Undergraduate Course In Dentistry Research Articles

Approach to Mental Disorders in Dental Education in a Brazilian State

Oral diseases present higher prevalence in people with mental disorders, which makes dental care a possible means for screening and referral to mental health specialized care. Because some dental conditions can be caused by or associated with mental disorders, dentists can identify patients’ mental health care needs. However, they have shown low confidence and a lack of training in dealing with mental health patients, which may indicate a deficiency in the approach to mental disorders in dental education. This study aimed to verify whether undergraduate Dentistry courses in a Brazilian state introduce knowledge about adult mental disorders into their curriculum content. The courses operating in the state of Minas Gerais, Brazil, were assessed by information available at the e-MEC system, the official database of courses and Higher Education Institutions in Brazil, and at institutions’ websites. Two researchers independently assessed pedagogical projects, curriculum matrices, syllabi, and teaching plans. Psychology disciplines Applied Psychology and Psychology-related were identified, and their syllabi and teaching plans were screened, searching for themes related to mental disorders and/or psychopathology. Of the 73 courses included, 34 were evaluated, and only five courses presented disciplines with some approach to mental disorders and/or psychopathology. The results showed that a large part of undergraduate Dentistry courses assessed do not address knowledge about adult mental disorders as part of dental education. Considering the impact of mental disorders on oral and systemic health, it is important to reflect on the role of dentists in mental health care and on the responsibility of Higher Education Institutions regarding the development of skills and competencies of these professionals. The results of this study draw attention to the need to address adult mental disorders in dental education, reinforcing mental health as an important aspect of patients’ general health.

Comparative analysis of the national curriculum guidelines for the dentistry courses in 2002 and 2021

Introduction: faced with the challenge of training dental surgeons who are fit for the job market, especially the Unified Health System, the National Curriculum Guidelines were established in 2002 with the aim of organizing the curricula of undergraduate dentistry courses, which were updated in 2021.
 Objective: a comparative analysis of the 2002 and 2021 National Curriculum Guidelines for dentistry courses, verifying their proposals’ theoretical and practical similarities and differences.
 Methods: this is a qualitative, descriptive, and exploratory study, using documentary analysis of these guidelines.
 Results: from the documentary analysis, six analytical categories were identified: Profile of the graduate; General and specific competencies; Contents for the training of the dental surgeon; Supervised curricular internship and course completion work; Pedagogical project and curricular organization; and Assessment. The 2021 National Curriculum Guidelines is more detailed and complete than the 2002 and strengthens mechanisms for improving and adapting dentistry courses in Brazil.
 Conclusion: progress has been made with the inclusion of aspects such as permanent training for teachers, humanization in relationships, interprofessional and entrepreneurship, with the aim of providing training that meets the health needs of the Brazilian population.

Impact of Endodontic Problems on the Quality of Life of Patients in School Clinic Endodontic Problems on the Quality of Life

Background: to evaluate the impact of endodontic problems on the quality of life related to oral health of patients with confirmed diagnosis of endodontic pathology, using the Oral Health Impact Profile (OHIP-14). Methods: this is a cross-sectional study carried out with patients in need of endodontic treatment seen at the outpatient clinics of two undergraduate courses in Dentistry in the years 2018 and 2019. The patients underwent detailed anamnesis and answered the OHIP-14 questionnaire. Results: the 97 patients from the UNIUV educational institution and 50 patients from the UFS educational institution were evaluated. The average age was 37 (± 13) years, 59% were women, 27% declared no income and 66% had more than 8 years of study. When associating the variables with OHIP 14 with or without impact in relation to quality of life, a statistically significant difference (chi-square) was found for sex and pain. It appears that the dimensions most affected were psychological discomfort and physical pain. Conclusions: pain of endodontic origin had an impact on the quality of life of the patients evaluated.

The evolution of inequalities in the distribution of dentists in Brazil

The scope of this article is to analyze the evolution of the distribution of dentists and undergraduate courses in Dentistry in Brazil between 1960 and 2022, based on institutional data and its correlation with economic and demographic data. The proportions between number of dentists and population were calculated for the federative units in different periods, and the Herfindahl-Hirschman Index (HHI) was used. to determine the concentration of dentists, population and undergraduate courses in Dentistry. The Pearson test was used, with a significance level of 95%, to test the correlation between variables. In the period from 1960 to 2022, the ratio of dentists per 10,000 inhabitants increased from 3.3 to 16.9. Moreover in 2022, the federative units with the highest average household income per capita were closely correlated with the highest concentration of dentists (R2= 0.90; p < 0.00). However, from 1975 to 2022, the concentration of dentists measured by the HHI dropped from 45.1 to 33.4. The decrease in the geographic concentration of Dentistry courses was even more pronounced, with the HHI rising from 39.3 in 1991, to 25.6 in 2022.

