Evaluating the Bachelor of Dental Surgery Curriculum of Kathmandu University Using the CIPP Evaluation Model: A Mixed-Method Study

Evaluating the Bachelor of Dental Surgery Curriculum of Kathmandu University Using the CIPP Evaluation Model: A Mixed-Method Study | 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 Evaluating the Bachelor of Dental Surgery Curriculum of Kathmandu University Using the CIPP Evaluation Model: A Mixed-Method Study Arjun Hari Rijal, Roshani Rajbanshi, Pratistha Ghimire This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7390750/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Introduction Evaluation, as a tool for ongoing quality enhancement, identifies the strengths and shortcomings of any program. So, this study aimed to evaluate the current curriculum of the Bachelor of Dental Surgery of Kathmandu University (BDS-KU) using the CIPP model. Materials and Methods This is a mixed-method study utilizing the qualitative component to assess the input and process, and quantitative component to assess the product of the current curriculum of the BDS-KU. Key informant interviews (KIIs, n=7) and in-depth interviews (IDIs, n=9) was used to evaluate the input and process component of the CIPP model among heads of departments and the faculty members. While the fifteen web-based survey questionnaires (n=78) were submitted to the graduates of this institution to explore the product component. Qualitative data were analyzed thematically, while quantitative data were presented as percentages and frequencies. Results Context evaluation : The objectives of the current curriculum are aligned with the current local and international needs in the field of dentistry. Input evaluation : Most of the heads of the departments were satisfied with the current input part of the curriculum. Process evaluation : The current curriculum undergoes revision at regular intervals but it has not been updated since its beginning. Product evaluation : Most of the graduates can practice evidence-based dentistry, communicate effectively with their patients, work in different health care settings, and easily clear the national and international licensing exams. Conclusions The CIPP evaluation model has proven effective in assessing the strengths and weaknesses of the BDS-KU regarding input, context, process, and product. Dentistry Bachelor of Dental Surgery CIPP model curriculum evaluation 1. Introduction 1.1 Background Evaluation refers to the processes involved in collecting information about the operational status of a given entity to assess its effectiveness and, if found lacking, to explore viable alternatives within the decision-making process (Warju, 2016 ). Furthermore, evaluation is viewed as “the systematic endeavor to collect information to inform judgments or decisions” (Lynch, 1996 , p. 2). Conversely, educational evaluation focuses on establishing standards for quality assessment, determining whether these standards are accurate, gathering pertinent information, and applying these standards to assess value, quality, availability, efficiency, or significance (Worthy et al., 1997). Based on this definition, program evaluation strategies are categorized into six types: adversary-oriented, consumer-oriented, decision/management-oriented, expertise-oriented, objectives-oriented, and participant-oriented (Worthy et al., 1997). To assess the level of success in an educational program, evaluate the effectiveness of the current offerings, and gather valuable insights for future initiatives, conducting program evaluation activities is essential. According to Dharma et al. (2013) (as referenced by Warju, 2016 ), it is important to engage in all program activities through evaluation to understand the degree of progress made, evaluate the quality and performance of the existing program, and to obtain data for planning subsequent programs accordingly. Therefore, the evaluation process should be regarded as a crucial aspect of improving educational quality and must be carried out in a sustainable way. This evaluation process includes various tasks such as assessing students, evaluating programs and curricula, and obtaining school accreditation (Kellaghan et al., 2003 ). Consequently, the program activities aim not only to evaluate learning outcomes but also to assess inputs and the learning processes. Among the various models of curriculum evaluation, one of the most widely utilized is Stufflebeam's CIPP model. Developed by Danial L. Stufflebeam in the early 1970s, the CIPP model defines evaluation as "the process of delineating, obtaining, providing, and applying descriptive and judgmental information regarding the merit and worth of certain objectives, aims, planning, implementation, and outcomes to facilitate improvements" (Stufflebeam, 2003 , p. 34). This model is also referred to as "a comprehensive system for directing the evaluations of programs, projects, personnel, products, and evaluation systems" (Stufflebeam, 2003 , p. 31). The acronym CIPP represents four distinct dimensions of the model: Context, Input, Process, and Product respectively (Stufflebeam, 2000 , 2003 ). The CIPP model is explained through decision-oriented methods. In these methods, the evaluator identifies the decisions that the program manager might make and gathers enough information about the advantages and disadvantages of each possible decision, allowing the decision-maker to make the best choice based on the specified criteria (Worthy, 1990). In this framework, context, input, process, and product serve as the evaluation objectives, and the program meant for assessment is viewed as a system. The CIPP model offers a thorough and detailed approach to evaluate and enhance the program's efficiency using specific criteria (Kamsurya, 2020 ). The initial dimension, context, pertains to the objectives, goals, history, and background of the educational institution; the second dimension, input, encompasses aspects such as content, time, and resources related to the learning environment. The process dimension of the model includes the teaching and learning activities, as well as the implementation, quality, effectiveness, and practicality of these activities. Lastly, the product dimension represents the advantages of the educational program for both students and the community (Stufflebeam, 2003 ). While the CIPP model is utilized for evaluating program performance, it is both adaptable and directive (Lippe & Carter, 2018 ). As observed by Stufflebeam et al. ( 1971 ), program evaluation and assessment occur in two distinct manners. The first pertains to improvement, which signifies formative assessments conducted at the conclusion of the curriculum to guide the implementation of a new program or to refine an existing one. The second involves accountability, where summative evaluations are performed during the execution of the software to evaluate the anticipated curriculum structure. Once the evaluators have mapped out the course, the next step is to initiate a more directive approach to program evaluation by identifying the key elements of the four primary evaluations (Lippe & Carter, 2018 ). This model is considered effective in evaluating various medical curriculum, courses, training (Mazloomy, 2018, Khodabandeh, 2016, Heidari, 2021, Alimohammadi, 2013, Makarem, 2014, Adel Mehraban, 2015 , Farzianpour, 2015, Pakdaman, 2011, Oderinu, 2024, Tabari, 2016, Neemat, 2021). 1.2 Bachelor of Dental Surgery Curriculum at Kathmandu University The curriculum of Bachelor of Dental Surgery (BDS) of Kathmandu University has been designed embracing modern educational science technology-as applied to dental education, which provides for the acquisition of core knowledge. The salient features of the curriculum are “student centered (rather than teacher centered), problem based (rather than subject based), integrated (rather than discipline based), community oriented (rather than hospital centered), elective embodied (rather than standard program oriented) and systematic (rather than apprentice based) (BDS Curriculum, 2014). “ The main aim of current curriculum for the BDS degree is to produce a well-rounded dental graduate who as a result of the four and half years of undergraduate education programme in dental surgery will be competent to carry out preventive, promotive and curative functions expected of a dental surgeon. The accent of the curricular approach is community orientation, integrated teaching-learning and problem-based learning (BDS Curriculum, 2014). The curriculum has been prepared after reviewing the various dental science curricula available in Nepal and India. The four and-a half-year span of the BDS course of study is divided into nine units, each of six months duration. The first four units are devoted to the Basic Medical Sciences. The rest five units are devoted to Clinical Sciences in dentistry. After successful completion of the course of study of four-an-half years, and having passed the final BDS examination, the students will have to complete one year of compulsory rotating residential internship to become eligible for being conferred with the degree of BDS of the Kathmandu University (BDS Curriculum, 2014). 1.3 Statement of Problem An appropriately structured dental curriculum plays a significant role in the development of trained professionals who can competently tackle oral health challenges in society (Arjun, 2024). However, traditional dental curricula lag behind advances in dental education, technological innovation, and evolving health priorities. Dental education in Nepal has extensively expanded over the past two decades, but issues with regard to the alignment of curricula to international standards and national healthcare requirements (Arjun 2024). The BDS curriculum being followed presently within Kathmandu University has a logical methodology towards theoretical as well as pragmatic education. Yet no thorough evaluation has been done to determine whether it is efficient or not in meeting both academic as well as professional needs. Overseas research has defined curriculum evaluation as essential in order to ensure that the graduates acquire essential clinical skills and problem-solving abilities. Hence, a CIPP model evaluation of the BDS curriculum will help in establishing teaching methodology, faculty development, resource allocation, and students' learning process. Additionally, students, faculty members, and dental practitioners complain about the rigidity of the curriculum, traditional approaches to teaching, and insufficient exposure to inter-professional education. In order to incorporate more evidence-based alterations that will make clinical education stronger, include modern pedagogic strategies like problem-based learning (PBL), and give solid background in actual dental issues to be treated by graduates. A step-by-step examination of the curriculum will not only provide a greater understanding of its strength and weaknesses but also suggest reforms that are needed to increase its effectiveness. The findings of this study will serve as a crucial resource for academic policymakers to make informed decisions about curriculum design, faculty development, and student assessment strategies. In the long term, this study will lead to the overall goal of developing effective, adaptable, and capable dental professionals in Nepal. So, this study aimed to evaluate the current curriculum of the Bachelor of Dental Surgery of Kathmandu University using the CIPP model. 2. Materials and Methods Ethical approval This study was conducted after obtaining ethical approval from the Institutional Review Committee of Kathmandu University School of Medical Sciences (IRC-KUSMS/Ref No:116/25) since this study was a part of a course (Master's in Higher Education from Kathmandu University School of Education (Reference number: ). Additionally, written informed consent was obtained before participating in the interview process and before completing the web-based questionnaire survey. Similarly, participants were informed about the confidentiality of the data and the views they provided. Study design This study employed a mixed-method study (qualitative and quantitative) design using web-based questionnaire and key informant interviews (KIIs) and in-depth interviews (IDIs). We used open-ended questions for the interviews and closed-ended questions for the questionnaire survey. These methods were suitable as we are targeting the policy makers, heads of departments (HODs), faculties, and passed out graduate from this institution to find out their experiences, understanding, perspectives, and views. Quantitative component was used to measure the product component of the curriculum while the qualitative component was used to explore participants’ perceptions, experiences, and the curriculum’s impact in their practice. Study setting This study was conducted in the Kathmandu University School of Medical Sciences located in the Kavrepalanchok district of Nepal. The participants were the HODs from the various dental departments of KUSMS, faculty members who are involved in the teaching and learning process, and passed out graduated from the very same institution. Since we are using Context (C), Input(I), Process (P) and Process(P) for the evaluation of the current curriculum of BDS, we divided participants into various groups to engage in the process of evaluation. Sampling strategy The study aimed to explore the experiences, understanding, perspectives, and views of participants of various levels and academic backgrounds. Therefore, we used purposive sampling to gather broader insights into the curriculum from the respective participants. The participants for the IDIs (n=9) were the faculty members from the various departments of the dental surgery as they are directly involved in the process of teaching and learning, in turn implementing the aims and objectives of the current curriculum. The faculty members selected were from both the clinical as well as non-clinical sides. The process of IDIs continued till we reached saturation of the information needed for this study. Similarly, the KIIs were conducted among the HODs (n=7) of the various clinical as well as non-clinical departments. Since they were thought to be the bridge between the administration and the faculty members, to implement the existing curriculum. Also, the quantitative survey was conducted among the passed out graduate from the institution. The sample size was calculated using following formula given by Glen 1972: n= N/ ((1+ (1*Ne 2 )) where, n= sample size N= Total number of students graduated from KUSMS = 350 e= Margin of error = 10% n= N/ ((1+ (1*Ne 2 )) = 350/ ((1+ (1*N350*0.12 )) = 78. Study tool development and validation For the qualitative data, the semi-structured interview guide was developed after an extensive literature search on use of CIPP model for the evaluation of medical and dental curriculum using Google Scholar, Scopus, and PubMed. The search was conducted keeping focus on the methods of evaluation (CIPP) and the course of evaluation (medical, dental, nursing and various paramedical courses). The keywords used were: CIPP for methods of evaluation and medical, dental, dentistry, nursing for the types of course being evaluated. We used Medical Subject Headings (MeSh) as far as possible. The search was conducted using a suitable combination of keywords using the Boolean operators. The interview guides for IDIs and KIIs were developed in English after rigorous review of the literature. The subject experts (faculties from the various departments, subject committee members, curriculum evaluators, senior faculty who were part of the curriculum development of the existing curriculum) were used for the content validity. The appropriate feedbacks from them were incorporated in the final version. KIIs were conducted to find out the INPUT(I) process of the curriculum evaluation, while the IDIs were conducted to explore the PROCESS(P) of the curriculum evaluation. The survey questionnaire was prepared for the evaluation of PRODUCT(P) using a suitable literature search. After content and face validity, the questionnaire was pretested among the graduates who were not part of the original survey. The Cronbach Alpha value was 0.83. The web-based questionnaire was prepared using Google Forms and distributed among the graduates via email, various social media platforms like Viber, Facebook Messenger, WhatsApp, etc. Data collection First