Quality assurance in the dentistry program is carried out through an integrated system encompassing preclinical education, clinical training, assessment and evaluation systems, and continuous improvement mechanisms. All processes are planned in alignment with national higher education qualifications, dentistry field-specific competencies, and program learning outcomes.
Quality Assurance in Educational Processes
The curriculum is structured based on vertical and horizontal integration, covering basic medical sciences, clinical dental sciences, and professional practice. To ensure educational quality:
1. Course learning outcomes are systematically aligned with program outcomes and professional competencies.
2. Skill-based training is provided in preclinical simulation laboratories using phantom units.
3. During clinical education, students perform patient treatments under faculty supervision, and case diversity is regularly monitored.
4. Clinical infrastructure, infection control protocols, and patient safety standards are periodically audited.
5. Educational content is regularly updated in line with current scientific evidence and clinical guidelines.
Assessment and Evaluation Processes
Students’ knowledge, clinical skills, and professional attitudes are evaluated through a multidimensional assessment system.
1. Written examinations (multiple-choice, short-answer, etc.) are used to assess theoretical knowledge.
2. Objective Structured Clinical Examinations (OSCE), checklists, and skill rubrics are utilized in preclinical and clinical practice.
3. Clinical competency is monitored through the number of completed cases, procedural diversity, and faculty observation forms.
4. Assessment criteria are transparent and communicated to students at the beginning of each term.
5. Item analysis of examination results is conducted regularly to evaluate the validity and reliability of assessment tools.
Continuous Improvement Mechanisms
A feedback-based quality cycle is implemented to enhance the program.
1. Student, graduate, and patient satisfaction surveys are conducted regularly.
2. Clinical performance data and educational outcomes are analyzed by the quality commission.
3. Input from internal and external stakeholders (graduates, practicing dentists, professional associations, etc.) is considered in curriculum revisions.
4. Course content, clinical practice quotas, and teaching methods are updated in line with decisions of the academic board.
All processes are conducted within the framework of the Plan–Do–Check–Act (PDCA) cycle, ensuring the sustainable maintenance of academic quality, clinical competence, and patient safety in dental education.
