Clinical Education Model Research Articles

Graduates' Perceptions of Learning Affordances in Longitudinal Integrated Clerkships: A Dual-Institution, Mixed-Methods Study.

The authors explored affordances that contribute to participants' successful learning in longitudinal integrated clerkships (LICs). This dual-institutional, mixed-methods study included electronic surveys and semistructured interviews of LIC graduates who completed their core clinical (third) year of medical school. These LIC graduates took part in LICs at Harvard Medical School from 2004 to 2013 and the University of North Carolina School of Medicine-Asheville campus from 2009 to 2013. The survey questions asked LIC graduates to rate components of LICs that they perceived as contributing to successful learning. A research assistant interviewed a subset of study participants about their learning experiences. The authors analyzed aggregate data quantitatively and performed a qualitative content analysis on interview data. The graduates reported multiple affordances that they perceive contributed to successful learning in their LIC. The most reported components included continuity and relationships with preceptors, patients, place, and peers, along with integration of and flexibility within the curriculum. As LIC models grow in size and number, and their structures and processes evolve, learners' perceptions of affordances may guide curriculum planning. Further research is needed to investigate to what degree and by what means these affordances support learning in LICs and other models of clinical education.

Transformative Learning in Medical Education

This longitudinal study followed the clinical learning journey of 20 medical students over 4 years, from the beginning of their clinical immersion, through one of the three different clinical placement models: block rotation, longitudinal integrated clerkship, or community- and hospital-integrated learning, and then into Year 4 and the intern year postgraduation. This study explored how these different contexts can influence the process of transformative learning. The results identified six well-defined changes to their ways of seeing the world which participants described as insights shaped by their clinical training. These themes were self-awareness, patient centeredness, systems thinking, self-care, clinical skepticism, and understanding diversity. Further analysis explored how changes in worldview can be instrumental, communicative, and emancipatory. This study demonstrates that context matters and that longitudinal models of clinical education may facilitate emancipatory learning.

Project for Return and Opportunity in Veterans Education (PROVE): An Innovative Clinical Social Work Field Education Model

Veterans transitioning from the military to college life and the unique issues impacting them are an area of clinical social work that has yet to be fully explored in the literature. Project for Return and Opportunity in Veterans Education (PROVE) is an innovative social work field education model that trains first year graduate interns to serve student veterans on college campuses in a non-traditional, milieu setting. PROVE uses a strengths-based, resiliency focus to emphasize the unique characteristics of the student veteran. The model affords the intern a clinical skill set applicable to working with veterans in various social work agencies. This article will discuss the history, framework and implementation of the PROVE model, use of Veteran-Affirmative Counseling (VAC) and the unique milieu setting. The article will conclude with implications for clinical social work practice field education settings and recommendations for replicability of the PROVE model.

Current Status of Operation and Management of Dental School Clinics.

This article summarizes the current status of the operation and management of dental school clinics as schools strive to provide excellent patient-centered care in an environment that is educationally sound, efficient, and financially strong. Clinical education is a large component of dental education and an area in which many dental schools have an opportunity to enhance revenue. Clinical efficiencies and alternative models of clinical education are evolving in U.S. dental schools, and this article describes some of those evolutionary changes. This article was written as part of the project "Advancing Dental Education in the 21st Century."

Progress in studies on the clinical teaching model of humanistic care

Objective This paper summarizes the progress in studies on the clinical teaching model of humanistic care, including teaching objects, objectives, contents, methods and evaluation, and provides valuable reference for the formation and development of humanistic care quality in nursing students. Key words: Review; Education, nursing; Humanistic care; Clinical teaching; Nursing student

Utilising the Canterbury Dedicated Education Unit model of teaching and learning to support graduate nurses