Phase (Context assessment) Upon initiation, a document study was conducted in order to specify the characteristics of the curricula of the BDS. Document analyses comprised reviews of formal curricula, artifacts, program manuals, and other available documents in the selected Departments. The evaluations were meant to produce a holistic but cohesive story outlining the paradigmatic concepts, vision, programs, contents, and processes as they emerged in the documents. To do this, the study made use of both the historical analysis of the curricula and artifacts of the selected Departments and the cross-sectional analysis of the curricula within the Departments in a particular period of time. The historical context hopefully informed us of the contextual matters that propelled the processes of curricula development, the goals and achievements of higher education as professed in the curricula, traits of the curricula, contents, teaching-learning process, and assessment modalities. This research also attempted to reveal the competitive positioning of KU as a higher education institution as it was represented in the curricula of the university, together with indicating the boundaries that left gaps for curriculum drafting and implementation. Second Phase (Input and Process evaluation) The KIIs and DIs were conducted in the standard setting. All the interviews were conducted in the lecture hall of the dental department of KUSMS in a face-to-face manner. The hall was quiet and free from external noise. All the interviews were conducted by the principal investigator (AHR). The duration of each qualitative interview, including KIIs and IDIs, ranged from 15 to 45 minutes. Although some interviews were shorter, they were more targeted and caught particular aspects of the study. Only the participant and interviewer were present during the period of the interview. The relevant notes were taken during as well as immediately after the completion of the interview to gain insight about the contextual setting. The participants and the interviewer were from the same institution and had been working together for a long time. So, the environment for the interview was friendly for the sharing of their views, experiences, and perspectives. The research team includes dental faculty and an educator who was a part of the curriculum-making process of various courses. The participants did not receive direct benefit from the study, but the findings of the study can be utilized for the timely update of the existing curriculum of the BDS. Third Phase (Product evaluation) The pass-out graduates were selected randomly, and an online survey questionnaire was sent by mail and various social media. The response was collected in the Google Sheet. Data processing and analysis The quantitative data from the survey was collected, coded, and entered into Microsoft Excel, and descriptive analysis was performed using percentages, frequencies. Similarly, the recordings were transcribed verbatim. The note taken during the process of interviews were incorporated in the data analysis to provide the contextual details about the setting. The thematic analysis was performed to gain insight from the data. The primary author (AHR) was involved in the initial reading of the verbatim, the generation of repeated patterns to get codes, which were later verified by other authors (RR, PG, MH). The relevant themes were identified and thoroughly reviewed for relevance and consistency. The generated codes and themes were again reviewed by all the team members and confirmed unanimously. The analysis was conducted in Microsoft Word using a manual method. 3. Results Participants The demographic characteristics of the participants were as shown in Table 1. Particulars KIIs, n(%) IDIs, n(%) Survey 1 Gender Male 5(71.42) 5(55.55) 26(31.50) Female 2(28.58) 4(44.45) 52(68.50) 2. Mean Age 46.03±2.36 years 38±1.33 years 28.05±2.36 years 3 Age groups in years <25 years 0(0.00) 0(0.00) 0(0.00) 25-29 years 0(0.00) 0(0.00) 59(75.70) 30-34 years 0(0.00) 3(33.33) 16(20.50) ≥35 years 7(100.00) 6(66.67) 3(3.80) 4 Years of graduation 2015-2019 10(12.80) 2020-2025 68(87.20) 5 Current employment status Employed 76(97.40) Unemployed 2(2.60) 6 Employment details Academics 7(9.00) Clinical practice in other’s clinics 46(59.00) Own clinical practice 18(23.00) Postgraduation study 7(9.00) 7 Years of experience ≤1 year 24(30.80) 2-5 years 48(61.40) >5 years 6(7.80) CONTEXT The Bachelor of Dental Surgery (BDS) program offered by Kathmandu University is a thorough undergraduate educational initiative designed to cultivate capable, ethical, and proficient dental practitioners who can satisfy the oral health demands of both local and international communities. The "Context" component of the CIPP (Context, Input, Process, Product) model emphasizes analyzing the fundamental conditions, requirements, and rationales that underpin the curriculum. This assessment aims to gauge how effectively the curriculum meets professional standards, community needs, and current trends in dentistry. Objectives of the curriculum and their clarity The BDS curriculum specifies its main goals as equipping graduates to be skilled clinicians, ethical practitioners, and continuous learners. These goals are articulated in curriculum documents and program guides. They emphasize the acquisition of theoretical knowledge, clinical abilities, and professional conduct essential for effective dental practice. Nonetheless, although the goals are formally articulated, their understanding and application can differ among various affiliated institutions. Tyler (1949) argues that well-defined and measurable goals are critical for the success of a curriculum. Thus, improving consistency in how these goals are interpreted and executed is essential for ensuring uniform competence among graduates. Responsiveness to community health needs The program includes community-based dental education (CBDE), featuring rural placements and outreach camps. These opportunities enable students to connect with underrepresented populations and comprehend the socioeconomic factors influencing oral health. Nevertheless, there is potential to enhance this aspect by incorporating more problem-based learning (PBL) and implementing real-time data collection and reflection on community health metrics. Ethical and professional training The BDS program encompasses courses like Dental Ethics and Jurisprudence, along with Professionalism, and highlights the importance of ethical decision-making in caring for patients. Clinical instructors are anticipated to exemplify professional conduct. Nevertheless, systematic evaluation of professionalism during the clinical years lacks effective mechanisms. The integration of reflective journals, peer evaluations, and professionalism checklists could improve this aspect. Interdisciplinary collaboration Collaboration among various professions is essential in today’s healthcare landscape. Nevertheless, the existing curriculum lacks sufficient structured learning opportunities that involve students from other health disciplines (such as medicine, nursing, and public health). Thistlethwaite (2012) highlights that education involving multiple professions promotes teamwork and enhances patient care results. Incorporating case-based discussions and joint modules with other healthcare fields can help nurture a collaborative approach to delivering oral healthcare. Cultural awareness and diversity education Although students interact with various communities during their placements in rural areas, they receive minimal formal training in cultural sensitivity, effective patient communication amidst language and social barriers, and providing compassionate care. Considering the vast cultural diversity in Nepal, this is a crucial area that requires further development. Incorporating workshops and role-playing activities can improve students' cultural awareness. Stakeholder feedback system At present, student feedback is gathered via end-of-course assessments, while faculty input is communicated during internal evaluations. Nevertheless, there is an absence of a structured curriculum review process that incorporates perspectives from employers, alumni, and external specialists. Stufflebeam (2003) emphasizes the importance of stakeholder-informed decision-making in evaluating curricula. Establishing a specific Curriculum Review Committee that encompasses diverse stakeholder involvement is essential. Curriculum flexibility The curriculum has demonstrated a fair level of flexibility, as indicated by regular updates and revisions to course material. Nevertheless, challenges such as bureaucratic obstacles, insufficient resources, and a scarcity of data-informed changes hinder its ability to keep pace with technological progress, innovations in healthcare delivery, and changing societal demands. Improving faculty training, encouraging adaptable elective options, and implementing real-time curriculum analysis can enhance this flexibility. INPUT 1. Infrastructure and Clinical Facilities The physical facilities, including the classrooms and basic laboratories, are usually adequate, but a felt need exists for regular upgrades of clinical equipment to match state-of-the-art dental practices. The physical collection in the library is good, but there is a necessity for expansion in digital research databases. "Our fundamental infrastructure is in good condition. The classrooms are adequate, and the laboratories provide the necessary resources for essential practice. Nevertheless, as the field of dentistry evolves, we regularly evaluate the requirement for additional specialized equipment in our clinics to stay current." -KIIs 1, Head of Department 2. Qualification and Development of Faculty Faculty are well qualified and experienced, with strong dedication to teaching and mentoring. Professional development opportunities are available, and greater funding and access for specialty training would be beneficial. "We take pride in the qualifications of our faculty. The majority possess postgraduate degrees, and numerous have substantial clinical experience. Their commitment to mentoring students is remarkable." -KIIs 2, Head of Department 3. Curriculum design and relevance Course syllabi are generally well-designed and reflect curriculum objectives, providing a solid academic foundation. There's a constant effort for periodic updates to maintain relevance. "Each department puts significant effort into designing syllabi that clearly articulate learning outcomes. These are reviewed periodically to ensure they remain current." -KIIs 3, Head of Department 4. Integration of technology and learning resources Despite the process being underway, integration of existing technology and digital resources into all of the clinical departments is uneven. There is a clear need for more digital study materials and new dental software. "We've made progress in integrating digital imaging. but complete integration among all clinical departments is still a work in progress." -KIIs 4, Head of Department 5. Student-to-faculty ratio and clinical training The student-faculty ratio is manageable for theoretical training but presents an issue in clinical practice, where one-to-one supervision is essential. Properly equipped clinical facilities promise practical experience, but continual investment in new equipment is a requirement. "In the clinics, where hands-on supervision is most important, we at times feel stretched. Maintaining an optimal student-faculty ratio in the clinics is vital for quality training." -KIIs 5, Head of Department 6. Student support and selection Student selection requirements align with curriculum goals, attracting high-caliber individuals. While rudimentary support structures exist, opportunities exist to further enhance committed counseling and inclusive mentorship initiatives to foster well-rounded student development. "The existing student selection requirements. usually brings on board good students who are resistant to the high stresses of dentistry." -KIIs 6, Head of Department 7. Partnerships and external stakeholder engagement Established hospital alliances are excellent for clinical exposure. Formal mechanisms to incorporate feedback from practicing dentists and industry experts, and to craft more research collaborations, however, can be improved. "We get a lot of informal feedback from industry and from alumni. Formalizing those pipelines. would greatly improve our curriculum's timeliness." -KIIs 7, Head of Department 8. Administrative processes and financial sustainability While there is financial aid available for primary activities, strategic investment at times is required for large-scale growth and upgradation. Administrative systems function but can be digitalized and made more efficient by streamlining. "For the most part, administrative support is there. However, improving digital platforms… would significantly reduce paperwork and enhance efficiency for everyone." -KIIs 1, Head of Department PROCESS The process evaluation was done using a set of eight questionnaires. The responses are recorded, and a thematic representation was done (Table 2). Table 2: Thematic representation of the process evaluation of current curriculum of Bachelor of Dental Surgery Kathmandu University. Questions Codes Theme Quotes How are the teaching methods matched with what the curriculum aims to achieve? -Integrated learning -Student-centered learning Teaching methods “At KUSMS, BDS curriculum is SPICE-aligned, aiming to develop clinically competent, socially accountable, and reflective dental professionals. Teaching methods such as integrated learning, student-centered, field-based community programme, and students chosen electives directly support the curriculum’s intended outcomes.” -IDIs 1, Faculty member How do students get involved in learning, and which interactive activities work best? -A test or quiz -Brainstorming at the session -Demonstration -Project-based work -Group work -Flipped classroom Pedagogical activities “In my classroom, the most commonly worked pedagogical activities are group discussion, group work, a test or quiz in the beginning and at the end of class. But it's very difficult to apply numerous pedagogical activities in a small duration of time.” -IDIs 2, Faculty member How is the curriculum updated to keep up with changes in dental sciences? -BDS subject committee Curriculum update/revision “The BDS curriculum at Kathmandu University is updated through a structured review process led by the BDS subject committee, which incorporates feedback from faculty, students and regulatory bodies like the Medical Education Commission.” -IDIs 3, Faculty member What hands-on learning do students get before and during clinical training? -Simulation based exercise -Phantoms head and typodonts -Tooth carving -Prosthodontic exercises -Orthodontic exercises -Rotary endodontics -Basic life support training Hands on learning “Before and during clinical training, BDS students at Kathmandu University receive extensive hands-on learning designed to build clinical competence progressively.” -IDIs 4, Faculty member How well do current tests and exams check students' knowledge and skills? -Multiple-choice questions -Short-answer questions -Problem-based questions -Clinical examination -Viva exams Assessment/evaluation methods “At KUSMS, the current tests and exams in the BDS program primarily assess student’s theoretical knowledge through written formats, which effectively evaluate recall and understanding of core concepts”. There is growing recognition that these may not fully capture student’s clinical reasoning, procedural proficiency and professional behavior. -IDIs 5, Faculty member How are clinical rotations and internships planned to make learning more effective? -Hands-on activities on real patients -Patient-centered care -Interdisciplinary collaboration -Community based service Internship period exposure “Clinical rotations and internships are strategically planned to enhance learning by providing structured exposure to all the specialties and ensuring supervised hand-on experience with real patients.” -IDIs 6, Faculty member How do students receive feedback on their performance, and is it helpful and timely? -Summative feedback -Immediate verbal feedback -Constructive feedback after theory exam Feedback strategies Students receive feedback on their performance after every theory and practical exam through review sessions