In this Editorial, a strong case is made for redesigning and implementing the teaching of named core courses which could be for all resident-trainees in the different Saudi Boards in Dentistry-those Boards currently operating and those that may be approved in future.

A great deal has been said and written or debated about the Saudi Dental Boards since the first set of trainees in the pioneer Dental Board (Advanced Restorative Dentistry) commenced their residency in 1999. Many in that set have since completed the programs. Two other programs Oral and Maxillofacial Surgery as well as Orthodontics are also functional with trainees at different stages of their respective programs.

Whichever way it is stated, the shared major aim of these three Saudi Dental Boards is the provision of a structured, internally balanced and comprehensive residency training program pathway which will ensure that resident trainees complete their respective programs satisfactorily as an attestation that they can participate in or undertake competently independent specialty practice as consultants. Each of the three Boards currently has a basic science component in its curriculum. The inclusion of basic science courses emphasizes the scientific foundation of the dental specialties. This being the case, it is an opportune time now to rationalize the teaching of what may be called minimal common core courses for all Saudi Dental Boards.

The feedback received over the few years that the basic science courses were differently offered to the three existing Dental Boards was variable whether from the trainees themselves or some program Directors. Impressions of the scope and content of the courses included "too little", "too much", "could be more specialty-oriented", "should be more applied in orientation" and "is not relevant to my specialty"!!! These impressions are not necessarily unhealthy. Some impressions negative and/or positive must be expected when any course design is "evaluated" In the case of the Saudi Dental Boards, the different impressions could be understood in the context of the absence of discussed and agreed course topics (scope content and duration) for all the Boards in the basic sciences.

It is therefore highly desirable that agreed core courses with names, scope and content be prescribed for all the Dental Boards at least for the foreseeable future. These courses may be grouped in two categories: Basic science courses for Saudi Dental Boards and dental profession-related courses.

Basic Science Courses for Saudi Dental Boards- (a) Craniofacial anatomy, development and growth. Clinical implications; (b) Anatomy and Physiology of the Masticatory System - Cell and cell biology, dental tissues, teeth supporting tissues, orofacial muscles, TMJ, oral mucosa, salivary glands, saliva and oral sensory perception; (c) General and Oral/Maxillofacial Pathology-Cell, tissue and organ homeostases in health and disease; inflammatory response, repair and wound healing; neoplasia, aging process, selected diseases of jaw bones, odontogenic tissues, oral mucosa and salivary glands; (d) Microbiology and immunology infections and infection control, oral microorganisms and orodental diseases, immune system and immune response, immunocompetence and immnunodeficiency states as well as oral immunology. The topics in these four courses could be conveniently organized into 10 to 12 modules
of three hours each to give a total of 30 to 36 contact hours.  The teaching will be complemented with suggested reading lists.

Dental Profession-Related Courses- Dental practice emergencies, dental therapeutics, research methodology / scientific writting, biostatistics, health education and promotion, disease prevention and professional ethics. The above could be organized into 8 to 10 modules of two hours each to give a total of 16 to 20 contact hours. Given the duration of each program (4 to 5 years) a total of 46 to 56 contact hours for all these courses is neither "too much" nor "too little". Teaching these as shared courses should not prejudice additional specialty intensification of cognate topics in specialty-specific courses, seminars, clinics, conferences or special lectures.

In order to guarantee quality of scope and content of the courses, it is imperative that the Boards jointly discuss and agree on the names, scope, content and duration of these courses.  Working papers to facilitate discussion could be made available by those who might teach these courses.  Consensus is a must in intent and implementation.  A curriculum must be designed in such a way that most of the stake holders (the trainees, the trainers and the community) derive maximum benefits from its implementation outcome.

No curriculum is static.  Dynamic changes in the society compel dynamic changes in education especially health professions curricula.  Any country, from time to time, using the appropriate legitimate bodies, determines what is ideal or desired in a curriculum at any point in time in the light prevalling factors in the country.

Hezekiah A. Mosadomi, DMD (Harvard), MS (Tufts), Dip. Am. Board OMF Pathology
Professor of OMF Pathology, Department of Maxillofacial Surgery and Diagnostics Sciences, College of Dentistry, King Saud University, Riyadh, Kingdom of Saudi Arabia.