AbstractThis study was designed to answer the research question: Can the Canterbury Dedicated Education Unit model of clinical teaching and learning support graduate registered nurses in their first year of practice? A descriptive exploratory case study approach was utilised. Data were gathered via three focus groups with a total of eleven participants. Thematic analysis was undertaken to identify patterned meaning across the dataset. Two primary themes evident were; support, and recruitment and retention. The main theme of support had five associated subthemes: peer support, organisational support, liaison nurse support, team support for the graduate registered nurses and team support for the staff. An unexpected finding was the positive contribution of the Nurse Entry to Practice Programme Liaison Nurse as a conflict broker who was able to mitigate the escalation of concerns. Another unexpected finding was the positive contribution of the use of Canterbury Dedicated Education Unit of clinical teaching and learning to the recruitment and retention of graduate registered nurses. It is clear the Canterbury Dedicated Education Unit model of clinical teaching and learning provides a significant amount of support to the graduate registered nurses because of the structure of the model. Ngā ariā matuaI hoahoatia tēnei rangahau hei whakautu i te pātai rangahau: Ka āwhina te tauira whakaako, ako ā-hōhipera o te Canterbury Dedicated Education Unit i ngā tapuhi rēhita whai tohu i tō rātou tau tuatahi i te mahi tapuhi? I whakamahia tētahi huarahi whakamārama mātai tūāhua tūhura. I kohia ngā raraunga i roto i ētahi rōpū arotahi e toru, tekau mā tahi te hunga whakauru. I whakamahia he tātaritanga ā-ia hei tautohu i ngā ia puta noa i te huinga raraunga. E rua ngā ia matua i puta; tuatahi ko te tautoko, tuarua ko te whakauru mai ki te mahi tapuhi, me te pupuri. E rima ngā ia o raro i te ia matua o ‘te tautoko’; te tautoko a ngā hoamahi, te tautoko a te whakahaere, te tautoko a te tapuhi takawaenga, te tautoko ā-kapa mō ngā tapuhi rēhita whai tohu, me te tautoko ā-kapa i ngā kaimahi. Tētahi kitenga kāore i matapaetia i te tīmatanga ko te āwhina whai hua o te Tapuhi Takawaenga mō te Nurse Entry to Practice Programme, nā te mea i taea e ia ngā māharahara te whakamārie kia kore ai e hē kē atu. Tētahi atu kitenga kāore i matapaetia i te tīmatanga ko te āwhina whai hua o te whakamahi i te Canterbury Dedicated Education Unit ki te whakaurunga me te pupuri mai o ngā tapuhi rehita whai tohu. He mārama tonu kua tino āwhina te tauira whakaako, ako ā-hōhipera o te Canterbury Dedicated Education Unit i ngā tapuhi rēhita whai tohu, nā te āhua o te hanganga o te tauira. Key words / Ngā kupu matuaDedicated Education Units; graduate nurses /tapuhi whai tohu; support /tautoko; recruitment and retention/ te whakauru me te pupuri

Teaching Professional Skills and Values in India: Challenges and Roadmap for Future

Educating law students in fundamental professional skills and values has become an integral part of the modern legal education curriculum. ‘Clinical legal education’ (CLE) is the instructional method used for teaching professional skills and values. CLE aims to impart training of professional skills and values by engaging the students with legal aid activities and using that experience for the teaching–learning process. In the United States, credited for developing CLE, law faculties involve students to represent cases of indigent clients under their supervision and use that experience to teach legal skills and professional values. But with the global expansion of CLE, along with the US model (client representation clinic), many innovative alternative models have evolved, primarily due to local diversities. Therefore, in jurisdictions where ‘client representation clinic’ is not suitable due to local restrictions and resource constraints, new models such as ‘Street Law Clinic’, ‘Externship Clinic’ or ‘Law Reform Clinic’ have successfully evolved to be CLE model. Although regulatory bodies of Indian legal education have made CLE a mandatory part of the curriculum for over two decades, its implementation has been negligible and ineffective. Lack of proper training of faculties, absence of guidelines on CLE practice and procedure, financial constraints and legal restriction on faculties and their students to represent in courts are some of the reasons highlighted for the same. This article argues that legal education is inadequate and increases the gap with the legal profession, if professional skills and values are not imparted in a proper manner. In order to overcome the current inadequacy, effective integration of CLE is the call of the day. The article explores two alternative clinical teaching models namely ‘Street Law Clinic’ and ‘Law Reform Clinic’ and provides means to overcome the existing bottlenecks in implementation of CLE. It narrates the experiences of functioning of these clinics at West Bengal National University of Juridical Sciences (WBNUJS) and apprises how these models can be replicated for effective clinical teaching, suiting Indian conditions.

