Akademik Veri Yönetim Sistemi
BMC MEDICAL EDUCATION, cilt.25, sa.1, 2025 (SCI-Expanded, SSCI, Scopus)
Background Dental education national qualification frameworks have been developed to meet both global standards and local healthcare needs. Despite sharing common objectives, there may be differences between national qualification frameworks due to priorities, cultural differences and resource availability. This study aimed to examine the national dental qualification frameworks of the United Kingdom, T & uuml;rkiye and Pakistan, focusing on their structure, content and assessment methods to identify similarities and differences. Methods A qualitative comparative approach was employed to examine national dental qualification frameworks. Data were collected from official documents, including the General Dental Council (GDC) guidelines for the United Kingdom, the Dentistry National Core Education Program (DU & Ccedil;EP) for T & uuml;rkiye, and the Pakistan Medical and Dental Council (PMDC) guidelines. The analysis focused on predefined categories, such as curriculum scope, content, assessment, and graduate competencies. Results National dental qualification frameworks differences were observed in program duration, assessment methods, and the integration of public health components. The UK has comprehensive, encompassing multiple dental professions, with a strong emphasis on professionalism, ethics, and research. Turkey aligns with European Union standards, focusing primarily on clinical training. In Pakistan, a discipline-based learning technique is applied. Pakistan integrates community health and basic medical sciences. Conclusions The differences are thought to be due to community needs and resource availability. Further studies should be carried out to standardize education all over the world.