conducted by faculty.” -IDIs 7, Faculty member How does the program support students in learning to think critically and solve problems? -Case-based learning -Clinical reasoning exercises -Interactive discussions Constructivist approach “Student analyze real patient cases, formulate diagnosis and create treatment plans under faculty guidance, encouraging deeper understandings” -IDIs 8, Faculty member PRODUCT Most of the graduates can practice evidence-based dentistry, communicate effectively with their patients, work in different health care settings, and easily clear the national and international licensing exam. Most of the graduates are skilled to practice dentistry and are employed either in their own clinical setup or others’ clinic (Table 3). Table 3: The product evaluation using web-based questionnaire. SN Questions Responses of the participants, n(%) Strongly disagree Disagree Neutral Agree Strongly agree 1 The curriculum equips graduates with the necessary skills to practice evidence-based dentistry 4(5.10) 16(20.50) 21(26.90) 31(39.80) 6(7.70) 2 The curriculum enhances students' abilities to communicate effectively with patients and colleagues 6(7.70) 19(24.40) 18(23.10) 30(38.50) 5(6.40) 3 The curriculum prepares students to work efficiently in diverse healthcare settings 3(3.80) 19(24.40) 25(32.10) 28(35.90) 3(3.80) 4 The curriculum has a long-term impact on improving dental healthcare services in society 4(5.10) 15(19.20) 21(26.90) 35(44.90) 3(3.80) 5 There are measurable improvements in students' critical thinking, clinical reasoning, and decision-making skills over the course of the program 2(2.60) 9(11.50) 26(33.30) 36(46.20) 5(6.40) 6 The program effectively prepares graduates for licensing exams and professional certification 2(2.60) 5(6.40) 15(19.20) 46(59.00) 10(12.80) 7 All the graduates are able to pass the national licensing examination 10(12.80) 19(24.40) 17(21.80) 29(37.20) 3(3.80) 8 Ethical and professional values are well-integrated into students' learning experiences 1(1.30) 15(19.20) 24(30.80) 35(44.90) 3(3.80) 9 Graduates perform well in their clinical and theoretical assessments throughout the program 1(1.30) 19(24.40) 26(33.30) 30(38.50) 2(2.60) 10 Graduates of the program demonstrate strong clinical skills in diagnosing and treating oral diseases - 16(20.50) 20(25.60) 40(51.30) 2(2.60) 11 The graduates are satisfied with the quality of education and training received in the BDS program 12(15.40) 22(28.20) 20(25.60) 20(25.60) 4(5.10) 12 Alumni have successfully integrated into professional dental practice or higher education 1(1.30) 9(11.50) 33(42.30) 31(39.70) 4(5.10) 13 The employment rate of graduates within six months of completing the program is satisfactory 10(12.80) 24(30.80) 16(20.50) 26(33.30) 2(2.60) 14 Graduates feel confident in handling complex dental cases independently 17(21.80) 31(39.70) 19(24.40) 9(11.50) 2(2.60) 15 There are notable gaps between the skills acquired in the program and those required in actual dental practice - 7(9.00) 15(19.20) 35(44.90) 21(26.90) 16 Employers and stakeholders are satisfied with the competency of graduates 4(5.10) 20(25.60) 26(33.30) 28(35.90) - 4. Discussion These days, raising the standard of higher education is the most crucial and essential instrument for the long-term and overall development and progress of a nation (Mosleh et al., 2017). The success and usefulness of a higher education system depends on the application of appropriate and acknowledged standards, while achieving quality in higher education necessitates the use of pertinent research and evaluation (Mosleh et al., 2017). Since the quality of an educational program is a complex and multifaceted concept, evaluating such a program can be quite challenging. Therefore, evaluation, as a method for assessing and recording quality, holds significant importance (Pazargadi, 2008). Assessment also enables the evaluation of both the progress and execution of programs, along with the attainment of educational objectives. By assessing an educational program, one can gauge how well it aligns with the needs of individuals and the intended community, as well as identify the key factors influencing the program's development. A key element that impacts successful evaluation is undoubtedly the availability of a suitable tool and model that can accurately assess educational programs (Amini, 2005). There are numerous methods for the evaluation of effectiveness any educational programme. One of the most commonly used method for evaluation is Context(C), Input(I), Process(P) and Product(P) model i.e CIPP model (Amini, 2005). The CIPP model serves as a recognized evaluation framework and boasts several advantages over other evaluation approaches. These advantages include: 1) it offers a thorough and extensive overview of a project, from the context to the implementation process; 2) it effectively navigates both formative and summative evaluations, allowing for ongoing improvements during the program as well as final assessments; 3) it is more comprehensive in gathering relevant information; and 4) it establishes a solid foundation for decision-making and policy development in the design of future programs. The study aimed to explore the effectiveness of current curriculum of Kathmandu University Bachelor of Dental Surgery using CIPP model. There is lack of systematic evaluation of this course either at the individual level or from the university level. This is the first study to evaluate the programme using all the four components of this model i.e. context, input, process and product. Context evaluation assessed both the strengths and weaknesses of the traditional program as well as the needs of the learners and the community, which subsequently guided the entire renewal process (Mirzazadeh, 2016). Input evaluation led to the creation of a new program specifically designed for our context and was instrumental in conserving valuable resources. Process evaluation allowed us to address shortcomings early in the reform implementation. Product evaluation analyzed the degree of initial success in achieving outcomes in the basic science phase (Mirzazadeh, 2016). The context of the current curriculum was assessed with extensive exploration of available data, printed form of curriculum, conclusions made by the meeting of subject committee and documents that are available in the departments. There should be clearly mentioned objectives in the curriculum for the success of the intended programme (Tayler, 2013). The curriculum guide and course outlines express these objectives. Nevertheless, the clarity of their application during implementation may differ among the institutions connected to the university. The curriculum aligns with various guidelines set by national and international organizations, which helps to incorporate the current needs of society, the nation, etc. The BDS program incorporates community-based dental education (CBDE) and rural placements, which help students understand issues related to health disparities in rural areas, raise awareness about oral hygiene, and improve access to care. Nevertheless, there is an opportunity to enhance its sensitivity to the unique needs of marginalized communities. New trends like digital dentistry, laser therapy, implantology, and tele-dentistry are becoming increasingly significant worldwide. Although Kathmandu University’s curriculum has made progress, these innovations are not yet fully incorporated or consistently highlighted in teaching and learning activities. Professionalism and ethical standards are integrated throughout the curriculum, especially in courses focusing on dental ethics, communication abilities, and patient-centered care. Nonetheless, the practical implementation of these values during clinical rotations and their ongoing evaluation may need additional support. However, there is a lack of incorporation of real-world skills like practice management, clinic management, business skills to run a successful clinic, and future opportunities after completion of this course. Some specialties like orthodontics, periodontics, and oral pathology may need increased clinical experience and more comprehensive theoretical study. Students frequently express that there are insufficient chances for practical learning in these disciplines. Graduates typically have good job prospects in Nepal and South Asia, although some believe they are not adequately prepared for further studies overseas due to variations in curriculum content and clinical experience. There is potential for enhancing support in career counseling and preparation for specialization. Feedbacks from students, faculty, and alumni are sometimes gathered during institutional review meetings and surveys, yet there isn't a strong, centralized system in place to guarantee that this feedback actively influences curriculum updates. The context assessment of the BDS program at Kathmandu University indicates a strong foundation for training capable dental professionals. The curriculum is largely in line with both local health requirements and international standards, but it necessitates strategic enhancements in technology integration, engagement with stakeholders, interprofessional collaboration, and cultural proficiency. Utilizing the CIPP model not only facilitates a thorough evaluation of the curriculum but also directs focused improvements that reflect both contextual realities and global educational standards. Ongoing refinement and adaptability to feedback from stakeholders and societal shifts will ensure that the curriculum continues to be relevant, future-oriented, and impactful. The goal of input evaluation is to support the execution of the program created during the field phase. Additionally, input is associated with human and financial resources, policies, educational modifications, teaching strategies, as well as the challenges and constraints of the educational system (Nooshin, 2025). We assessed the existing curriculum in terms of the adequacy of physical facilities, the qualifications and experience of the teaching staff, the availability of learning resources (textbooks, e-books, software), the effectiveness of the curriculum in incorporating modern technology and digital tools, the access of faculty to ongoing professional development (CPD) opportunities, the sufficiency of clinical training facilities and equipment, and the availability of financial support for sustainability and growth, among other factors. The physical facilities are typically sufficient for basic learning goals; however, certain departments pointed out aspects that need improvement for more advanced procedures or greater student capacity. Faculty members are highly qualified and experienced, with a strong commitment to teaching and patient care. Essential textbooks can be accessed, yet there is an acknowledged demand for broader digital resources and upgraded software to align with current practices. Fundamental clinical services exist, but ongoing investment in cutting-edge equipment is necessary to meet international standards. Financial assistance is available but typically necessitates thoughtful management and strategic planning for continuous growth and modernization. The discussions with the Heads of Department of Dental Surgery at KUSMS highlight a solid BDS program, anchored by knowledgeable faculty and comprehensive clinical training. Their dedication to cultivating skilled dental professionals is clear. Going forward, it is important to strategically incorporate advanced digital technologies, maintain financial sustainability for modernization, formalize engagement with external stakeholders, and continuously enhance administrative efficiencies to ensure KUSMS remains a top institution in dental education. The rationale for conducting process evaluations is to pinpoint or anticipate challenges that may arise during training activities, as well as to assess the appeal of the implementation process for these activities. Essentially, process evaluation serves as a form of quality assurance during the execution of a program (Nooshin, 2025). The university's BDS curriculum is aligned with SPICE, with the goal of cultivating dental professionals who are clinically skilled, socially responsible, and reflective. Instructional approaches like integrated learning, a student-focused framework, field-oriented community programs, and elective courses chosen by students effectively contribute to the intended outcomes of the curriculum. The BDS program at the university undergoes regular updates through a structured review process overseen by the BDS subject committee, which gathers input from faculty, students, and regulatory entities like the Medical Education Commission. These updates align with international standards and the latest trends in dental science, ensuring the incorporation of new subject areas. The administration of KUSMS actively encourages the use of innovative teaching methods and technologies, acknowledging the pressing need to transition toward a competency-based and outcome-focused curriculum that guarantees graduates are clinically proficient, ready to practice, and able to address contemporary oral health issues. While there have been some minor revisions made by the subjects committee, there has been an overall lack of a comprehensive update to the curriculum since its inception. Current evaluation system primarily assesses students’ theoretical knowledge through written formats such as multiple-choice questions(MCQS), short-answer questions(SAQS), and problem-based questions(PBQS), which effectively evaluate recall and understanding of the core concepts. But there is growing concern that these may not fully capture students’ clinical reasoning, procedural proficiency, and professional behavior. As KUSMS needs to transition towards a competency-based curriculum, there is a need to strengthen and diversify assessment methods to more accurately reflect students’ ability to apply knowledge, perform procedures, and demonstrate communication, ethical judgement, and critical thinking in real-world settings. Students can give feedback on teaching through a suggestion box where they can anonymously share their views, concern, or suggestions regarding the teaching-learning process. In addition to this, academic coordinators regularly collect feedback from students through direct discussions. Clinical rotations and internship are strategically planned to enhance learning by providing structured exposure to all the specialties and ensuring supervised hands-on experience with real patients. Students are prepared for national exams and major assessments through a combination of comprehensive curriculum coverage, regular formative assessments. We also take their mock exams or practice tests before Nepal Medical Council Exam for license to help familiarize them with exam formats and time managements. Product assessment is conducted to evaluate the appeal of the effectiveness of educational initiatives, where the outcomes of the program are measured against the program's objectives, and the connection between anticipated results and actual performance is assessed (Nooshin, 2025, Saif, 2017). We conducted the survey among the alumni of this institution to find out the effectiveness of the programme to produce competent dental surgeons. Most of the graduates can practice evidence-based dentistry, communicate effectively with their patients, work in different health care settings, and easily clear the national and international licensing exam. Most of the graduates are skilled to practice dentistry and are employed either in their own clinical setup or others’ clinic. Utilizing the CIPP evaluation model requires significant time and effort, demanding comprehensive support from administration and consistent leadership (Mirzazadeh, 2016). Additionally, we discovered that collecting evaluation data from various sources and effectively integrating and reporting this triangulated data posed challenges that necessitated administrative backing and expertise. Another drawback of the CIPP evaluation model is its emphasis on assessing the established plan and product. Consequently, some critical inquiries, such as the degree and nature of the program's unintended outcomes, may have gone unanswered in our research. Aside from the limitations of the CIPP evaluation model, our investigation primarily concentrated on the bachelor of dental surgery students and faculty at KUSMS during the evaluation of processes and products. The CIPP evaluation model can assist policy makers and other relevant parties in systematically gathering evaluation data throughout each phase of reform in an undergraduate medical education program to facilitate informed decision-making. Furthermore, this model appears effective in addressing the change process by considering the reactions of stakeholders. Its application in other medical education programs warrants further exploration. 