Bachelor Of Dental Surgery (BDS)

A. Knowledge

1. Demonstrate the structural, functional and pathological aspects of human body related to oral and maxillofacial region.
2. Apply basic, psychological and behavioral science knowledge in diagnosis and management of common oral and dental diseases/conditions.
3. Assess new information and data pertaining their validity and applicability to one’s professional decisions.

B. Skills

4. Interpret the extra & intra oral clinical examination findings, comprehensive medical & dental histories and analyze relevant knowledge from various resources to aid in the diagnosis of the patient.
5. Formulate and implement a care plan after discussion with patient and family for both the prevention & treatment of diseases and prepare for referrals as necessary.
6. Perform common dental techniques and procedures in pre-clinical and clinical setting.

C. Competence

C1. Autonomy and Responsibility:

7. Educate and motivate patients on oral health wellness and prevention of common oral & dental problems, manage patients independently or with other health professionals with priority on patient safety, empathy & caring behavior.

C2. Role in Context:

8. Practice professionalism with ethical standards & social responsibility and communicate effectively with patients, their families, colleagues & other health care professionals.

C3. Self-Development:

9. Support the strategies for self-directed life-long learning, research and innovation in the field of dental sciences.
10. Adapt the ability to work safely and effectively with oral health care providers in diverse setting by upholding professional attitude.

The BDS program at RAKCODS is a five-year professional degree that prepares students for general dental practice through integrated education in basic medical and dental sciences, pre-clinical simulation, and supervised clinical training. The program develops competent and ethical dental professionals equipped to diagnose, prevent, and manage oral diseases using evidence-based practice.

Students integrate scientific knowledge with practical clinical skills while developing professional responsibility, commitment to community oral health, and lifelong learning.

Academic quality and curriculum development are strengthened through the College’s External Advisory Board, which provides independent perspectives on strategic and curricular development, and External Examiners, who contribute to the independent evaluation of student competencies and program delivery.

The BDS competency framework is mapped to the Program Learning Outcomes (PLOs) and aligned with Level 6 of the QFEmirates, ensuring that graduates achieve clearly defined academic, clinical, and professional competencies.

Graduation Completion Requirements

• Successfully complete all academic requirements, including attendance.
• Pass all courses in the BDS curriculum.
• Achieve a minimum cumulative GPA (CGPA) of 2.00.
• Complete at least 40 hours of community service.
• Earn at least 50% of the total program credits at RAKMHSU.
• Complete the required 201 credit hours for the BDS program (including General Education courses).
• Clear all financial obligations to the university. Degree certificates and transcripts will be withheld until all dues are settled.

Teaching and Learning Methods

• Interactive lectures: instructor-led sessions for core theoretical concepts, aimed at delivering foundational knowledge and theories.
• Small-group tutorials and discussions: promote critical thinking and deepen understanding of key concepts through guided problem-solving.
• Problem-Based Learning (PBL) and Case-Based Learning (CBL): students learn through clinical scenarios that promote critical thinking, clinical reasoning, problem-solving, and the application of scientific knowledge to patient care.
• Preclinical Laboratory Training: students develop foundational clinical and psychomotor skills using simulation laboratories and dental mannequins before treating patients.
• Clinical Training: students provide supervised patient care in the university dental hospital, applying theoretical knowledge in real clinical settings while developing professional competence.
• Demonstrations and Practical Sessions: faculty-led demonstrations and hands-on practice help students master clinical techniques, procedures, and psychomotor skills.
• Seminars and Student Presentations: students present and discuss scientific topics to strengthen communication, teamwork, critical appraisal, and evidence-based practice skills.
• Self-Directed Learning (SDL): students independently identify learning needs, access relevant resources, and evaluate their progress to foster lifelong learning habits.
• Research Projects and Literature Appraisal: students engage in research activities and critically evaluate scientific literature to develop inquiry, analytical thinking, and evidence-based decision-making skills.
• Community-Based Dental Education and Outreach: students participate in community oral health programs that promote disease prevention, public health awareness, and social and professional responsibility.
• E-Learning and Digital Learning Resources: the University’s Learning Management System (LMS) and other digital resources support blended learning by providing access to course materials, assessments, interactive content, and online collaboration.

Assessment Methods

The assessment system at the RAK College of Dental Sciences (RAKCODS) is designed to evaluate students’ theoretical knowledge, clinical competence, professional behavior, communication skills, and critical thinking. The Bachelor of Dental Surgery (BDS) program follows a combination of continuous assessment and final examinations to ensure comprehensive evaluation of student learning outcomes. The assessment framework emphasizes continuous learning, competency-based education, and the development of safe, ethical, and clinically competent dental professionals by integrating formative and summative assessment methods throughout the BDS program.