The Role of Social Sciences in Dentistry Undergraduate Courses: A Case Report from Brazil

In this article, we present an analysis of the contribution of social sciences to teaching undergraduate dentistry courses. Based on a literary review of the influence of behavioral and social sciences on oral health research and a case report from a public university in Porto Alegre, Brazil, I propose to consider the interface between health and social sciences, presenting some of our contributions to the training process of undergraduate students at the Federal University of Rio Grande do Sul. Introductory social sciences classes have been incorporated into various healthcare faculties, such as nutrition, dentistry, physiotherapy, medicine, obstetrics, and nursing. The acknowledgment of the importance of social sciences to the formation of health care professionals is reflected in the introduction in the curriculum of topics such as human rights, ethics in the relation of professionals and patients, as well as the challenges presented by social inequalities and the humanistic perspective of integral attention. In this sense, social sciences present undergraduates with a privileged perspective to the understanding of the patient both as a subject of rights, situated in a social, cultural, economic, and political context, and as a critical interpreter and agent of his own body, capable of recognizing and identifying illness processes, choosing, and attending therapy protocols and, therefore, capable of contributing to the continuity as well as transformation of healthcare practices. The inclusion of social sciences classes in undergraduate dentistry courses has given students an invaluable perspective on patients as individuals with rights situated within a social, cultural, economic, and political context. This understanding enables students to identify and tackle social inequalities, maintain ethical standards in their professional practice, and offer holistic care when training in programs integrated into the Brazilian Unified Health System. In addition, social sciences classes equip students with critical thinking skills that enable them to analyze and interpret patient experiences, make informed decisions regarding treatment protocols, and contribute to better treatment adherence, prevention practices, and therapy continuity.

A qualitative study of dental internships in Saudi Arabia: moving beyond perceptions to the reality of the practices of dental interns

BackgroundDental internships are a vital way for recent graduates of undergraduate dentistry courses to bridge the gap between study and clinical practice. Interns’ perceptions of dental internships have been explored in certain studies but the reality of the dental internship and dental interns’ practical performance has not been examined. Therefore, this study aims to explore the reality of the dental internship as a transitional stage after completion of an undergraduate course in dentistry.MethodsThis qualitative research recruited 23 dental interns from Saudi Arabia’s Riyadh Province. To explore the reality of dental internships, the research relied on a performative knowledge approach to examine interns’ practices and performance. Diaries and semi-structured interviews conducted virtually were used to gather data across three months. The data was then subject to thematic analysis that applied an inductive strategy. The data analysis’s credibility and trustworthiness were verified using triangulation techniques, an audit trail and member-checking.ResultsFive key themes concerning dental interns’ practices were identified in this research: exploration, addressing knowledge gaps, responsibilities, decision-making and social connections. The most significant findings reveal that dental internships go beyond clinical work to include certain personal and social aspects that dental interns undertake during their internships.ConclusionThe findings of this research indicate that more real-world, practical knowledge should be integrated into the curricula of undergraduate dentistry programmes. In sum, this work highlights the need for holistic dental education that encompasses not only the clinical development of interns and students but also other elements such as their personal and social growth. Moreover, this research reveals that a performative knowledge approach can help researchers to identify significant findings regarding the practical experiences of dental interns. This study has implications for dentistry and any other medical speciality education programme that involves an internship.

The implication of instructional design for deciduous tooth identification in a dental morphology course for undergraduate dental students

Background/purposeThe pediatric dentistry courses are lacking in our six-year undergraduate dental education. The purpose of this study was to evaluate the implication of instructional design for deciduous tooth identification in a dental morphology course for undergraduate dental students through students’ perspectives. Materials and methodsA total of 34 s-year dental students who took this dental morphology course were invited to fill out the questionnaire for survey of instructional design for deciduous tooth identification after the class. ResultsOf the 34 dental students, 32 of them participated in the survey with a valid response rate of 94.1%. The results showed that most students found the learning activity of instructional design for deciduous tooth identification to be helpful for improving their knowledge about deciduous dentition. Most of them also had positive attitude towards this instructional design. ConclusionSince the proportion of pediatric dentistry courses in the undergraduate dental education is very low and children's oral problems are indeed faced by all dentists, it is important to add learning units of pediatric dentistry-related knowledge in different undergraduate dental professional courses or to propose strategies to promote students' awareness of self-directed learning about pediatric dentistry. This study may serve as a model for other undergraduate dental courses in Taiwan.