5. Conclusion The CIPP evaluation model has proven effective in assessing the strengths and weaknesses of the Bachelor of Dental Surgery curriculum at Kathmandu University regarding input, context, process, and product. While both students and faculty members have expressed satisfaction with certain aspects of the curriculum, particularly in the ‘context’ area, there are notable weaknesses linked to the ‘input area’ and the ‘process area.’ These identified strengths and weaknesses should be taken into account by those responsible for designing and implementing the curriculum. Additional longitudinal studies may be necessary to validate these results. Declarations Acknowledgements We wish to express our gratitude to all the administrative staff, department heads, faculty, and graduates who participated in this study; without their involvement, this research would have been insufficient. References Warju W (2016) Educational program evaluation using CIPP model. Innov Vocat Technol Educ 12(1):36–42. https://doi.org/10.17509/invotec. v12i1.4502 Lynch BK (1996) Language program evaluation: Theory and practice. 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Strides Dev Med Educ 12(4):663–670 Heidari A, Khademi J, Khatirnamani Z, Rafiei N, Mirkarimi SK, Charkazi A, Sohrabi M (2021) Evaluating the quality of the public health internship program based on the CIPP model at Golestan University of Medical Sciences. Horizon Med Educ Dev 12(2):20–26. https://doi.org/10.22038/hmed.2020.49976.1051 Alimohammadi T, Rezaeian M, Bakhshi H, VaziriNejad R (2013) The evaluation of the Medical School Faculty of Rafsanjan University of Medical Sciences based on the CIPP model in 2010. J Rafsanjan Univ Med Sci 12(3):205–218 Makarem A, Movahed T, Sarabadani J, Shakeri MT, Lalimi A, T., Eslami N (2014) Evaluation of educational status of oral health and community dentistry department at Mashhad Dental School using CIPP evaluation model in 2013. J Mashhad Dent School 38(4):347–362. https://doi.org/10.22038/jmds.2014.3312 Adel Mehraban M, Moladoust A (2015) Evaluation of nursing management internship: a mixed methods study. Iran J Med Educ 14(11):972–987 Farzianpour F, Eshraghian MR, Emami AH, Hosseini S (2015) Assessment of training and internship programs in hospitals based on A survey on Tehran university of medical sciences students. Payavard Salamat 8(5):427–436 Pakdaman A, Shayesteh YS, Fard MJ, Kabosi R (2011) Evaluation of the achievement of educational objectives of the Community Oral Health and Periodontics Departments using the CIPP model of evaluation-students' perspective. J Dent Med, 23(4) Oderinu OH, Balogun M, Pugsley H (2024) Exploring dental students’ perceptions of their clinical learning environment: A qualitative study to evaluate the curriculum. Int J Res Educ Sci (IJRES) 10(2):279–298 Tabari M, Nourali Z, Khafri S, Gharekhani S, Jahanian I (2016) Evaluation of educational programs of pediatrics, orthodontics and restorative departments of babol dental school from the perspective of the students based on the CIPP model. Casp J Dent Res 5(2):8–16. http://dx.doi.org/10.22088/cjdr.5.2.8 Bilan N, Negahdari R, Hazrati H, Moghaddam SF (2021) Examining the quality of the competency-based evaluation program for dentistry based on the CIPP model: A mixed-method study. J Dent Res Dent Clin Dent Prospects 15(3):203. https://doi.org/10.34172/joddd.2021.034 Bachelor of Dental Surgery Curriculum Dhulikhel:Kathmandu University;2014.p Rijal AH, Rajbanshi R, Humagain M (2024) A Comprehensive Review on Curriculum in Reference to Bachelor of Dental Surgery Kathmandu University. Kathmandu Univ Med J 88(4):478–485 Stufflebeam DL, Foley WJ, Gephart WJ, Guba EG, Hammond HD, Merriman HO, Provus MM (1971) Educational evaluation and decision making (Peacock). Thistlethwaite J (2012) Interprofessional education: a review of context, learning and the research agenda. Med Educ 46(1):58–70. https://doi.org/10.1111/j.1365-2923.2011.04143.x Mosleh Amirdehi H, Neyestani MR, Jahanian I (2017) The role of external evaluation on upgrading the quality of higher education system: Babol University of Medical Sciences case. IRPHE 22:99–111 Pazargadi M, Azadi Ahmadabadi G (2008) Quality and Quality Assessment in Universities and Higher Education Institutions. Boshra, Tehran, pp 45–49 Amini R, Vanaki Z, Emamzadeh Ghassemi H (2005) The validity and reliability of an evaluation tool for nursing management practicum. Iran J Med Educ 5:23–31 Mirzazadeh A, Gandomkar R, Hejri SM, Hassanzadeh G, Koochak HE, Golestani A, Razavi SHE (2016) Undergraduate medical education programme renewal: a longitudinal context, input, process and product evaluation study. Perspect Med Educ 5(1):15–23. https://doi.org/10.1007/s40037-015-0243-3 Tyler RW (2013) Basic principles of curriculum and instruction. Curriculum studies reader E2. Routledge, pp 60–68 Yoshany N, Mahmoodabad SSM, Moradi L, Sharma M (2025) Beyond traditional training: a comprehensive CIPP evaluation of medical internships: assessing program design, implementation, and clinical competency outcomes. BMC Med Educ 25(1):827. https://doi.org/10.1186/s12909-025-07404-3 Saif AA (2017) Educational Measurement, Assessment and Evaluation, 7th edn. Dowran, Tehran Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7390750","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":501415979,"identity":"ea8cfb36-9922-474d-97b3-d014055ed49c","order_by":0,"name":"Arjun Hari Rijal","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABEElEQVRIiWNgGAWjYDCCA0AsAcRsDAcYD3w4ABXlIVILw8EZRGuBgcM8xGjhu3342QfLtjv5fIyHHxy2OXPYXrf/AOODt20MeeY4tEieSzOeIdn2zLKN4ZjB4ZwbhxO33UhgNpzbxlBs2YBdi8EZBmMGybbDBkC/ALV8OJxgdoOBTZq3jSFxwwFcWtg/Q7Uc/3DY4sNhe7PzB9h/49fCA7PljMFhhhuHGbcdSGBjxqdF8gxPMYPEObCWgoM9Z9KBfklslpxzTiJxJw6/8J1h38wsUXbYQH7G8Y0PfhyzBjrs8MEPb8psErfjCDEQYAZFJYME3B2MIOMlGAzwaGH8ACL50d2BT8soGAWjYBSMKAAAUgVnAz4b2TcAAAAASUVORK5CYII=","orcid":"https://orcid.org/0000-0003-2216-5220","institution":"Kathmandu University School of Medical Sciences","correspondingAuthor":true,"prefix":"","firstName":"Arjun","middleName":"Hari","lastName":"Rijal","suffix":""},{"id":501415980,"identity":"1332ffd6-dd20-44ba-8bb9-2960a8e0b92f","order_by":1,"name":"Roshani Rajbanshi","email":"","orcid":"https://orcid.org/0000-0002-2839-2347","institution":"Department of STEAM Education, Kathmandu University School of Education, Hattiwan, Lalitpur, Nepal","correspondingAuthor":false,"prefix":"","firstName":"Roshani","middleName":"","lastName":"Rajbanshi","suffix":""},{"id":501415981,"identity":"cd1016ab-c059-4035-9b98-05086eadff16","order_by":2,"name":"Pratistha Ghimire","email":"","orcid":"https://orcid.org/0000-0002-0230-5903","institution":"Dental Department, Methinkot Hospital, Bhakundebesi, Kavrepalanchok, Nepal.","correspondingAuthor":false,"prefix":"","firstName":"Pratistha","middleName":"","lastName":"Ghimire","suffix":""}],"badges":[],"createdAt":"2025-08-17 06:36:16","currentVersionCode":1,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-7390750/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7390750/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":89391441,"identity":"258d55c0-5732-487c-bfa7-3f5b86dcd664","added_by":"auto","created_at":"2025-08-19 13:06:56","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1073583,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7390750/v1/c11b9a88-435b-40a3-9338-2981c093885a.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eEvaluating the Bachelor of Dental Surgery Curriculum of Kathmandu University Using the CIPP Evaluation Model: A Mixed-Method Study\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"1. Introduction","content":"\u003cdiv id=\"Sec2\" class=\"Section2\"\u003e\u003ch2\u003e1.1 Background\u003c/h2\u003e\u003cp\u003eEvaluation refers to the processes involved in collecting information about the operational status of a given entity to assess its effectiveness and, if found lacking, to explore viable alternatives within the decision-making process (Warju, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Furthermore, evaluation is viewed as \u0026ldquo;the systematic endeavor to collect information to inform judgments or decisions\u0026rdquo; (Lynch, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e1996\u003c/span\u003e, p. 2). Conversely, educational evaluation focuses on establishing standards for quality assessment, determining whether these standards are accurate, gathering pertinent information, and applying these standards to assess value, quality, availability, efficiency, or significance (Worthy et al., 1997). Based on this definition, program evaluation strategies are categorized into six types: adversary-oriented, consumer-oriented, decision/management-oriented, expertise-oriented, objectives-oriented, and participant-oriented (Worthy et al., 1997).\u003c/p\u003e\u003cp\u003eTo assess the level of success in an educational program, evaluate the effectiveness of the current offerings, and gather valuable insights for future initiatives, conducting program evaluation activities is essential. According to Dharma et al. (2013) (as referenced by Warju, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), it is important to engage in all program activities through evaluation to understand the degree of progress made, evaluate the quality and performance of the existing program, and to obtain data for planning subsequent programs accordingly. Therefore, the evaluation process should be regarded as a crucial aspect of improving educational quality and must be carried out in a sustainable way. This evaluation process includes various tasks such as assessing students, evaluating programs and curricula, and obtaining school accreditation (Kellaghan et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2003\u003c/span\u003e). Consequently, the program activities aim not only to evaluate learning outcomes but also to assess inputs and the learning processes.\u003c/p\u003e\u003cp\u003eAmong the various models of curriculum evaluation, one of the most widely utilized is Stufflebeam's CIPP model. Developed by Danial L. Stufflebeam in the early 1970s, the CIPP model defines evaluation as \"the process of delineating, obtaining, providing, and applying descriptive and judgmental information regarding the merit and worth of certain objectives, aims, planning, implementation, and outcomes to facilitate improvements\" (Stufflebeam, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2003\u003c/span\u003e, p. 34). This model is also referred to as \"a comprehensive system for directing the evaluations of programs, projects, personnel, products, and evaluation systems\" (Stufflebeam, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2003\u003c/span\u003e, p. 31). The acronym CIPP represents four distinct dimensions of the model: Context, Input, Process, and Product respectively (Stufflebeam, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2000\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2003\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe CIPP model is explained through decision-oriented methods. In these methods, the evaluator identifies the decisions that the program manager might make and gathers enough information about the advantages and disadvantages of each possible decision, allowing the decision-maker to make the best choice based on the specified criteria (Worthy, 1990).\u003c/p\u003e\u003cp\u003eIn this framework, context, input, process, and product serve as the evaluation objectives, and the program meant for assessment is viewed as a system. The CIPP model offers a thorough and detailed approach to evaluate and enhance the program's efficiency using specific criteria (Kamsurya, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). The initial dimension, context, pertains to the objectives, goals, history, and background of the educational institution; the second dimension, input, encompasses aspects such as content, time, and resources related to the learning environment. The process dimension of the model includes the teaching and learning activities, as well as the implementation, quality, effectiveness, and practicality of these activities. Lastly, the product dimension represents the advantages of the educational program for both students and the community (Stufflebeam, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2003\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eWhile the CIPP model is utilized for evaluating program performance, it is both adaptable and directive (Lippe \u0026amp; Carter, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). As observed by Stufflebeam et al. (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e1971\u003c/span\u003e), program evaluation and assessment occur in two distinct manners. The first pertains to improvement, which signifies formative assessments conducted at the conclusion of the curriculum to guide the implementation of a new program or to refine an existing one. The second involves accountability, where summative evaluations are performed during the execution of the software to evaluate the anticipated curriculum structure. Once the evaluators have mapped out the course, the next step is to initiate a more directive approach to program evaluation by identifying the key elements of the four primary evaluations (Lippe \u0026amp; Carter, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). This model is considered effective in evaluating various medical curriculum, courses, training (Mazloomy, 2018, Khodabandeh, 2016, Heidari, 2021, Alimohammadi, 2013, Makarem, 2014, Adel Mehraban, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2015\u003c/span\u003e, Farzianpour, 2015, Pakdaman, 2011, Oderinu, 2024, Tabari, 2016, Neemat, 2021).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003e1.2 Bachelor of Dental Surgery Curriculum at Kathmandu University\u003c/h2\u003e\u003cp\u003eThe curriculum of Bachelor of Dental Surgery (BDS) of Kathmandu University has been designed embracing modern educational science technology-as applied to dental education, which provides for the acquisition of core knowledge. The salient features of the curriculum are \u0026ldquo;student centered (rather than teacher centered), problem based (rather than subject based), integrated (rather than discipline based), community oriented (rather than hospital centered), elective embodied (rather than standard program oriented) and systematic (rather than apprentice based) (BDS Curriculum, 2014). \u0026ldquo;\u003c/p\u003e\u003cp\u003eThe main aim of current curriculum for the BDS degree is to produce a well-rounded dental graduate who as a result of the four and half years of undergraduate education programme in dental surgery will be competent to carry out preventive, promotive and curative functions expected of a dental surgeon. The accent of the curricular approach is community orientation, integrated teaching-learning and problem-based learning (BDS Curriculum, 2014).\u003c/p\u003e\u003cp\u003eThe curriculum has been prepared after reviewing the various dental science curricula available in Nepal and India. The four and-a half-year span of the BDS course of study is divided into nine units, each of six months duration. The first four units are devoted to the Basic Medical Sciences. The rest five units are devoted to Clinical Sciences in dentistry. After successful completion of the course of study of four-an-half years, and having passed the final BDS examination, the students will have to complete one year of compulsory rotating residential internship to become eligible for being conferred with the degree of BDS of the Kathmandu University (BDS Curriculum, 2014).