The major assessment methods used at RAKCODS include:

Continuous Assessment (CA): Continuous assessment contributes 60% of the total course grade and is conducted throughout the semester. It includes:

• Quizzes
• Written tests
• Self-Directed Learning (SDL) activities
• Problem-Based Learning (PBL) and Case-Based Learning (CBL)
• Assignments and presentations

Mid-Term Examinations: Mid-semester assessments evaluate students’ understanding of theoretical and practical concepts using:

• Multiple Choice Questions (MCQs)
• Objective Structured Practical Examinations (OSPE)
• Objective Structured Clinical Examinations (OSCE)

Final Examinations: Comprehensive end-of-course examinations assess students’ overall knowledge and clinical competencies in both theory (MCQs), practical and clinical components. Final assessment contributes 40% of the total course grade.

Clinical Competency Assessment: Clinical skills are assessed through direct observation using standardized clinical assessment criteria. Students are evaluated on professional conduct, patient-centered care, communication skills, health promotion, and scientific knowledge. Unsatisfactory performance requires repetition of the clinical procedure within the specified period.

Objective Structured Clinical Examination (OSCE): OSCEs are conducted at scheduled intervals to objectively assess clinical skills, diagnostic ability, patient management, and communication through standardized clinical stations.

Objective Structured Practical Examination (OSPE): OSPE evaluates practical laboratory skills and procedural competence in a structured and standardized format.

Continuous Assessments

For courses assessed over two semesters

There will be two Continuous Assessments in theory held during designated periods within the two semesters (one academic year). The average scores of the two Continuous Assessment Test will contribute to the total theory continuous assessment.

For courses assessed after one semester

There will be one Continuous Assessment in theory held during designated periods within the semester.

• The format of these examinations will be the same as that of the theory Comprehensive Examination and will include multiple choice questions (MCQ). In each of the Continuous Assessments, students will be examined on only that part of the content which has been taught until that period of the course.
• The Continuous Assessment will be conducted on consecutive days without any gap between examinations for different courses.
• The Dean of the College will notify the students about the schedule of the Continuous Assessment and Makeup Continuous Assessment - including the date, time, and venue.
• During Continuous Assessments, one or more “Observers” may be deputed by the Office of the Examination to oversee the conduct of the examinations.

Quizzes

• Quiz is a mini written assessment testing a small area/topic in the course. The objectives of conducting the Quizzes are to motivate the students to learn and assess the level of knowledge on a continuous basis, and encourage analytical and critical thinking ability of students on selected topics.
• Quizzes may comprise of any one or a combination of MCQ, RRE and problem solving exercises.
• Quiz is to be conducted during the regular class hour for that particular course, with prior announcement.

For courses assessed over two semesters

• There will be a minimum of two quizzes in the academic year. The average scores of the two Quizzes will contribute to the total continuous assessment.

For courses assessed after one semester

• There will be a minimum of one quiz in the semester.

Assignments

• Assignments may take the form of written reports, presentations, and projects, group work relevant to the course, critique, analysis & problem solving and can replace TBL/PBL as per the nature of the course.
• Assignments to be conducted at the discretion of the faculty.
• The faculty shall fix the precise date of submission and once the date is fixed, the faculty must maintain the deadline.
• Different topics can be given to different students or different group of students. The topics for the assignments will be announced at least 2 weeks in advance.
• The faculty shall provide the detailed guidelines to the students on the format of the assignment.

Practical continuous assessment in General Education, Basic and Medical Sciences

For annual courses with practical credit hours, two assessments in practical will be held during the academic year. The average scores of two practical assessments will contribute to the total continuous assessment.

For semester courses with practical credit hours, one assessment in practical will be held during the semester.

• Practical assessments will take place during the practical periods allocated in the timetable.
• Practical assessments may be timed to coincide with the day of Continuous Assessments in theory.
• Alternatively, the faculty may hold them at other times but at approximately equal intervals.
• Practical will be in the form of Objective Structured Practical Assessment (OSPE).
• Course Assessment/Grading System for General Education and Basic Sciences Courses with Practical Components.

Course Assessment/Grading System for General Education and Basic Sciences Courses with Practical Components

Course Assessment/Grading System for General Education and Basic Sciences Courses Without Practical Components

Protocols for Evaluation of Students’ Pre-Clinical/Clinical Competencies

Undergraduate pre-clinical/clinical training in dentistry at the RAK College of Dental Sciences is given in the dental labs and dental clinics. Pre-clinical competency is the ability essential for the dental student to begin clinical dental practice. Competency includes knowledge, experience, critical thinking and problem-solving skills; and technical and procedural skills.

