Facilities

• Prosthodontic Laboratory: This state-of-the-art facility is equipped with the latest equipment, poised to provide comprehensive training to students in the art of designing and fabricating various dental prostheses. This includes complete and partial dentures, as well as acrylic and cobalt chromium dentures.
• Dental Materials Laboratory: Throughout the pre-clinical training phase, students gain exposure to a diverse array of dental materials, learning about their distinct properties and optimal usage techniques.
• Orthodontics Laboratory: Within this specialized lab, students engage in hands-on practice related to the design and production of removable orthodontic appliances.

Industry

• The dental laboratory technician holds an indispensable role within the dental team. As the number of skilled lab technicians well-versed in the latest technologies and techniques increases, so too will the accessibility of dental lab services to dentists. This, in turn, will lead to reduced service times, elevated treatment quality, and heightened efficiency, speed, and overall excellence in dental care provision.
• Moreover, the lab technician will exert influence in invigorating the dental market. This influence can manifest in multiple ways, such as amplifying the consumption of materials and equipment within dental supplier chains or by enhancing the availability of essential services to dentists practicing in remote regions.
• In summary, the dental lab technician's positive impact resonates widely, benefiting both the marketplace and the well-being of the community.

Teaching and Learning

The cultivation of lifelong learning in students holds a paramount position within our approach. This stance acknowledges the contemporary and future landscape, characterized by ceaseless transformation, advancement, and swift access to fresh knowledge. Equally crucial is the cultivation of a sense of ownership over one's learning journey, encompassing the abilities to pursue, assess, and adapt to new information amid changing circumstances.

This perspective of learning necessitates an active role on the individual's part. It involves the engagement in studying facts, contemplation, taking positions, experimentation, and effective verbal and written expression. Learning, in this paradigm, encompasses the totality of an individual - thoughts, emotions, and actions. It recognizes that humans inherently seek completeness and that their learning transpires in symbiosis with others and their environment.

The foundation of this viewpoint rests on a belief in each individual's capacity and aspiration to attain knowledge and expertise. The educational agenda takes on key responsibilities: igniting diverse motivations among students, fostering the evolution of self-driven learning, and creating an environment conducive to effective learning.

Our curriculum stands on a structured framework designed to illuminate client needs through a holistic lens. This system enables an enhanced understanding of client requirements, appreciating the entirety of their context and circumstances. 

The educational approach employed is Problem-Based Learning (PBL). This methodology serves as the foundation for our instructional strategy. Through the meticulous arrangement of courses, students are presented with highly favorable prospects for learning and growth.

Central to our approach is a profound belief in the innate creativity of each individual, coupled with their inherent thirst for knowledge and competence. This belief underpins our entire operational methodology. Beyond the mere accumulation of information and honing of practical skills, we place substantial emphasis on personal advancement and the cultivation of a lifelong learning ethos.

Our approach fosters the development of a scientific mindset. By affording students the autonomy to independently explore, review, structure, synthesize, and document knowledge, we systematically nurture a scientific attitude. This includes, among other things, cultivating a discerning outlook towards the world they inhabit. This process enables them to embrace adaptability, instilling in them a capacity to reassess their knowledge and remain receptive to change.

Problem-based learning is the primary educational approach utilized in our curriculum, characterized by the following distinctive features:

Real-life Context: Practical situations drawn from real life serve as the foundation for problem-solving activities and form the bedrock of the learning process. These scenarios are meticulously selected to align with the educational objectives.

Self-Directed Learning: The student's own initiative, engagement, and accountability for their learning journey constitute a cornerstone of this approach. This entails the ability to recognize their own learning requirements, adeptly select and harness various information sources, critically evaluate the credibility of these sources, assess the relevance of their acquired knowledge, and effectively apply this knowledge as per their needs.

Collaborative Endeavors: Collaborative efforts and group work are integral to the educational journey. This not only fosters self-awareness and self-improvement but also nurtures the capacity to cultivate knowledge, skills, and attitudes in concert with peers. Small group interactions are pivotal, providing students with essential experience in teamwork, a competence vital for their future engagements in multidisciplinary healthcare contexts.

Tutorial Group Dynamics: The fundamental mode of study in problem-based learning is within a tutorial group comprising 6-7 students guided by a faculty tutor. Other modes of instruction, such as lectures, seminars, resource utilization, field studies, and skill-based exercises, also play supplementary roles.

Curricular Phases and Themes: The educational journey is structured into various phases, each centered around a theme that spotlights a specific area of study. Study guides, tailored for each term and aligned with curriculum objectives, serve as comprehensive references for both students and instructors.

Continuous Assessment: Evaluation is a perpetual process, with ongoing assessment taking place during tutorial group meetings. The assessment goes beyond mere factual knowledge assessment, focusing on the student's adeptness in navigating and resolving complex problems.

Student and Course Evaluation: Rigorous assessment mechanisms encompass students' evaluations of courses and faculty performance, meticulously analyzed and documented. The progress of students in theoretical and clinical courses is methodically monitored and recorded.

Holistic Curriculum Evaluation: The curriculum undergoes comprehensive evaluations from multiple perspectives, including faculty members, senior students, graduates, and service institutions.

In essence, problem-based learning is designed to nurture self-motivated, collaborative, and adaptive learners who are equipped to tackle real-world challenges in diverse healthcare settings.

Coursework and Assessment

Standards and Professional Conduct: Students are required to meet attendance and professional conduct standards, along with fulfilling assessment criteria for both theoretical knowledge and practical skills.

Assessment Methods: Each course employs distinct assessment methods for theory and practice, tailored to the specific course prerequisites. These methods, explicitly outlined in the course syllabus distributed at the outset, encompass a diverse range of components. These may include assignments, case presentations, poster presentations, student-led seminars, and self-assessment exercises. Evaluation will stem from teachers, peers, preceptors, and self-assessment.

Comprehensive Evaluation: Both formative and summative evaluation techniques will be employed across courses, clinical settings, preceptor roles, lecturer performances, and student contributions. Feedback from these evaluations will play a pivotal role in refining courses.

Student Feedback: Students will be actively engaged in course quality assessment through structured questionnaires. This feedback loop will enable continual improvement.

External Auditing and Enhancement: To foster ongoing enhancements, an external audit and evaluation process is scheduled at the culmination of the inaugural cohort.

Feedback Integration: A crucial facet of the teaching and learning experience is the provision of consistent feedback to monitor student progress effectively.

Assignment Guidelines and Grading: Each assignment will be accompanied by comprehensive guidelines for successful completion, along with a transparent grading system.

Examination Grading: Examination results will be allocated in accordance with each course's evaluation criteria. Written feedback will complement grades, summarizing strengths and weaknesses across clinical and theoretical domains.

Student Progress: The initial assignments highlighted students' diverse skill levels. However, over the program's progression, students exhibited improved aptitude in critically engaging with literature, applying evidence to clinical contexts, and advancing their analytical skills.

Leadership Focus: As a program aimed at nurturing future leaders, it encompasses vital management competencies. Course content integrates core managerial skills such as effective communication, team dynamics, leadership, motivation, coaching, and change management.