Clinical radiography education across Europe

PurposeTo establish a picture of clinical education models within radiography programmes across Europe by surveying higher education institutions registered as affiliate members of the European Federation of Radiography Societies (EFRS). MethodAn online survey was developed to ascertain data on: practical training, supervisory arrangements, placement logistics, quality assurance processes, and the assessment of clinical competencies. Responses were identifiable in terms of educational institution and country. All educational institutions who were affiliate members at the time of the study were invited to participate (n = 46). Descriptive and thematic analyses are reported. ResultsA response rate of 82.6% (n = 38) was achieved from educational institutions representing 21 countries. Over half of responding institutions (n = 21) allocated in excess of 60 European Credit Transfer and Accumulation System (ECTS) credits to practical training. In nearly three-quarters of clinical placements there was a dedicated clinical practice supervisor in place; two-thirds of these were employed directly by the hospital. Clinical practice supervisors were typically state registered radiographers, who had a number of years of clinical experience and had received specific training for the role. Typical responsibilities included monitoring student progress, providing feedback and completing paperwork, this did however vary between respondents. In almost all institutions there were support systems in place for clinical placement supervisors within their roles. ConclusionsSimilarities exist in the provision of clinical radiography education across Europe. Clinical placements are a core component of radiography education and are supported by experienced clinical practice supervisors. Mechanisms are in place for the selection, training and support of clinical practice supervisors. Professional societies should work collaboratively to establish guidelines for effective clinical placements.

Evaluation of Three-Dimensional Printed Materials for Simulation by Computed Tomography and Ultrasound Imaging.

The use of three-dimensional (3D) printing allows for creation of custom models for clinical care, education, and simulation. Medical imaging, given the significant role it plays in both clinical diagnostics and procedures, remains an important area for such education and simulation. Unfortunately, the materials appropriate for use in simulation involving radiographic or ultrasound imaging remains poorly understood. Therefore, our study was intended to explore the characteristics of readily available 3D printing materials when visualized by computed tomography (CT) and ultrasound. Seven 3D printing materials were examined in standard shapes (cube, cylinder, triangular prism) with a selection of printing methods ("open," "whole," and "solid" forms). For CT imaging, these objects were suspended in a gelatin matrix molded to match a standard human CT phantom. For ultrasound imaging, the objects were placed in acrylic forms filled with a gelatin matrix. All images were examined using OsiriX software. Computed tomography imaging revealed marked variation in materials' Hounsfield units as well as patterning and artifact. The Hounsfield unit variations revealed a number of materials suitable for simulation various human tissues. Ultrasound imaging showed echogenicity in all materials, with some variability in shadowing and posterior wall visualization. We were able to demonstrate the potential utility for 3D printing in the creation of CT and ultrasound simulation models. The similar appearance of materials via ultrasound supports their broad utility for select tissue types, whereas the more variable appearance via CT suggests greater potential for simulating differing tissues but requiring multiple printer technologies to do so.

Assessing challenges of clinical education in a baccalaureate nursing program in Ghana

Background: A 2010 study of preceptorship as a clinical teaching model in Ghana revealed weaknesses related to high student-preceptor ratios and inadequate support from faculty in the educational institution. A four-cycle community-based participatory action research study was designed to further delineate clinical teaching and learning issues and partner with Ghanaian stakeholders in critical analysis of possibilities for positive change in clinical nursing education. The purpose of this paper, taken from Cycle One of the study, is to provide understanding of the challenges of the current clinical teaching model(s) used in the study institution from the perspectives of students and faculty. Early engagement of external stakeholders is described.Methods: Each university target group was invited to complete a semi-structured questionnaire. Interviews were conducted with representatives from the Ministry of Health, the Nursing and Midwifery Council of Ghana, and the Ghana Registered Nurses’ and Midwives’ Association. Clinical documents were examined.Results: Clinical teaching and learning issues identified included the need for: a) more effective clinical teaching and supervision; b) adequate equipment for practice; c) meaningful evaluation of performance; d) enhanced collaboration between the school and clinical settings; and, e) reduced travel time to clinical opportunities. External stakeholders became aware and supportive of the research endeavour.Conclusions: Participants acknowledged changes are needed in order to improve clinical nursing education in Ghana. Clinical teaching and learning issues were identified and formed a baseline from which more in-depth discussion of resources, constraints and possibilities for change could ensue in subsequent cycles of the study.