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\u003ch2\u003e1.3 Statement of Problem\u003c/h2\u003e\u003cp\u003eAn appropriately structured dental curriculum plays a significant role in the development of trained professionals who can competently tackle oral health challenges in society (Arjun, 2024). However, traditional dental curricula lag behind advances in dental education, technological innovation, and evolving health priorities. Dental education in Nepal has extensively expanded over the past two decades, but issues with regard to the alignment of curricula to international standards and national healthcare requirements (Arjun 2024).\u003c/p\u003e\u003cp\u003eThe BDS curriculum being followed presently within Kathmandu University has a logical methodology towards theoretical as well as pragmatic education. Yet no thorough evaluation has been done to determine whether it is efficient or not in meeting both academic as well as professional needs. Overseas research has defined curriculum evaluation as essential in order to ensure that the graduates acquire essential clinical skills and problem-solving abilities. Hence, a CIPP model evaluation of the BDS curriculum will help in establishing teaching methodology, faculty development, resource allocation, and students' learning process.\u003c/p\u003e\u003cp\u003eAdditionally, students, faculty members, and dental practitioners complain about the rigidity of the curriculum, traditional approaches to teaching, and insufficient exposure to inter-professional education. In order to incorporate more evidence-based alterations that will make clinical education stronger, include modern pedagogic strategies like problem-based learning (PBL), and give solid background in actual dental issues to be treated by graduates.\u003c/p\u003e\u003cp\u003eA step-by-step examination of the curriculum will not only provide a greater understanding of its strength and weaknesses but also suggest reforms that are needed to increase its effectiveness. The findings of this study will serve as a crucial resource for academic policymakers to make informed decisions about curriculum design, faculty development, and student assessment strategies. In the long term, this study will lead to the overall goal of developing effective, adaptable, and capable dental professionals in Nepal. So, this study aimed to evaluate the current curriculum of the Bachelor of Dental Surgery of Kathmandu University using the CIPP model.\u003c/p\u003e\u003c/div\u003e"},{"header":"2. Materials and Methods","content":"\u003cp\u003e\u003cstrong\u003eEthical approval\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was conducted after obtaining ethical approval from the Institutional Review Committee of Kathmandu University School of Medical Sciences (IRC-KUSMS/Ref No:116/25) since this study was a part of a course (Master\u0026apos;s in Higher Education from Kathmandu University School of Education (Reference number: \u0026nbsp; \u0026nbsp;). Additionally, written informed consent was obtained before participating in the interview process and before completing the web-based questionnaire survey. Similarly, participants were informed about the confidentiality of the data and the views they provided.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudy design\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study employed a mixed-method study (qualitative and quantitative) design using web-based questionnaire and key informant interviews (KIIs) and in-depth interviews (IDIs). We used open-ended questions for the interviews and closed-ended questions for the questionnaire survey. These methods were suitable as we are targeting the policy makers, heads of departments (HODs), faculties, and passed out graduate from this institution to find out their experiences, understanding, perspectives, and views. Quantitative component was used to measure the product component of the curriculum while the qualitative component was used to explore participants\u0026rsquo; perceptions, experiences, and the curriculum\u0026rsquo;s impact in their practice.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudy setting\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was conducted in the Kathmandu University School of Medical Sciences located in the Kavrepalanchok district of Nepal. The participants were the HODs from the various dental departments of KUSMS, faculty members who are involved in the teaching and learning process, and passed out graduated from the very same institution. Since we are using Context (C), Input(I), Process (P) and Process(P) for the evaluation of the current curriculum of BDS, we divided participants into various groups to engage in the process of evaluation.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSampling strategy\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study aimed to explore the experiences, understanding, perspectives, and views of participants of various levels and academic backgrounds. Therefore, we used purposive sampling to gather broader insights into the curriculum from the respective participants. The participants for the IDIs (n=9) were the faculty members from the various departments of the dental surgery as they are directly involved in the process of teaching and learning, in turn implementing the aims and objectives of the current curriculum. The faculty members selected were from both the clinical as well as non-clinical sides. The process of IDIs continued till we reached saturation of the information needed for this study. Similarly, the KIIs were conducted among the HODs (n=7) of the various clinical as well as non-clinical departments. Since they were thought to be the bridge between the administration and the faculty members, to implement the existing curriculum.\u003c/p\u003e\n\u003cp\u003eAlso, the quantitative survey was conducted among the passed out graduate from the institution. The sample size was calculated using following formula given by Glen 1972:\u003c/p\u003e\n\u003cp\u003en= N/ ((1+ (1*Ne\u003csup\u003e2\u003c/sup\u003e )) where, n= sample size N= Total number of students graduated from KUSMS = 350 e= Margin of error = 10% n= N/ ((1+ (1*Ne\u003csup\u003e2\u003c/sup\u003e )) = 350/ ((1+ (1*N350*0.12 )) = 78.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudy tool development and validation\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFor the qualitative data, the semi-structured interview guide was developed after an extensive literature search on use of CIPP model for the evaluation of medical and dental curriculum using Google Scholar, Scopus, and PubMed. The search was conducted keeping focus on the methods of evaluation (CIPP) and the course of evaluation (medical, dental, nursing and various paramedical courses). The keywords used were: CIPP for methods of evaluation and medical, dental, dentistry, nursing for the types of course being evaluated. We used Medical Subject Headings (MeSh) as far as possible. The search was conducted using a suitable combination of keywords using the Boolean operators.\u003c/p\u003e\n\u003cp\u003eThe interview guides for IDIs and KIIs were developed in English after rigorous review of the literature. The subject experts (faculties from the various departments, subject committee members, curriculum evaluators, senior faculty who were part of the curriculum development of the existing curriculum) were used for the content validity. The appropriate feedbacks from them were incorporated in the final version. KIIs were conducted to find out the INPUT(I) process of the curriculum evaluation, while the IDIs were conducted to explore the PROCESS(P) of the curriculum evaluation.\u003c/p\u003e\n\u003cp\u003eThe survey questionnaire was prepared for the evaluation of PRODUCT(P) using a suitable literature search. After content and face validity, the questionnaire was pretested among the graduates who were not part of the original survey. The Cronbach Alpha value was 0.83. The web-based questionnaire was prepared using Google Forms and distributed among the graduates via email, various social media platforms like Viber, Facebook Messenger, WhatsApp, etc.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData collection\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eFirst Phase (Context assessment)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eUpon initiation, a document study was conducted in order to specify the characteristics of the curricula of the BDS. Document analyses comprised reviews of formal curricula, artifacts, program manuals, and other available documents in the selected Departments. The evaluations were meant to produce a holistic but cohesive story outlining the paradigmatic concepts, vision, programs, contents, and processes as they emerged in the documents. To do this, the study made use of both the historical analysis of the curricula and artifacts of the selected Departments and the cross-sectional analysis of the curricula within the Departments in a particular period of time. The historical context hopefully informed us of the contextual matters that propelled the processes of curricula development, the goals and achievements of higher education as professed in the curricula, traits of the curricula, contents, teaching-learning process, and assessment modalities. This research also attempted to reveal the competitive positioning of KU as a higher education institution as it was represented in the curricula of the university, together with indicating the boundaries that left gaps for curriculum drafting and implementation.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eSecond Phase (Input and Process evaluation)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe KIIs and DIs were conducted in the standard setting. All the interviews were conducted in the lecture hall of the dental department of KUSMS in a face-to-face manner. The hall was quiet and free from external noise. All the interviews were conducted by the principal investigator (AHR). The duration of each qualitative interview, including KIIs and IDIs, ranged from 15 to 45 minutes. Although some interviews were shorter, they were more targeted and caught particular aspects of the study. Only the participant and interviewer were present during the period of the interview. The relevant notes were taken during as well as immediately after the completion of the interview to gain insight about the contextual setting. The participants and the interviewer were from the same institution and had been working together for a long time. So, the environment for the interview was friendly for the sharing of their views, experiences, and perspectives. The research team includes dental faculty and an educator who was a part of the curriculum-making process of various courses. The participants did not receive direct benefit from the study, but the findings of the study can be utilized for the timely update of the existing curriculum of the BDS.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eThird Phase (Product evaluation)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe pass-out graduates were selected randomly, and an online survey questionnaire was sent by mail and various social media. The response was collected in the Google Sheet.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData processing and analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe quantitative data from the survey was collected, coded, and entered into Microsoft Excel, and descriptive analysis was performed using percentages, frequencies. Similarly, the recordings were transcribed verbatim. The note taken during the process of interviews were incorporated in the data analysis to provide the contextual details about the setting. The thematic analysis was performed to gain insight from the data. The primary author (AHR) was involved in the initial reading of the verbatim, the generation of repeated patterns to get codes, which were later verified by other authors (RR, PG, MH). The relevant themes were identified and thoroughly reviewed for relevance and consistency. The generated codes and themes were again reviewed by all the team members and confirmed unanimously. The analysis was conducted in Microsoft Word using a manual method.\u003c/p\u003e"},{"header":"3. Results","content":"\u003cp\u003e\u003cstrong\u003eParticipants\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe demographic characteristics of the participants were as shown in Table 1.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eParticulars\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eKIIs, n(%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eIDIs, n(%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSurvey\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGender\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e5(71.42)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e5(55.55)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e26(31.50)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e2(28.58)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e4(44.45)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e52(68.50)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e2.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean Age\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e46.03\u0026plusmn;2.36 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e38\u0026plusmn;1.33 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e28.05\u0026plusmn;2.36 years\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAge groups in years\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003e\u0026lt;25 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e0(0.00)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e0(0.00)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e0(0.00)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003e25-29 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e0(0.00)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e0(0.00)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e59(75.70)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003e30-34 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e0(0.00)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e3(33.33)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e16(20.50)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003e\u0026ge;35 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e7(100.00)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e6(66.67)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e3(3.80)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eYears of graduation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003e2015-2019\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e10(12.80)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003e2020-2025\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e68(87.20)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCurrent employment status\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003eEmployed\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e76(97.40)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003eUnemployed\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e2(2.60)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eEmployment details\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003eAcademics\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e7(9.00)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003eClinical practice in other\u0026rsquo;s clinics\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e46(59.00)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003eOwn clinical practice\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e18(23.00)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003ePostgraduation study\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e7(9.00)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eYears of experience\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003e\u0026le;1 year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e24(30.80)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003e2-5 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e48(61.40)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.5625%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 33.4375%;\"\u003e\n \u003cp\u003e\u0026gt;5 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20%;\"\u003e\n \u003cp\u003e6(7.80)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCONTEXT\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Bachelor of Dental Surgery (BDS) program offered by Kathmandu University is a thorough undergraduate educational initiative designed to cultivate capable, ethical, and proficient dental practitioners who can satisfy the oral health demands of both local and international communities. The \u0026quot;Context\u0026quot; component of the CIPP (Context, Input, Process, Product) model emphasizes analyzing the fundamental conditions, requirements, and rationales that underpin the curriculum. This assessment aims to gauge how effectively the curriculum meets professional standards, community needs, and current trends in dentistry.