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"eb8c9c2e-e93b-4457-a75d-793882a68a10","owner":[],"postedDate":"April 11th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2025-07-07T16:05:00+00:00","versionOfRecord":{"articleIdentity":"rs-5729311","link":"https://doi.org/10.1186/s12909-025-07619-4","journal":{"identity":"bmc-medical-education","isVorOnly":false,"title":"BMC Medical Education"},"publishedOn":"2025-07-06 15:58:00","publishedOnDateReadable":"July 6th, 2025"},"versionCreatedAt":"2025-04-11 08:57:12","video":"","vorDoi":"10.1186/s12909-025-07619-4","vorDoiUrl":"https://doi.org/10.1186/s12909-025-07619-4","workflowStages":[]},"version":"v1","identity":"rs-5729311","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5729311","identity":"rs-5729311","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}