The impact of undergraduate clinical teaching models on the perceptions of work-readiness among new graduate nurses: A cross sectional study

BackgroundClinical Placements are an essential component of bridging the gap between academic theory and nursing practice. There are multiple clinical models designed to ease the transition from student to professional, yet there has been little exploration of such models and their impact on graduates' perceptions of work-readiness. ObjectivesThis cross sectional study examined perceptions of work-readiness of new graduate nurses who attended one of the following clinical teaching models: the University Fellowship Program (UFP), the Traditional Multi-facility Clinical Model (TMCPM), and the Mixed Program (MP). MethodsThree groups of first year graduate nurses (UFP, TMCPM, and MP) were compared using the Work-readiness Scale, a validated and reliable tool, which assessed nurses' perceptions of work-readiness in four domains: organizational acumen, personal work characteristics, social intelligence, and work competence. A multivariable Generalized Estimating Equations regression investigated socio-demographic and teaching-modelrelated factors associated with work-readiness. ResultsOf 43 nurses approached, 28 completed the survey (65% response rate) of whom 6 were UFP attendants, 8 attended the TMCPM and 14 the MP. Those who had attended the UFP scored higher than the other two in all four domains; however, the crude between-group comparisons did not yield statistically significant results. Only after accounting for age, gender, teaching setting and prior work experience, the multivariable model showed that undertaking the UFP was likely to increase perceptions of work-readiness by 1.4 points (95% CI 0.11–2.69), P=0.03). The UFP was superior to the other two placement models. ConclusionThe study suggests that the UFP may enhance graduate nurses' perceptions of work readiness.

Productivity of Senior Dental Students Engaged in Comprehensive Care: A Seven-Year Follow-Up Study.

The aims of this study were to determine the trend of senior dental students' rate of production of clinical procedures performed in the comprehensive care clinic at one U.S. dental school and to compare that trend to what was reported immediately following inception of that clinic. In addition, total clinic revenues collected were recorded and compared. The periods used for comparisons were 2005 and 2006 combined, the last years before introduction of comprehensive care (called "pre-comp care"); 2007 and 2008 combined, the first two years of comprehensive care (called "post-comp care"); and subsequent years through 2014. The number of procedures and total charges were tracked in the electronic health record, and the total number of student-hours was calculated by multiplying the number of students in the class by the total number of available clinic hours. The rate calculated in this way was then multiplied by a factor of 1,000 for ease of interpretation. The results showed a generally upward trend and a significant increase from post-comp care to 2014 for all procedures combined and for indirect restorations. There was a generally downward trend and a significant decrease from post-comp care to 2014 for direct restorations, extractions, and root planing. There was some up and down fluctuation but no significant change from post-comp care to 2014 for exams. In terms of all procedures, the rate per student/1,000 clinic hours increased from approximately 227 to 419, an 85% increase over seven years. These results show that implementation of the comprehensive care clinic model of clinical education has increased the total clinical productivity of senior dental students at this dental school. Additional studies are indicated to determine the proper balance between a quality education and the financial capabilities of the institution.

A Reflection on the Theoretical Basis of the “A-Pie” Model of Clinical Education

Abstract Clinical training is a key component of nursing education with the aim of equipping nursing students/ interns with skills needed for professional practice. Though patient characteristics and nursing care continue to evolve significantly, strategies for clinical training in nursing has been poorly developed. Thus, the A-PIE model is being developed and currently being implemented in a Burn Unit in Ghana. As the model reflects the need to have a professional caring relationship between the student nurse and the practitioner, Watson's Theory of Human Caring has been selected as the basis of the model.

Effect of the dedicated education unit on nursing student self-efficacy: A quasi-experimental research study.

Although the Dedicated Education Unit (DEU) has shown initial promise related to satisfaction with the teaching/learning environment, few studies have examined student outcomes related to the use of the DEU as a clinical education model beyond student satisfaction. The purpose of this quantitative, quasi-experimental study was to compare student outcomes from the traditional clinical education (TCE) model with those from the DEU model. Participants were students enrolled in a four-year baccalaureate program in nursing (n=193) who had clinical education activities in one of three clinical agencies. Participants were assigned to either the DEU or a TCE model. Pre-clinical and post-clinical self-efficacy scores were measured for each group using an adapted Generalized Self-Efficacy Scale (Schwarzer and Jerusalem, 1995). Both groups experienced a significant increase in self-efficacy scores post clinical education. The increase in self-efficacy for the DEU students was significantly greater than the increase in self-efficacy for the traditional students. Self-efficacy is considered an important outcome of nursing education because high self-efficacy has been linked to making an easier transition from student to nursing professional. This study supports the quality of the DEU as a clinical education model by examining student self-efficacy outcomes.