GINGIVAL SMILE CORRECTION USING THE FLAPLESS TECHNIQUE

Introduction: The gummy smile is characterized by the extensive display of gingiva when smiling and ends up unfavoring the aesthetic aspect, generating dissatisfaction in many patients. This gingival disharmony has several etiologies and, taking into account that each individual presents their uniqueness, it is essential that the dentist knows the cause of each clinical situation, so that an effective, specific and respective treatment plan can be elaborated to the patient’s complaint. Objective: The present work aimed to present, through a case report, a gummy smile treatment using the “Flapless” technique. Case report: A 20-year-old female patient sought care in the undergraduate course in dentistry at the Centro Universitário da Serra Gaúcha – FSG, complaining of a gummy smile. The proposed treatment plan was a gingival surgery, using the “Flapless” technique, associated with the application of botulinum toxin, which would intensify the result of the gummy smile correction. However, after the surgical healing, the patient approved the result of the procedure and chose to end the treatment. Conclusion: Based on the clinical case presented, it was possible to conclude that gingival surgery through de Flapless technique was effective for the correction of the gingival smile, the patient obtained the desire result, without the need to associate other techniques to achieve the aesthetics of the smile.

Implementation of game-based training in oral rehabilitation of edentulous patients in an undergraduate dental course.

Coronavirus disease-19 dramatically changed the learning conditions of dental students, with restricted access to training sessions and clinical practice. The "Playdent" project proposed the integration of serious games (SGs) in the third-year curriculum, based on tailor-made scenarios questioning the first dental visit of edentulous patients, and examined whether training with the games would advance students' learning outcomes. Test scores of 89 students, allocated either to a "test" group that accessed SGs during a 4-week test period in addition to conventional lectures or to a "control" group that benefited solely from conventional lectures, were measured before and immediately after the test period. The subsequent satisfaction of students was assessed in the "test" group. Scores obtained after the 4-week period significantly increased within the "test" group (11.1% ± 24.9%, p = 0.04, degree of freedom [df] = 30) while they did not change within the "control" group (p = 0.21, df = 57). Qualitative feedback expressed by students who played SGs during the 4-week period demonstrated that 71% of them rated the SGs as satisfactory and 91% of them judged the consistency of SGs content with lectures to be satisfactory. Game-based learning showed a positive impact on the learning outcomes of third-year students. Qualitative assessments provide insights into the pertinence of SGs offered in addition to traditional lectures of third-year complete denture courses. SGs may consolidate skills in oral rehabilitation acquired through traditional passive learning formats proposed in preclinical courses.

ANALYSIS OF ORAL MEDICINE AND ORAL PATHOLOGY TEACHING IN HIGHER EDUCATION IN BRAZIL

<h3>Objectives</h3> Evaluate the teaching of oral medicine (OM) and oral pathology (OP) in dentistry courses in Brazil, analyzing their pedagogical matrices. <h3>Study Design</h3> This is an exploratory study of document analysis. The institutions investigated were collected on the website of the Ministry of Education of Brazil (www.portal.mec.gov.br). Accessing websites of these institutions, we researched their pedagogical matrices. <h3>Results</h3> We studied 567 undergraduate courses in dentistry. The teaching of OM and OP was reported in disassociated subjects in 246 institutions (43.3%) and in association in 23 (4.0%). The exclusive teaching of OM was observed in 129 (22.7%) and exclusive of OP in 13 (2.2%). Additionally, 156 institutions do not report anything about OM or OP disciplines (27.5%). The workload of the OM and OP disciplines taught in association had a mean of 191 hours for OM courses; taught independently, a mean of 108 hours; and for OP courses a mean of 80 hours. <h3>Conclusions</h3> The teaching of OM and OP in Brazil, despite being implemented in most dentistry courses, showed a great inconsistency of curricular information and lack of standardization in workloads, which can prejudice the learning of their basic contents.