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eObjectives of the curriculum and their clarity\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe BDS curriculum specifies its main goals as equipping graduates to be skilled clinicians, ethical practitioners, and continuous learners. These goals are articulated in curriculum documents and program guides. They emphasize the acquisition of theoretical knowledge, clinical abilities, and professional conduct essential for effective dental practice. Nonetheless, although the goals are formally articulated, their understanding and application can differ among various affiliated institutions. Tyler (1949) argues that well-defined and measurable goals are critical for the success of a curriculum. Thus, improving consistency in how these goals are interpreted and executed is essential for ensuring uniform competence among graduates.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eResponsiveness to community health needs\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe program includes community-based dental education (CBDE), featuring rural placements and outreach camps. These opportunities enable students to connect with underrepresented populations and comprehend the socioeconomic factors influencing oral health. Nevertheless, there is potential to enhance this aspect by incorporating more problem-based learning (PBL) and implementing real-time data collection and reflection on community health metrics.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eEthical and professional training\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe BDS program encompasses courses like Dental Ethics and Jurisprudence, along with Professionalism, and highlights the importance of ethical decision-making in caring for patients. Clinical instructors are anticipated to exemplify professional conduct. Nevertheless, systematic evaluation of professionalism during the clinical years lacks effective mechanisms. The integration of reflective journals, peer evaluations, and professionalism checklists could improve this aspect.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eInterdisciplinary collaboration \u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eCollaboration among various professions is essential in today\u0026rsquo;s healthcare landscape. Nevertheless, the existing curriculum lacks sufficient structured learning opportunities that involve students from other health disciplines (such as medicine, nursing, and public health). Thistlethwaite (2012) highlights that education involving multiple professions promotes teamwork and enhances patient care results. Incorporating case-based discussions and joint modules with other healthcare fields can help nurture a collaborative approach to delivering oral healthcare.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eCultural awareness and diversity education\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eAlthough students interact with various communities during their placements in rural areas, they receive minimal formal training in cultural sensitivity, effective patient communication amidst language and social barriers, and providing compassionate care. Considering the vast cultural diversity in Nepal, this is a crucial area that requires further development. Incorporating workshops and role-playing activities can improve students\u0026apos; cultural awareness.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eStakeholder feedback system \u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eAt present, student feedback is gathered via end-of-course assessments, while faculty input is communicated during internal evaluations. Nevertheless, there is an absence of a structured curriculum review process that incorporates perspectives from employers, alumni, and external specialists. Stufflebeam (2003) emphasizes the importance of stakeholder-informed decision-making in evaluating curricula. Establishing a specific Curriculum Review Committee that encompasses diverse stakeholder involvement is essential.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eCurriculum flexibility \u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe curriculum has demonstrated a fair level of flexibility, as indicated by regular updates and revisions to course material. Nevertheless, challenges such as bureaucratic obstacles, insufficient resources, and a scarcity of data-informed changes hinder its ability to keep pace with technological progress, innovations in healthcare delivery, and changing societal demands. Improving faculty training, encouraging adaptable elective options, and implementing real-time curriculum analysis can enhance this flexibility.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eINPUT\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e1. \u003cstrong\u003eInfrastructure and Clinical Facilities\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe physical facilities, including the classrooms and basic laboratories, are usually adequate, but a felt need exists for regular upgrades of clinical equipment to match state-of-the-art dental practices. The physical collection in the library is good, but there is a necessity for expansion in digital research databases.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;Our fundamental infrastructure is in good condition. The classrooms are adequate, and the laboratories provide the necessary resources for essential practice. Nevertheless, as the field of dentistry evolves, we regularly evaluate the requirement for additional specialized equipment in our clinics to stay current.\u0026quot; -KIIs 1, Head of Department\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2. Qualification and Development of Faculty\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFaculty are well qualified and experienced, with strong dedication to teaching and mentoring. Professional development opportunities are available, and greater funding and access for specialty training would be beneficial.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;We take pride in the qualifications of our faculty. The majority possess postgraduate degrees, and numerous have substantial clinical experience. Their commitment to mentoring students is remarkable.\u0026quot; -KIIs 2, Head of Department\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3. Curriculum design and relevance\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eCourse syllabi are generally well-designed and reflect curriculum objectives, providing a solid academic foundation. There\u0026apos;s a constant effort for periodic updates to maintain relevance.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;Each department puts significant effort into designing syllabi that clearly articulate learning outcomes. These are reviewed periodically to ensure they remain current.\u0026quot; -KIIs 3, Head of Department\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4. Integration of technology and learning resources\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDespite the process being underway, integration of existing technology and digital resources into all of the clinical departments is uneven. There is a clear need for more digital study materials and new dental software.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;We\u0026apos;ve made progress in integrating digital imaging. but complete integration among all clinical departments is still a work in progress.\u0026quot; -KIIs 4, Head of Department\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5. Student-to-faculty ratio and clinical training\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe student-faculty ratio is manageable for theoretical training but presents an issue in clinical practice, where one-to-one supervision is essential. Properly equipped clinical facilities promise practical experience, but continual investment in new equipment is a requirement.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;In the clinics, where hands-on supervision is most important, we at times feel stretched. Maintaining an optimal student-faculty ratio in the clinics is vital for quality training.\u0026quot; -KIIs 5, Head of Department\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e6. Student support and selection\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eStudent selection requirements align with curriculum goals, attracting high-caliber individuals. While rudimentary support structures exist, opportunities exist to further enhance committed counseling and inclusive mentorship initiatives to foster well-rounded student development.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;The existing student selection requirements. usually brings on board good students who are resistant to the high stresses of dentistry.\u0026quot; -KIIs 6, Head of Department\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e7. Partnerships and external stakeholder engagement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEstablished hospital alliances are excellent for clinical exposure. Formal mechanisms to incorporate feedback from practicing dentists and industry experts, and to craft more research collaborations, however, can be improved.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;We get a lot of informal feedback from industry and from alumni. Formalizing those pipelines. would greatly improve our curriculum\u0026apos;s timeliness.\u0026quot; -KIIs 7, Head of Department\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e8. Administrative processes and financial sustainability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWhile there is financial aid available for primary activities, strategic investment at times is required for large-scale growth and upgradation. Administrative systems function but can be digitalized and made more efficient by streamlining. \u003cem\u003e\u0026quot;For the most part, administrative support is there. However, improving digital platforms\u0026hellip; would significantly reduce paperwork and enhance efficiency for everyone.\u0026quot; -KIIs 1, Head of Department\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePROCESS\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe process evaluation was done using a set of eight questionnaires. The responses are recorded, and a thematic representation was done (Table 2).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2: Thematic representation of the process evaluation of current curriculum of Bachelor of Dental Surgery Kathmandu University.\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"936\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eQuestions\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3077%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCodes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20.5128%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTheme\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 31.4103%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eQuotes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003eHow are the teaching methods matched with what the curriculum aims to achieve?\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3077%;\"\u003e\n \u003cp\u003e-Integrated learning\u003c/p\u003e\n \u003cp\u003e-Student-centered learning\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20.5128%;\"\u003e\n \u003cp\u003eTeaching methods\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 31.4103%;\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026ldquo;At KUSMS, BDS curriculum is SPICE-aligned, aiming to develop clinically competent, socially accountable, and reflective dental professionals. Teaching methods such as integrated learning, student-centered, field-based community programme, and students chosen electives directly support the curriculum\u0026rsquo;s intended outcomes.\u0026rdquo; -IDIs 1, Faculty member\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003eHow do students get involved in learning, and which interactive activities work best?\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3077%;\"\u003e\n \u003cp\u003e-A test or quiz\u003c/p\u003e\n \u003cp\u003e-Brainstorming at the session\u003c/p\u003e\n \u003cp\u003e-Demonstration\u003c/p\u003e\n \u003cp\u003e-Project-based work\u003c/p\u003e\n \u003cp\u003e-Group work\u003c/p\u003e\n \u003cp\u003e-Flipped classroom\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20.5128%;\"\u003e\n \u003cp\u003ePedagogical activities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 31.4103%;\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026ldquo;In my classroom, the most commonly worked pedagogical activities are group discussion, group work, a test or quiz in the beginning and at the end of class. But it\u0026apos;s very difficult to apply numerous pedagogical activities in a small duration of time.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e-IDIs 2, Faculty member\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003eHow is the curriculum updated to keep up with changes in dental sciences?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3077%;\"\u003e\n \u003cp\u003e-BDS subject committee\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20.5128%;\"\u003e\n \u003cp\u003eCurriculum update/revision\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 31.4103%;\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026ldquo;The BDS curriculum at Kathmandu University is updated through a structured review process led by the BDS subject committee, which incorporates feedback from faculty, students and regulatory bodies like the Medical Education Commission.\u0026rdquo; -IDIs 3, Faculty member\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003eWhat hands-on learning do students get before and during clinical training?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3077%;\"\u003e\n \u003cp\u003e-Simulation based exercise\u003c/p\u003e\n \u003cp\u003e-Phantoms head and typodonts\u003c/p\u003e\n \u003cp\u003e-Tooth carving\u003c/p\u003e\n \u003cp\u003e-Prosthodontic exercises\u003c/p\u003e\n \u003cp\u003e-Orthodontic exercises\u003c/p\u003e\n \u003cp\u003e-Rotary endodontics\u003c/p\u003e\n \u003cp\u003e-Basic life support training\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20.5128%;\"\u003e\n \u003cp\u003eHands on learning\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 31.4103%;\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026ldquo;Before and during clinical training, BDS students at Kathmandu University receive extensive hands-on learning designed to build clinical competence progressively.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e-IDIs 4, Faculty member\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003eHow well do current tests and exams check students\u0026apos; knowledge and skills?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3077%;\"\u003e\n \u003cp\u003e-Multiple-choice questions\u003c/p\u003e\n \u003cp\u003e-Short-answer questions\u003c/p\u003e\n \u003cp\u003e-Problem-based questions\u003c/p\u003e\n \u003cp\u003e-Clinical examination\u003c/p\u003e\n \u003cp\u003e-Viva exams\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20.5128%;\"\u003e\n \u003cp\u003eAssessment/evaluation methods\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 31.4103%;\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026ldquo;At KUSMS, the current tests and exams in the BDS program primarily assess student\u0026rsquo;s theoretical knowledge through written formats, which effectively evaluate recall and understanding of core concepts\u0026rdquo;. There is growing recognition that these may not fully capture student\u0026rsquo;s clinical reasoning, procedural proficiency and professional behavior.\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e-IDIs 5, Faculty member\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003eHow are clinical rotations and internships planned to make learning more effective?