Simulation is more than working with a mannequin: Student’s perceptions of their learning experience in a clinical simulation environment

Purpose: This paper describes undergraduate nursing students’ assessment of learning in a clinical teaching model that replaces 50% of the traditional clinical hours with high-fidelity simulation. We assessed students’ perceptions of the use of best practices in simulation teaching, and the importance assigned to each teaching practice to support learning.Methods: Longitudinal program evaluation design. We surveyed undergraduate nursing students with the Educational Practices Questionnaire (EPQ) at the mid-point (semester 2) and end of the program (semester 4). We used paired t-tests to assess changes in student EPQ scores between mid- and end-program.Results: Results showed that students’ reported greater exposure over time to clinical simulation activities that fostered active learning and high expectations; the degree to which they rated collaborative learning as important also increased.Conclusions: Students’ perceptions of the use of educational best practices and the importance of simulation in nursing education from program mid-point to end-point lends support for a clinical teaching model that uses a simulation to substitute for traditional clinical hours.

An overview of clinical practice education models for nursing students: a literature review

In the past decade the nursing education research developed and tested a number of clinical educational models. To describe the most used clinical educational models and to analyze their strengths and weaknesses in fostering the learning processes of nursing students. A literature review of studies on clinical education models for undergraduate nursing student, published in English, was performed. Electronic database Pubmed and Cinhal were searched until November 2016. Nineteen studies were included in the review and five clinical education model identified: 1) the university tutor supervises a group of students and selects learning opportunities; 2) a clinical expert/tutor nurse works side by side with one student; 3) the student is responsible of his/her learning process with the supervision of the ward staff; 4) a clinical tutor of the ward is dedicated to the students' supervision; 5) the student is not assigned to a ward but clinical learning opportunities matched with his/her needs are selected by the university. All the clinical education models shared the focus on students' learning needs. Their specific characteristics better suit them for different stages of students' education and to different clinical settings.

Clinical teaching and learning within a preceptorship model in an acute care hospital in Ireland; a qualitative study

BackgroundA preceptorship model of clinical teaching was introduced to support the new all-graduate nurse education programme in Ireland in 2002. Little is known about how this model impacts upon the pedagogical practices of the preceptor or student learning in clinical practice leading to question what constitutes effective teaching and learning in clinical practice at undergraduate level. AimThis study aimed to explore the clinical teaching and learning within a preceptorship model in an acute care hospital in Ireland and identify when best practice, based on current theoretical professional and educational principles occurred. MethodA qualitative research study of a purposively selected sample of 13 students and 13 preceptors, working together in four clinical areas in one hospital in Ireland. Methods were semi-structured interviews, analysed thematically, complemented by documentary analysis relating to the teaching and assessment of the students. Ethical approval was gained from the hospital's Ethics Committee. FindingsPreceptor-student contact time within an empowering student-preceptor learning relationship was the foundation of effective teaching and learning and assessment. Dialoguing and talking through practice enhanced the students' knowledge and understanding, while the ability of the preceptor to ask higher order questions promoted the students' clinical reasoning and problem solving skills. Insufficient time to teach, and an over reliance on students' ability to participate in and contribute to practice with minimal guidance were found to negatively impact students' learning. Conclusions & ImplicationsConcepts such as cognitive apprenticeship, scaffolding and learning in communities of practice can be helpful in understanding the processes entailed in preceptorship. Preceptors need extensive educational preparation and support to ensure they have the pedagogical competencies necessary to provide the cognitive teaching techniques that foster professional performance and clinical reasoning. National competency based standards for preceptor preparation should be developed.

PEDIATRIC EDUCATION SPECIAL SERIES: A Collaborative Model of Integrated Clinical Education in Physical Therapist Education: Application to the Pediatric Essential Core Competency of Family-Centered Care