Comparison between two asynchronous teaching methods in an undergraduate dental course: a pilot study

BackgroundProperly designed and implemented eLearning can lead to improvement of dental teaching quality. Various strategies have been proposed to increase the effectiveness of eLearning in dental education, however, there is a lack of research to assess the effectiveness of these strategies.ObjectiveTo investigate dental students’ learning performance and perception of a virtual flipped learning format compared to a virtual traditional learning method.MethodsA crossover pilot study was conducted at the College of Dentistry, Princes Sattam Bin Abdulaziz University, Saudi Arabia. Computer-generated randomization, blinded from researchers who analyzed the results, was performed to allocate 32 participants (aged 23.27 ± 0.86 years) to one of two groups. Participants in the control group were taught through the virtual traditional learning method (VTL) using live video lectures. In contrast, participants in the intervention group were taught through the virtual flipped learning method (VFL) using recorded online lectures and post-lecture virtual discussions. Learning gain and preference were measured by pre- and post-test average score differences and a modified validated survey, respectively.ResultsThere was no significant difference in learning performance between VFL and VTL groups (P > 0.05). However, students preferred VFL over VTL and the differences were significant among all survey items, except for the opportunity to ask questions.ConclusionHealth professions educators are encouraged to carefully design online curricula with efficient learning strategies that help students improve learning performance and foster self-directed learning skills while valuing active learning in an online environment.Trial registrationNCT04692142, 31/12/2020.

Perspectives on the teaching of Occupational Dentistry according to university curricula in Southeast Brazil.

Occupational Dentistry is a specialty recently acknowledged by the Federal Council of Dentistry that seeks to prevent work-related oral health issues. It aims to improve workers' quality of life and promote a more efficient productive development. This study aimed to investigate whether the subject of Occupational Dentistry was included in the curriculum of undergraduate Dentistry courses in Southeast Brazil. The curriculum of universities registered on the Brazilian Ministry of Health's website (e-MEC) were analyzed regarding type of university administration (private or public), inclusion of Occupational Dentistry in the curriculum of Dentistry courses, whether the subject was compulsory or not, and subject workload. Universities that did not make the course curriculum available on their website were excluded from the analysis. Of 176 universities registered on e-MEC, 144 were included in the study. Most universities (86.9%) were private, whereas only 13.1% were public. Occupational Dentistry was available in 10 universities. The subject was compulsory in 4 and optional in another 4 universities, with a total mean workload of 37.5 hours. Two universities did not disclose this information. Our analysis allowed the investigation of the overall inclusion of Occupational Dentistry in the curriculum of Dentistry courses in Southeast Brazil. Only a small percentage of universities (6.9%), mostly private, included the subject in the course curriculum, usually on a compulsory basis.

How is working length determination taught? A survey to assess what is recommended in undergraduate Schools of Dentistry in Brazil.

To analyse what are the methods for working length (WLD) determination taught for undergraduate students in Brazilian Dental Schools and the perception of professors about the use of electronic WL determination in the clinical practice. An online questionnaire with eighteen closed questions was sent to 209 Schools of Dentistry in Brazil using the Google Forms Platform. The questionnaire was structured to analyse the perception of professors in the department of endodontics about the method of working length determination taught in undergraduate courses in Dentistry. The data collected in the questionnaires were transferred to an Excel® spreadsheet and analysed using absolute and relative frequencies. The non-parametric Mann-Whitney test was used to compare groups. Of the 209 schools contacted, 41 (19.61%) returned answers to the questionnaire. According to professors, electronic working length (WL) determination had a shorter length of time to perform it (p<.001), WL measurement accuracy (p<.001) and ease of performance (p<.001). Professors felt safer when maintaining patency when using electronic WL determination (p=.0020). Both radiographic and electronic methods of WL determination are taught in Brazilian Schools of Dentistry. The electronic method was used more frequently, especially in undergraduate clinical courses.

The impact of the COVID-19 pandemic on undergraduate and graduate dental courses in Brazil.

