A Mixed-Methods Study Exploring Stakeholders' Experiences in an Integrated Dental Curriculum

To evaluate the degree of contextual conversion and integration of stakeholder input in the implementation of an integrated dental curriculum in Pakistan.

A mixed-methods study. Place and Duration of the Study: Department of Oral Pathology, Bolan Medical College, Quetta, Pakistan, from March to April 2025.

Quantitative data were collected by an adapted questionnaire that was reviewed for content validity by first-year students. Qualitative data were gathered through focus group discussions with eight faculty members, with four participants in each group. Thematic analysis was conducted using open coding. Themes and subthemes were derived through iterative categorisation and cross-validation across participants and groups. Triangulation was employed to enhance credibility.

The majority of participants (68.6%, 24/35) were male, and 71.4% (25/35) were hostel residents. A total of 37.3% (13/35) were older than 20 years (mean age: 20.14 ± 1.35 years). Moreover, 71.4% of students (25/35) agreed with item 4 (d), 60% (21/35) with item 4 (b), and 57.1% (20/35) with item 2 (e). The prospects of dental students and faculty were also presented, highlighting both pros and cons.    Conclusion: Both students and faculty identified notable challenges in the implementation of the integrated curriculum. Lack of coordination between teaching faculty and DME results in poorly managed curriculum planning, increased workload, non-sequenced modules, and inadequately managed assessment methodologies. Addressing these issues through structural curriculum planning, faculty development, and improved coordination is essential for successful integration and compliance with WFME standards.

Dental education, Integrated curriculum, Faculty, Students, Planning, Implementation, Challenges.