• There is Continuous Assessment and Comprehensive Practical/Clinical Examinations. Continuous assessment occurs throughout the semester /academic year for semester/ annual courses. Comprehensive Practical/ OSPE/ OSCE/ Clinical Examination is conducted at the end of the semester for semester courses and end of academic year for annual courses. Combination of these components gives the final grades to the students.
• Continuous assessment in practical will be in the form of objective structured practical examination (OSPE) or practical examination according to the nature of the course.
• Course Assessment/Grading System for Preclinical and Clinical Courses: Practical/ OSPE/ OSCE/ Clinical Components will contribute 50%, remaining 50% is allocated for Theory Components.

Assessment Methodology in Pre Clinical Courses of BDS

• Steps of each procedure are described and practiced by the student during the pre-clinical training. These steps are detailed in the evaluation form to be filled for each procedure and these will be assessed and marked by the mentor / faculty, before the student proceeds to the next step.
• The pre-clinical skill and treatment plans are presented by students at seminars and discussed as part of the assessment.
• To ensure that the student master the various pre-clinical procedures, carried out in general dental labs, competency tests in all specialties are administered periodically.

For courses assessed over two semesters

• For courses with practical credit hours, three assessments in practical will be held during the academic year. The average of three practical / OSPE assessments will contribute 50% to the total continuous assessment.

For courses assessed after one semester

• For courses with practical credit hours, one assessment in practical / OSPE will be held during the semester.

Course Assessment/Grading System for Preclinical Courses

Assessment Methodology for Clinical Components of BDS Program — Clinical Examination Methodology

• Students' competency on clinical skills in the various specialties is assessed on a specially designed Clinical examination Assessment criteria” based on a 3-point scale; Excellent, Satisfactory and Unsatisfactory.
• Student must obtain minimum 50% score in each section to pass the clinical examination.
• Students failing to achieve the competency will be provided an opportunity to reappear in clinical examination within 2 weeks period.
• The individual course includes course description for clinical skills, requirements, clinical work and clinical examination assessment criteria with score distribution in each section.
• Clinical competency examination is conducted in all clinical disciplines of dentistry, as given in the Clinical Manual - Policies, Procedures & Assessment Criteria for Clinical Competency.
• The Clinical Requirements for each course may be different and are mentioned in course syllabus and clinical manual.

Clinical Continuous Assessment

• Continuous assessment of clinical components will be in the form of Objective Structured clinical Examination (OSCE) and Clinical Examination.
• Clinical examination assess the skills of the students in carrying out treatment and other relevant procedures. Each of these clinical procedures will be evaluated using the designated clinical competency forms as given in the clinical manual.

For courses assessed over two semesters

• To assess the clinical competency, there will be three assessment during the whole academic year.
• First Clinical Assessment for the clinical component will be in form of OSCE. They may be timed to coincide with the day of first Continuous Assessments in theory during the fall semester.
• Second Assessment will be Clinical Examination starting from 12th week till 16th week of the fall semester.
• Third Assessment will be Clinical Examination starting from 8th week till the 12th week of spring semester.
• All three assessment will contribute to 50 % for the total continuous assessment, remaining 50% will be final clinical Examination.

For courses assessed after one semester

• Continuous assessment of clinical components will be in the form of OSCE/Clinical Examination.
• There will be one assessment during the whole semester, which will contribute 50% of clinical components, remaining 50% will be final clinical Examination / OSCE.

Course Assessment/Grading System for Clinical Courses

Comprehensive Preclinical and Clinical Examination

The Comprehensive Clinical Examination will be the final examination for the course.

The clinical component will be tested with objective structured clinical examination (OSCE) and/or Clinical Case Procedures. The proportion of scores for these two components may vary based on the nature of the course but will be notified to the students in advance.

Clinical case procedures will be assessed using the prescribed assessment forms for each subject as given in the clinical manual; Policies, Procedures & Assessment Criteria.

Eligibility for the Comprehensive Examination:

To appear for the Comprehensive Pre-clinical/Clinical Examination a student must have completed all preclinical and clinical requirements.

Pass grade in Courses with Practical/Pre-clinical/Clinical Components

To appear for the final theory examination a student must have passed the practical/preclinical/clinical components of the continuous assessment of that course. To achieve an overall pass grade a student has to obtain a minimum passing Grade (60%) in OSPE, OSCE/ practical/ preclinical/ clinical components (combination of continuous assessment and comprehensive Examination) of the course. The final grade for each course will be based on the combined scores of theory and clinical components. A student will not pass the course if the score for the theory /practical/ pre-clinical / clinical components are below minimum pass level, even if the total overall score for theory and clinical taken together exceeds the minimum pass level. Students who obtain minimum pass grade in the practical/pre-clinical/clinical component of the course and fail in final examination will repeat only the theory component of the course in the repeat 1 and repeat 2 examination.