Momentum in Transforming Dental Education in Bangladesh: Review of the BDS Curriculum

Abstract

Background: Dental education must evolve dynamically to equip graduates with both technical proficiencies and essential competencies like critical thinking, medical humanities, and communication. This study analyzes the comprehensive, stakeholder-driven evaluation and update process of the 2016 Bachelor of Dental Surgery (BDS) curriculum in Bangladesh, following the graduation of its inaugural cohort in November 2022.

Methods: Operating as a descriptive cross-sectional study using a purposive sampling technique, a nationwide needs assessment was executed by the Centre for Medical Education (CME) with World Health Organization (WHO) support. Data were systematically collected from the academic councils of 32 government and non-government dental institutions via Focus Group Discussions (FGDs) and structured questionnaires administered to phase-wise educators, interns, and clinical students.

Results: Major curricular enhancements identified and integrated include the concrete expansion of the course to a 5-year framework, structured objective assessment tools (OSCE, OSPE, SOE), and the explicit integration of Medical Humanities and Community-Based Medical Education (CBME). However, significant implementation barriers were identified, including institutional resistance to change, infrastructure limitations, resource constraints, and faculty development hurdles.

Conclusion: The systematic review and update of the BDS curriculum represent a major milestone in aligning Bangladesh’s dental education with global standards. Mitigating ongoing structural hurdles through systematic faculty training, infrastructure development, and robust regulatory updates remains vital to ensuring the long-term success of the reforms and positioning the nation's dental professionals competitively within the global healthcare landscape.

CME J 2026; 5(1): 64-68