\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3077%;\"\u003e\n \u003cp\u003e-Hands-on activities on real patients\u003c/p\u003e\n \u003cp\u003e-Patient-centered care\u003c/p\u003e\n \u003cp\u003e-Interdisciplinary collaboration\u003c/p\u003e\n \u003cp\u003e-Community based service\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20.5128%;\"\u003e\n \u003cp\u003eInternship period exposure\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 31.4103%;\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026ldquo;Clinical rotations and internships are strategically planned to enhance learning by providing structured exposure to all the specialties and ensuring supervised hand-on experience with real patients.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e-IDIs 6, Faculty member\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003eHow do students receive feedback on their performance, and is it helpful and timely?\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3077%;\"\u003e\n \u003cp\u003e-Summative feedback\u003c/p\u003e\n \u003cp\u003e-Immediate verbal feedback\u003c/p\u003e\n \u003cp\u003e-Constructive feedback after theory exam\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20.5128%;\"\u003e\n \u003cp\u003eFeedback strategies\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 31.4103%;\"\u003e\n \u003cp\u003e\u003cem\u003eStudents receive feedback on their performance after every theory and practical exam through review sessions conducted by faculty.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e-IDIs 7, Faculty member\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30.7692%;\"\u003e\n \u003cp\u003eHow does the program support students in learning to think critically and solve problems?\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3077%;\"\u003e\n \u003cp\u003e-Case-based learning\u003c/p\u003e\n \u003cp\u003e-Clinical reasoning exercises\u003c/p\u003e\n \u003cp\u003e-Interactive discussions\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20.5128%;\"\u003e\n \u003cp\u003eConstructivist approach\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 31.4103%;\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026ldquo;Student analyze real patient cases, formulate diagnosis and create treatment plans under faculty guidance, encouraging deeper understandings\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e-IDIs 8, Faculty member\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePRODUCT\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eMost of the graduates can practice evidence-based dentistry, communicate effectively with their patients, work in different health care settings, and easily clear the national and international licensing exam. Most of the graduates are skilled to practice dentistry and are employed either in their own clinical setup or others\u0026rsquo; clinic (Table 3).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3: The product evaluation using web-based questionnaire.\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"738\" class=\"fr-table-selection-hover\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4.74255%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSN\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.9079%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eQuestions\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"5\" valign=\"top\" style=\"width: 59.3496%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eResponses of the participants, n(%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4.74255%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.9079%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13.8211%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eStrongly disagree\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDisagree\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNeutral\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.7046%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAgree\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.4336%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eStrongly agree\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4.74255%;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.9079%;\"\u003e\n \u003cp\u003eThe curriculum equips graduates with the necessary skills to practice evidence-based dentistry\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13.8211%;\"\u003e\n \u003cp\u003e4(5.10)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e16(20.50)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e21(26.90)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.7046%;\"\u003e\n \u003cp\u003e31(39.80)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.4336%;\"\u003e\n \u003cp\u003e6(7.70)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4.74255%;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.9079%;\"\u003e\n \u003cp\u003eThe curriculum enhances students\u0026apos; abilities to communicate effectively with patients and colleagues\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13.8211%;\"\u003e\n \u003cp\u003e6(7.70)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e19(24.40)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e18(23.10)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.7046%;\"\u003e\n \u003cp\u003e30(38.50)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.4336%;\"\u003e\n \u003cp\u003e5(6.40)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4.74255%;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.9079%;\"\u003e\n \u003cp\u003eThe curriculum prepares students to work efficiently in diverse healthcare settings\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13.8211%;\"\u003e\n \u003cp\u003e3(3.80)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e19(24.40)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e25(32.10)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.7046%;\"\u003e\n \u003cp\u003e28(35.90)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.4336%;\"\u003e\n \u003cp\u003e3(3.80)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4.74255%;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.9079%;\"\u003e\n \u003cp\u003eThe curriculum has a long-term impact on improving dental healthcare services in society\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13.8211%;\"\u003e\n \u003cp\u003e4(5.10)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e15(19.20)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e21(26.90)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.7046%;\"\u003e\n \u003cp\u003e35(44.90)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.4336%;\"\u003e\n \u003cp\u003e3(3.80)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4.74255%;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.9079%;\"\u003e\n \u003cp\u003eThere are measurable improvements in students\u0026apos; critical thinking, clinical reasoning, and decision-making skills over the course of the program\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13.8211%;\"\u003e\n \u003cp\u003e2(2.60)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e9(11.50)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e26(33.30)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.7046%;\"\u003e\n \u003cp\u003e36(46.20)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.4336%;\"\u003e\n \u003cp\u003e5(6.40)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4.74255%;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.9079%;\"\u003e\n \u003cp\u003eThe program effectively prepares graduates for licensing exams and professional certification\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13.8211%;\"\u003e\n \u003cp\u003e2(2.60)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e5(6.40)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e15(19.20)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.7046%;\"\u003e\n \u003cp\u003e46(59.00)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.4336%;\"\u003e\n \u003cp\u003e10(12.80)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4.74255%;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.9079%;\"\u003e\n \u003cp\u003eAll the graduates are able to pass the national licensing examination\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13.8211%;\"\u003e\n \u003cp\u003e10(12.80)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e19(24.40)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e17(21.80)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.7046%;\"\u003e\n \u003cp\u003e29(37.20)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.4336%;\"\u003e\n \u003cp\u003e3(3.80)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4.74255%;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.9079%;\"\u003e\n \u003cp\u003eEthical and professional values are well-integrated into students\u0026apos; learning experiences\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13.8211%;\"\u003e\n \u003cp\u003e1(1.30)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e15(19.20)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e24(30.80)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.7046%;\"\u003e\n \u003cp\u003e35(44.90)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.4336%;\"\u003e\n \u003cp\u003e3(3.80)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4.74255%;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.9079%;\"\u003e\n \u003cp\u003eGraduates perform well in their clinical and theoretical assessments throughout the program\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13.8211%;\"\u003e\n \u003cp\u003e1(1.30)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e19(24.40)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e26(33.30)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.7046%;\"\u003e\n \u003cp\u003e30(38.50)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.4336%;\"\u003e\n \u003cp\u003e2(2.60)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4.74255%;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.9079%;\"\u003e\n \u003cp\u003eGraduates of the program demonstrate strong clinical skills in diagnosing and treating oral diseases\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13.8211%;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e16(20.50)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e20(25.60)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.7046%;\"\u003e\n \u003cp\u003e40(51.30)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.4336%;\"\u003e\n \u003cp\u003e2(2.60)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4.74255%;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.9079%;\"\u003e\n \u003cp\u003eThe graduates are satisfied with the quality of education and training received in the BDS program\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13.8211%;\"\u003e\n \u003cp\u003e12(15.40)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e22(28.20)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e20(25.60)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.7046%;\"\u003e\n \u003cp\u003e20(25.60)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.4336%;\"\u003e\n \u003cp\u003e4(5.10)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4.74255%;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.9079%;\"\u003e\n \u003cp\u003eAlumni have successfully integrated into professional dental practice or higher education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13.8211%;\"\u003e\n \u003cp\u003e1(1.30)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e9(11.50)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e33(42.30)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.7046%;\"\u003e\n \u003cp\u003e31(39.70)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.4336%;\"\u003e\n \u003cp\u003e4(5.10)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4.74255%;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.9079%;\"\u003e\n \u003cp\u003eThe employment rate of graduates within six months of completing the program is satisfactory\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13.8211%;\"\u003e\n \u003cp\u003e10(12.80)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e24(30.80)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e16(20.50)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.7046%;\"\u003e\n \u003cp\u003e26(33.30)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.4336%;\"\u003e\n \u003cp\u003e2(2.60)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4.74255%;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.9079%;\"\u003e\n \u003cp\u003eGraduates feel confident in handling complex dental cases independently\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13.8211%;\"\u003e\n \u003cp\u003e17(21.80)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e31(39.70)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e19(24.40)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.7046%;\"\u003e\n \u003cp\u003e9(11.50)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.4336%;\"\u003e\n \u003cp\u003e2(2.60)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4.74255%;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.9079%;\"\u003e\n \u003cp\u003eThere are notable gaps between the skills acquired in the program and those required in actual dental practice\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13.8211%;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e7(9.00)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e15(19.20)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.7046%;\"\u003e\n \u003cp\u003e35(44.90)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.4336%;\"\u003e\n \u003cp\u003e21(26.90)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4.74255%;\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.9079%;\"\u003e\n \u003cp\u003eEmployers and stakeholders are satisfied with the competency of graduates\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 13.8211%;\"\u003e\n \u003cp\u003e4(5.10)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e20(25.60)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1951%;\"\u003e\n \u003cp\u003e26(33.30)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.7046%;\"\u003e\n \u003cp\u003e28(35.90)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10.4336%;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"},{"header":"4. Discussion","content":"\u003cp\u003eThese days, raising the standard of higher education is the most crucial and essential instrument for the long-term and overall development and progress of a nation (Mosleh et al., 2017). The success and usefulness of a higher education system depends on the application of appropriate and acknowledged standards, while achieving quality in higher education necessitates the use of pertinent research and evaluation (Mosleh et al., 2017). Since the quality of an educational program is a complex and multifaceted concept, evaluating such a program can be quite challenging. Therefore, evaluation, as a method for assessing and recording quality, holds significant importance (Pazargadi, 2008). Assessment also enables the evaluation of both the progress and execution of programs, along with the attainment of educational objectives. By assessing an educational program, one can gauge how well it aligns with the needs of individuals and the intended community, as well as identify the key factors influencing the program\u0026apos;s development. A key element that impacts successful evaluation is undoubtedly the availability of a suitable tool and model that can accurately assess educational programs (Amini, 2005). There are numerous methods for the evaluation of effectiveness any educational programme. One of the most commonly used method for evaluation is Context(C), Input(I), Process(P) and Product(P) model i.e CIPP model (Amini, 2005). The CIPP model serves as a recognized evaluation framework and boasts several advantages over other evaluation approaches. These advantages include: 1) it offers a thorough and extensive overview of a project, from the context to the implementation process; 2) it effectively navigates both formative and summative evaluations, allowing for ongoing improvements during the program as well as final assessments; 3) it is more comprehensive in gathering relevant information; and 4) it establishes a solid foundation for decision-making and policy development in the design of future programs.