| ORIGINAL ARTICLE |
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| Year : 2018 | Volume
: 8
| Issue : 1 | Page : 41-46 |
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Methods of teaching and adequacy of the undergraduate orthodontic curriculum: Perception of Nigerian orthodontic faculty
Elfleda A Aikins1, Ikenna G Isiekwe2, Oluwatosin O Sanu3
1 Department of Child Dental Health, Faculty of Dentistry, College of Health Sciences, University of Port Harcourt Teaching Hospital, University of Port Harcourt, Port Harcourt, Nigeria
2 Department of Child Dental Health, Faculty of Dental Sciences, College of Medicine, Lagos University Teaching Hospital, University of Lagos, Lagos, Nigeria
3 Department of Child Dental Health, College of Medicine, Lagos University Teaching Hospital, University of Lagos, Lagos, Nigeria
Correspondence Address:
Dr. Elfleda A Aikins
Department of Child Dental Health, Faculty of Dentistry, College of Health Sciences, University of Port Harcourt Teaching Hospital, University of Port Harcourt, Port Harcourt
Nigeria
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/jeed.jeed_9_19
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Background: It is crucially important that undergraduate studies prepare students to be internationally relevant and employable. Thus, the curriculum must be constantly reviewed to ensure this.
Aim: The aim of this study was to assess the perceptions of orthodontic faculty in Nigeria about the adequacy and global relevance of the undergraduate orthodontic curriculum in Nigerian dental schools and the most effective methods of lecture delivery to undergraduate students.
Materials and Methods: Data were collected from orthodontic lecturers using anonymous structured self-administered questionnaires.
Results: About half of the respondents (47.1%) believed that the curriculum used in their dental schools was adequate, while majority (70.1%) reported that it was globally relevant. Majority (88.2%) of the respondents believed that oral lectures with Microsoft PowerPoint presentations were the most effective method of lecture delivery. The use of whiteboard (29.4%), projector with transparencies (17.6%), and blackboard (11.8%) were considered the least effective methods by participants.
Conclusion: Orthodontic faculty members in Nigeria believe that the current undergraduate curriculum, though adequate, can be improved upon. Oral lectures with Microsoft PowerPoint presentations were considered as the most effective method of lecture delivery by Nigerian undergraduate orthodontic lecturers.
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