Background and Purpose. Physical therapist (PT) clinical education models in the pediatric setting need to be evaluated. An early, collaborative, integrated clinical education (ICE) model was examined in the pediatric setting to determine the extent to which key characteristics (KCs) and entrustable professional activities (EPAs) of the pediatric essential core competency (ECC) of “family-centered care for all patient/client and family interactions” are reflected in student self-evaluation and guided reflection responses. Method/Model Description and Evaluation. Students’ self-evaluation and guided reflection responses were analyzed using retrospective document analysis. Qualitative coding procedures were used to assess documents for a priori codes including the pediatric ECC of “family-centered care for all patient/client and family interactions.” Outcomes. In both student self-evaluation and student guided reflection responses, analysis consistently revealed student discussion of all KCs and most EPAs; the guided reflection responses demonstrated all KCs and nearly all EPAs. Overall, students’ assignments revealed a clear emphasis on the KCs of “positivity,” “sensitive,” and “collaborative.” The assignments revealed an emphasis on the KC of “responsive,” and the EPAs “factors of the family system that influence the child” and “collaborate with families.” Discussion and Conclusion. The pediatric ECC of “family-centered care for all patient/client and family interactions” most likely emerged through this early collaborative ICE model due to the model's conceptual framework as well as students having concrete experience in the pediatric setting.

Exploring DPT Studentsʼ Perceptions of Team Function in a Collaborative Integrated Clinical Education Experience

Introduction. Integrated clinical education (ICE), defined as clinical learning experiences embedded within the didactic portion of a DPT curriculum, is an integral component of an overall clinical education curriculum. The collaborative supervisory model has been applied to ICE experiences in DPT curricula. Two physical therapist (PT) education programs developed similar ICE experiences incorporating the collaborative model as a component of their clinical education curricula. Benefits for student learning have been described in the literature for both of these models—in isolation, but not combined. The purpose of this study was to determine factors that students felt contributed to successful team function in a collaborative ICE experience. Review of Literature. ICE can provide opportunities for students to develop knowledge, skill, and professional behaviors in preparation for full-time and final clinical experiences. There is a great deal of literature that supports the collaborative model of clinical education to facilitate teamwork and collaboration, deeper level of critical thinking and problem solving, and enhanced clinical competence. Despite the benefits of including ICE in a DPT curriculum, as well as the benefits of the collaborative model of clinical education, the physical therapy literature does not describe factors leading to successful team function when these 2 models of CE are combined. Methods and Subjects. Subjects were 51 PT student teams (3 to 4 people each) from Duke University (2 cohorts) and the University of Colorado (1 cohort) who participated in a collaborative ICE experience. Following their first 2 weeks of ICE, student teams were instructed to create a mind map that depicted how their team functioned together in the clinic. Teams utilized an online mapping tool, “Coggle It,” to complete the mapping. The research team employed incident coding processes established in the literature to code the primary concepts of the team mind maps. Chi Square analysis was used to determine numeric differences across all codes among the 3 student team cohorts. Results. Twenty-four distinct codes were assigned to the primary concepts. Chi Square analysis revealed no significant differences between the 3 cohorts (P > .01) across all codes. More than 50% of teams indicated that “group dynamics” and “team communication” were vital to the effective functioning of their team in the clinic. More than 25% of the teams included “individual student qualities,” “the learning environment,” “practicing skills,” “the instructor's teaching strategies,” “adult learner characteristics,” and the “clinical instructor” of key importance. From the data, 4 themes emerged as being important for effective collaborative learning in an ICE: The Team, the Clinical Environment, the Individual Student, and the Clinical Instructor. Discussion and Conclusion. The 4 themes identified in this study contribute to the literature surrounding student learning in clinical education, specifically a collaborative ICE experience. This study suggests that these characteristics are important for positive experiences and should be factors that are considered by both academic programs and clinical instructors when designing, implementing, and teaching in a collaborative ICE experience.

The role of continuing dental education in clinical practice

The dental education forms the foundation of professional lives for the dentists with respect to students, faculties, and curriculum which are considered the main aspects of the dental education. The important perspectives of these three arenas should be analyzed with plausible suggestions for improvising them. In order to meet the inevitable increase in demand for training, teaching, and learning, innovative approaches are required and dental academia should be asked to respond. The educational needs can be viewed as a three-dimensional problem, increased breadth across the dental team, vertical integration within and between specialties, and the longitudinal expansion with lifelong learning and continuing professional development. The present dental curriculum needs to be reformed by correcting some inherent concerns and flaws such as inadequate clinical relevance of basic science concepts, lack of comprehensive patient care model for clinical education, and overcrowding of the curriculum. In many countries, the practice of dentistry is only permitted after passing an examination to get dental license for few years. Furthermore, this license should be renewed with essential continuing dental education, which is considered an international trend for reconciling. The Dental Council of India and the Union Government should be more stringent with reinforcing rules and regulations to assure adequate infrastructure and quality education in all the dental colleges.