The COVID-19 pandemic has raised challenges in adapting to teaching and learning methods in dental education. This study aimed to evaluate the impact of the COVID-19 pandemic on the academic activities of undergraduate (UDG) and graduate (GD) dental students in Brazil. Additionally, students' perceptions and attitudes toward teaching activities during this period were analyzed. A nationwide cross-sectional survey was conducted with a sample of Brazilian UDG and GD dentistry students. Data were collected in 2020 through an online, self-administered, and anonymous questionnaire, which comprised 26 questions related to demographic data, activities of the college, family and individual student income, and attitudes and perceptions about e-learning during the pandemic. The data were tabulated and analyzed using descriptive statistics. The sample included 1,166 students (779 UDG and 387 GD). Among these, 425 (54.6%) UDG and 270 (69.8%) GD students remotely participated in teaching activities, of which 42.6% of the UDG considered their performance in e-learning to be bad or very bad and 49.8% of the GD regarded it as good or excellent. The survey also showed that 354 (45.4%) UDG and 102 (26.4%) GD expressed a desire to discontinue the course following the outbreak of the pandemic. Among the GD, 225 (58.4%) said that their experiments were completely interrupted. This study reveals the poor perception and performance of dental students regarding e-learning. Additionally, the findings suggest a negative impact of the pandemic on dental education in Brazil. Effective measures should be taken to mitigate these significant consequences.

Presence of management, entrepreneurship, leadership and marketing topics in the dental school curriculum in Brazil.

To analyse the presence and characteristics of curricular components related to management, entrepreneurship, leadership and marketing as part of the structure and teaching methods of undergraduate courses in dentistry in Brazil. This is an observational study that used the Ministry of Education's Undergraduate Course Accreditation Platform, which included 424 undergraduate courses in Dentistry on the last date of collection (August 31 2019). The following items were analysed as follows: the existence of curricular components in relation to the proposed themes, the most recurring denominations of curricular components, minimum and maximum workload, mandatory/optional classification, theoretical/practical teaching condition and in which year the curricular components were inserted. 367/424 (86.6%) of dentistry courses in Brazil included at least one of the topics: management, entrepreneurship, leadership and marketing curricular components in their curriculum, whilst 57/424 (13.4%) did not have these curricular components in their curricular structure. The most frequent names were "Management" 99 (45.21%) and "Entrepreneurship" 80 (36.5%). There was a predominance of the "theoretical method" and the number of hours varied considerably, with the most common course hours between 40 and 60h. The majority of curricular components were inserted in the third to fifth year and offered on a compulsory basis. Most curricular matrices of dentistry courses in Brazil had components related to the topics studied. However, due to the variety of curricular components' names, hours, periods of courses and different teaching methodologies, there is a need to redesign the teaching and learning process, defining educational and evaluation models with common curricular components.

Dental education and proportion of inhabitants by Dentist in Angola

The objective was to verify the proportion of dentists in relation to the Angolan population, to undergraduate and graduate courses in dentistry, and to analyze the pedagogical projects of the existing courses. This is a descriptive, exploratory and documentary study that analyzed data on the population and the number of dentists in Angola, obtained through information from the National Statistics Institute and the Order of Doctors of Angola. An application for cell phones called “Qualificar”, made available by the Angolan government, was used to collect information about the existing courses. The websites of the Ministry of Higher Education, Science, Technology and Innovation; National Institute for Evaluation, Accreditation and Recognition of Higher Education Studies in Angola; and the National Press were consulted to collect data related to higher education in Angola. Information on pedagogical projects was obtained directly from Higher Education Institutions (HEIs). Angola has 701 dentists registered for a population of 30,175,553 inhabitants, that is, a proportion of 1/43,460. Among the eighty existing HEIs, only ten were authorized by the government to offer undergraduate courses in dentistry: six were located in the country's capital and four were distributed in other provinces, with workload varying from 4,688 to 5,536 hours. It was concluded that of the seven academic regions in the country, 4 do not have courses in dentistry; the number of dentists is not compatible with the population of Angola; no HEI offered postgraduate courses in dentistry and there is no standardization of pedagogical projects among the existing undergraduate courses.

Análise do componente curricular “Pacientes com Necessidades Especiais” nos cursos de Odontologia do estado do Rio Grande do Norte

Este estudo objetivou avaliar a inserção da disciplina de Pacientes com Necessidades Especiais (PNE) na estrutura curricular dos cursos de Odontologia em funcionamento no estado do Rio Grande do Norte (RN). Trata-se de estudo transversal, exploratório e descritivo com abordagem quantitativa. As informações foram coletadas nos sítios web dos cursos. Foram encontrados dez cursos em funcionamento e cinco deles ofertavam a disciplina, sendo apenas um em modo optativo. A nomenclatura da disciplina e o semestre de oferta variou entre as instituições. Dois cursos possuem uma abordagem teórico/prática, um deles clínica e o restante teórica. Conclui-se que apenas as quatro instituições privadas oferecem de forma obrigatória o componente curricular relacionados a PNE durante a graduação, enquanto entre as públicas apenas uma oferta a disciplina, porém, de maneira optativa. Assim, é evidente a necessidade da inserção de conteúdos relacionados à assistência de pacientes especiais nos cursos de graduação em Odontologia do RN, atendendo às Diretrizes Curriculares Nacionais no tangente à formação de um profissional generalista.

