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Data collection instrument was a semistructured questionnaire with 5-point Likert scale for final year students' and in depth interview was used for teachers. The teachers and students of final years from the different dental colleges were the study population among them four hundred (400) students and one hundred twenty teachers (120) were taken as sample by convenient sampling. Voluntary participation of the students was ensured and the names of the students' as well as teachers were kept confidential. Methods: This descriptive type of cross sectional study was conducted in seven public and private dental colleges of Bangladesh after getting written permission from the principal of the respective dental colleges. Objectives: The present study was undertaken to identify the teachers and clinical students' perception of the core competencies of different subjects of the undergraduate BDS curriculum. It is important that universities and dental schools help students nurture these values from a very early stage. Other skills that may be essential include professionalism, administrative and promotional skills.
RASEL RAIHAN PROFESSIONAL
The essential professional clinical skills may include a) diagnosis and treatment planning b) Preventative measures c) patient treatment and rehabilitation. Self-assessment, self-reflection and selfregulation can promote a deeper understanding in current knowledge. As life-long learning becomes a crucial attribute for all modern clinicians, the ability to self-assess performance and identify future learning goals is an essential skill that needs to be developed in a modern healthcare curriculum. Personal attributes may include creativity, ethics, aesthetics, and critical sense and personal attributes include a desire for patient wellbeing and to self-evaluate the effectiveness of the treatment. Rationale: Competency is the ability to combine evidence based knowledge, personal attitudes, and clinical skills to undertake holistic dental care.
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The curriculum was partially implemented with the advancement of dental health science and application of newer techniques in dental practices in developed and developing countries. More than one decade have elapsed since the Centre for Medical Education (CME), in 1988, developed a national Undergraduate Dental Curriculum which was supposed to be community-oriented and competency based. Teachers perceptions, Clinical Students, Core Competences, Clinical skills, Students' perceptions, BDS curriculum Abstractīackground: Curriculum planning and designing is not a static process, rather a continuous process done regularly through a system. Professor & Head, Department of Pharmacology & Therapeutics Armed Forces Medical College, Dhakaĭental surgeon, Department of Oral and Maxillofacial Surgery Dhaka Dental College Hospital, DhakaĪssociate Professor and Head, Department of Oral Anatomy Saphena Women's Dental College, Dhaka Professor, Curriculum Development & Evaluation Centre for Medical Education (CME), Mohakhali, Dhaka Professor Department of Gynecology and Obstetrics,