\u003c/p\u003e\n\u003cp\u003eThe study aimed to explore the effectiveness of current curriculum of Kathmandu University Bachelor of Dental Surgery using CIPP model. There is lack of systematic evaluation of this course either at the individual level or from the university level. This is the first study to evaluate the programme using all the four components of this model i.e. context, input, process and product. Context evaluation assessed both the strengths and weaknesses of the traditional program as well as the needs of the learners and the community, which subsequently guided the entire renewal process (Mirzazadeh, 2016). Input evaluation led to the creation of a new program specifically designed for our context and was instrumental in conserving valuable resources. Process evaluation allowed us to address shortcomings early in the reform implementation. Product evaluation analyzed the degree of initial success in achieving outcomes in the basic science phase (Mirzazadeh, 2016).\u003c/p\u003e\n\u003cp\u003eThe context of the current curriculum was assessed with extensive exploration of available data, printed form of curriculum, conclusions made by the meeting of subject committee and documents that are available in the departments. There should be clearly mentioned objectives in the curriculum for the success of the intended programme (Tayler, 2013).\u003c/p\u003e\n\u003cp\u003eThe curriculum guide and course outlines express these objectives. Nevertheless, the clarity of their application during implementation may differ among the institutions connected to the university. The curriculum aligns with various guidelines set by national and international organizations, which helps to incorporate the current needs of society, the nation, etc. The BDS program incorporates community-based dental education (CBDE) and rural placements, which help students understand issues related to health disparities in rural areas, raise awareness about oral hygiene, and improve access to care. Nevertheless, there is an opportunity to enhance its sensitivity to the unique needs of marginalized communities. New trends like digital dentistry, laser therapy, implantology, and tele-dentistry are becoming increasingly significant worldwide. Although Kathmandu University\u0026rsquo;s curriculum has made progress, these innovations are not yet fully incorporated or consistently highlighted in teaching and learning activities. Professionalism and ethical standards are integrated throughout the curriculum, especially in courses focusing on dental ethics, communication abilities, and patient-centered care. Nonetheless, the practical implementation of these values during clinical rotations and their ongoing evaluation may need additional support. However, there is a lack of incorporation of real-world skills like practice management, clinic management, business skills to run a successful clinic, and future opportunities after completion of this course. Some specialties like orthodontics, periodontics, and oral pathology may need increased clinical experience and more comprehensive theoretical study. Students frequently express that there are insufficient chances for practical learning in these disciplines. Graduates typically have good job prospects in Nepal and South Asia, although some believe they are not adequately prepared for further studies overseas due to variations in curriculum content and clinical experience. There is potential for enhancing support in career counseling and preparation for specialization. Feedbacks from students, faculty, and alumni are sometimes gathered during institutional review meetings and surveys, yet there isn\u0026apos;t a strong, centralized system in place to guarantee that this feedback actively influences curriculum updates. The context assessment of the BDS program at Kathmandu University indicates a strong foundation for training capable dental professionals. The curriculum is largely in line with both local health requirements and international standards, but it necessitates strategic enhancements in technology integration, engagement with stakeholders, interprofessional collaboration, and cultural proficiency. Utilizing the CIPP model not only facilitates a thorough evaluation of the curriculum but also directs focused improvements that reflect both contextual realities and global educational standards. Ongoing refinement and adaptability to feedback from stakeholders and societal shifts will ensure that the curriculum continues to be relevant, future-oriented, and impactful.\u003c/p\u003e\n\u003cp\u003eThe goal of input evaluation is to support the execution of the program created during the field phase. Additionally, input is associated with human and financial resources, policies, educational modifications, teaching strategies, as well as the challenges and constraints of the educational system (Nooshin, 2025). We assessed the existing curriculum in terms of the adequacy of physical facilities, the qualifications and experience of the teaching staff, the availability of learning resources (textbooks, e-books, software), the effectiveness of the curriculum in incorporating modern technology and digital tools, the access of faculty to ongoing professional development (CPD) opportunities, the sufficiency of clinical training facilities and equipment, and the availability of financial support for sustainability and growth, among other factors. The physical facilities are typically sufficient for basic learning goals; however, certain departments pointed out aspects that need improvement for more advanced procedures or greater student capacity. Faculty members are highly qualified and experienced, with a strong commitment to teaching and patient care. Essential textbooks can be accessed, yet there is an acknowledged demand for broader digital resources and upgraded software to align with current practices. Fundamental clinical services exist, but ongoing investment in cutting-edge equipment is necessary to meet international standards. Financial assistance is available but typically necessitates thoughtful management and strategic planning for continuous growth and modernization. The discussions with the Heads of Department of Dental Surgery at KUSMS highlight a solid BDS program, anchored by knowledgeable faculty and comprehensive clinical training. Their dedication to cultivating skilled dental professionals is clear. Going forward, it is important to strategically incorporate advanced digital technologies, maintain financial sustainability for modernization, formalize engagement with external stakeholders, and continuously enhance administrative efficiencies to ensure KUSMS remains a top institution in dental education.\u003c/p\u003e\n\u003cp\u003eThe rationale for conducting process evaluations is to pinpoint or anticipate challenges that may arise during training activities, as well as to assess the appeal of the implementation process for these activities. Essentially, process evaluation serves as a form of quality assurance during the execution of a program (Nooshin, 2025). The university\u0026apos;s BDS curriculum is aligned with SPICE, with the goal of cultivating dental professionals who are clinically skilled, socially responsible, and reflective. Instructional approaches like integrated learning, a student-focused framework, field-oriented community programs, and elective courses chosen by students effectively contribute to the intended outcomes of the curriculum. The BDS program at the university undergoes regular updates through a structured review process overseen by the BDS subject committee, which gathers input from faculty, students, and regulatory entities like the Medical Education Commission. These updates align with international standards and the latest trends in dental science, ensuring the incorporation of new subject areas. The administration of KUSMS actively encourages the use of innovative teaching methods and technologies, acknowledging the pressing need to transition toward a competency-based and outcome-focused curriculum that guarantees graduates are clinically proficient, ready to practice, and able to address contemporary oral health issues. While there have been some minor revisions made by the subjects committee, there has been an overall lack of a comprehensive update to the curriculum since its inception. Current evaluation system primarily assesses students\u0026rsquo; theoretical knowledge through written formats such as multiple-choice questions(MCQS), short-answer questions(SAQS), and problem-based questions(PBQS), which effectively evaluate recall and understanding of the core concepts. But there is growing concern that these may not fully capture students\u0026rsquo; clinical reasoning, procedural proficiency, and professional behavior. As KUSMS needs to transition towards a competency-based curriculum, there is a need to strengthen and diversify assessment methods to more accurately reflect students\u0026rsquo; ability to apply knowledge, perform procedures, and demonstrate communication, ethical judgement, and critical thinking in real-world settings. Students can give feedback on teaching through a suggestion box where they can anonymously share their views, concern, or suggestions regarding the teaching-learning process. In addition to this, academic coordinators regularly collect feedback from students through direct discussions. Clinical rotations and internship are strategically planned to enhance learning by providing structured exposure to all the specialties and ensuring supervised hands-on experience with real patients. Students are prepared for national exams and major assessments through a combination of comprehensive curriculum coverage, regular formative assessments. We also take their mock exams or practice tests before Nepal Medical Council Exam for license to help familiarize them with exam formats and time managements.\u003c/p\u003e\n\u003cp\u003eProduct assessment is conducted to evaluate the appeal of the effectiveness of educational initiatives, where the outcomes of the program are measured against the program\u0026apos;s objectives, and the connection between anticipated results and actual performance is assessed (Nooshin, 2025, Saif, 2017). We conducted the survey among the alumni of this institution to find out the effectiveness of the programme to produce competent dental surgeons. Most of the graduates can practice evidence-based dentistry, communicate effectively with their patients, work in different health care settings, and easily clear the national and international licensing exam. Most of the graduates are skilled to practice dentistry and are employed either in their own clinical setup or others\u0026rsquo; clinic.\u003c/p\u003e\n\u003cp\u003eUtilizing the CIPP evaluation model requires significant time and effort, demanding comprehensive support from administration and consistent leadership (Mirzazadeh, 2016). Additionally, we discovered that collecting evaluation data from various sources and effectively integrating and reporting this triangulated data posed challenges that necessitated administrative backing and expertise. Another drawback of the CIPP evaluation model is its emphasis on assessing the established plan and product. Consequently, some critical inquiries, such as the degree and nature of the program\u0026apos;s unintended outcomes, may have gone unanswered in our research. Aside from the limitations of the CIPP evaluation model, our investigation primarily concentrated on the bachelor of dental surgery students and faculty at KUSMS during the evaluation of processes and products.\u003c/p\u003e\n\u003cp\u003eThe CIPP evaluation model can assist policy makers and other relevant parties in systematically gathering evaluation data throughout each phase of reform in an undergraduate medical education program to facilitate informed decision-making. Furthermore, this model appears effective in addressing the change process by considering the reactions of stakeholders. Its application in other medical education programs warrants further exploration.\u003c/p\u003e"},{"header":"5. Conclusion","content":"\u003cp\u003eThe CIPP evaluation model has proven effective in assessing the strengths and weaknesses of the Bachelor of Dental Surgery curriculum at Kathmandu University regarding input, context, process, and product. While both students and faculty members have expressed satisfaction with certain aspects of the curriculum, particularly in the ‘context’ area, there are notable weaknesses linked to the ‘input area’ and the ‘process area.’ These identified strengths and weaknesses should be taken into account by those responsible for designing and implementing the curriculum. Additional longitudinal studies may be necessary to validate these results.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eAcknowledgements\u003c/h2\u003e\u003cp\u003eWe wish to express our gratitude to all the administrative staff, department heads, faculty, and graduates who participated in this study; without their involvement, this research would have been insufficient.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eWarju W (2016) Educational program evaluation using CIPP model. 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Dowran, Tehran\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Kathmandu University School of Medical Sciences","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Bachelor of Dental Surgery, CIPP model, curriculum, evaluation","lastPublishedDoi":"10.21203/rs.3.rs-7390750/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7390750/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eIntroduction\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEvaluation, as a tool for ongoing quality enhancement, identifies the strengths and shortcomings of any program. So, this study aimed to evaluate the current curriculum of the Bachelor of Dental Surgery of Kathmandu University (BDS-KU) using the CIPP model.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMaterials and Methods\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis is a mixed-method study utilizing the qualitative component to assess the input and process, and quantitative component to assess the product of the current curriculum of the BDS-KU. Key informant interviews (KIIs, n=7) and in-depth interviews (IDIs, n=9) was used to evaluate the input and process component of the CIPP model among heads of departments and the faculty members. While the fifteen web-based survey questionnaires (n=78) were submitted to the graduates of this institution to explore the product component. Qualitative data were analyzed thematically, while quantitative data were presented as percentages and frequencies.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eContext evaluation\u003c/em\u003e: The objectives of the current curriculum are aligned with the current local and international needs in the field of dentistry. \u003cem\u003eInput evaluation\u003c/em\u003e: Most of the heads of the departments were satisfied with the current input part of the curriculum. \u003cem\u003eProcess evaluation\u003c/em\u003e: The current curriculum undergoes revision at regular intervals but it has not been updated since its beginning. \u003cem\u003eProduct evaluation\u003c/em\u003e: Most of the graduates can practice evidence-based dentistry, communicate effectively with their patients, work in different health care settings, and easily clear the national and international licensing exams.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe CIPP evaluation model has proven effective in assessing the strengths and weaknesses of the BDS-KU regarding input, context, process, and product.\u003c/p\u003e","manuscriptTitle":"Evaluating the Bachelor of Dental Surgery Curriculum of Kathmandu University Using the CIPP Evaluation Model: A Mixed-Method Study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-19 12:50:51","doi":"10.21203/rs.3.rs-7390750/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"673a2918-adb9-427a-90a7-4c3a2f2f82c7","owner":[],"postedDate":"August 19th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":53257629,"name":"Dentistry"}],"tags":[],"updatedAt":"2025-08-19T12:50:51+00:00","versionOfRecord":[],"versionCreatedAt":"2025-08-19 12:50:51","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7390750","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7390750","identity":"rs-7390750","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}