Purpose:

Provide dental students the opportunity to give input on the quality of coursework in the didactic intensive first and second years and to suggest curriculum reform to faculty and administration.

Objectives:

The UCLA Class of 2007 sought to provide quantifiable and qualitative data on coursework from their D1 year. Although 25% of the class were randomly selected to participate in course evaluations each quarter, the class hoped to provide a comprehensive perspective after completing the entire year.

Methods:

A survey, drafted by class officers and interested students, asked the class to rate the collective quality of their first year classes as well as each individual course on a scale 1 (low) to 5 (high). Students identified courses with excessive lecture time relative to material presented, and suggested appropriate lecture hours. Students indicated the distance they were willing to travel to provide dental care at off campus sites. The survey included space for comments.

Results:

In the survey's first year the response rate was 95% with more than half of the 84 respondents making extensive comments. The faculty Curriculum Committee received a summary of the results and recommendations. The following year, the Class of 08' was surveyed for the D1 courses and the Class of 07' continued with a D2 survey. The survey format was the same. The response rate was 70% for 08' and 85% for 07'.Comparison of the D1 results for the 07' and 08' found consistency in course ratings but variability for recommended time allocation. Data for the D2 year will also be presented.

The usefulness of the student system can be established by tracking its long-term impact on curriculum organization and delivery.

Conclusion:

A student-run comprehensive evaluation system can provide suggestions for curricular revision and long-term comparative data.

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