Abordagem da Violência Contra a Mulher nos Cursos de Graduação em Odontologia do Rio de Janeiro

Objective: the aim of this paper was to verify knowledgement senior undergraduate dental students’ of Rio de Janeiro Universities on how to proceed when facing violence against women. Material and Methods: a cross-sectional study was conducted, using an on-line Google Form containing 17 objective questions. Last year undergraduate dental students from Rio de Janeiro metropolitan area and close campi answered the survey, coming to a total of 237 answers, with 95% confiability. This research was approved by the number 4.105.142 CEP-HUFF/UFRJ technical report. Results: only 26,6% of the students claimed to have received orientation on how to conduct a case of violence against women. Moreover, 67,1% don’t feel ready to guide victims of domestic violence, claiming to have none/phew/insufficient knowledge of the topic. Most of the students, 92,4%, said that they didn’t receive any information about the notification and grievances file and, 76,7% of those that did, said that they wouldn’t be able to fill it. Over 71% know a woman who has been a victim of domestic violence, who were mostly hit on head/neck/face. The undergraduate students reported that they would provide dental care, orientate the victim and report the domestic violence scenario to the responsible entities. Conclusion: thus, it was observed a knowledge deficit concerning violence against women protocols in undergraduate dentistry courses in Rio de Janeiro, since this topic isn’t approached or is taught using inefficient methods

Curricularização das relações étnico-raciais em uma faculdade de odontologia

O estudo objetivou verificar a presença da temática étnico-racial no Curso de Graduação em Odontologia, visando identificar abordagens sobre as Relações Étnico-Raciais e da Saúde da População Negra no Projeto Pedagógico e nos conteúdos da matriz curricular do curso. A Metodologia baseou-se num estudo documental, de caráter exploratório, qualitativo, sustentado pelas recomendações das Diretrizes Curriculares para as Relações Étnico-Raciais, Política de Saúde Integral da População Negra e Diretrizes Curriculares para o Curso de Odontologia. A pesquisa se limitou à análise crítica de documentos de um curso graduação em Odontologia em Alagoas. Os dados foram coletados entre fevereiro e abril de 2018, utilizando uma matriz instrumental a partir das categorias: Explicitação das Relações Étnico-Raciais e a Saúde da População Negra nos Fundamentos e Justificativas para a Formação do Cirurgião dentista; A Dimensão étnico-racial afro-brasileiro nos objetivos; Habilidades e Competências; Relações Étnico-Raciais na Organização e no conteúdo. Os dados foram analisados na perspectiva de análise de conteúdo. Existe um silenciamento acerca das relações Étnico-Raciais no Projeto Pedagógico nos fundamentos e justificativas, nos objetivos e competências para a formação e nas abordagens dos conteúdos. A instituição possui aspectos na organização do curso e matriz curricular que permitem integralizar essa temática transversalmente.

Network Modelling and Visualisation Analysis of the Undergraduate Dental Curriculum System in China

Objectives: This study aims to present the characteristics of the undergraduate dental curriculum system using network modelling and visualisation analysis based on complex network theory, thus providing a theoretical foundation for the course development and curriculum reform. Methods: The correlation coefficient was used to quantify the intensity of the correlation between courses, and a visualisation complex network of the dental curriculum was built to explore the curriculum pattern from a dynamic perspective. Further, the statistical measurements of curriculum network were adopted to express the most relevant topological features. Subsequently, the minimum spanning tree and parallel coordinates plot were drawn to explore the curriculum community structure, quantify the key courses, and present different courses in time and space relationships. Results: The correlation analysis results show that the courses are closely related to each other. The main courses focus on pathology, pathophysiology, oral anatomy and physiology, closely connecting almost all medicine-related courses. The whole course network has an average degree value of 41.53, and a clustering coefficient of 0.78, indicating an obvious small-world characteristic. From the perspective of curriculum attributes, the number of public and theoretical courses was more than that of skills and practical courses. Moreover, the academic performance of skills and practical courses was lower than that of public and theoretical courses. Conclusion: The undergraduate dental courses have a progressive structure from basic professional knowledge to professional skills, which is reasonable for the dental education in China. However, some efforts towards curriculum reform based on this study are needed.