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Undergraduate education

All undergraduate programmes at the Faculty of Odontology are offered in Swedish only. Students from abroad seeking admission to an entire study programme must therefore provide evidence of their proficiency in the Swedish language.

Information for dentists educated outside the EU and EEA

To obtain information on how to be able to practice in Sweden please follow this link.

 

Educational programmes at the Faculty of Odontology


Programme in Dentistry, 300 ECTS
70 students accepted every autumn semester. 
 
Programme in Dental Technology, 180 ECTS
24 students accepted every autumn semester. 

Programme in Dental Hygiene, 120 ECTS
20 students accepted every autumn semester. 

The curriculum: the Malmö model


All the curricula at the Faculty of Odontology at Malmö University are developed with four main principles in mind: self-directed learning, the holistic view of the patient, oral health and team work. The promotion and development of self-directed learning is provided through a wide range of learning experiences.

The major part of the curriculum comprises clinical and laboratory learning experiences and problem-based learning (PBL) with some study-group work and self-study. Other educational formats such as lectures, seminars, training in a skills laboratory and computer-aided learning take place in diverse educational situations and support the main educational principles.

Student learning is a central principle in PBL, and students are empowered by having responsibility for their own learning. The faculty is responsible for making students aware of what learning is and creating favourable learning opportunities and environments.

Our educational approach is evidence-based as it builds on activation of prior knowledge, contextual learning and elaboration of knowledge already available. To promote a holistic view of oral health care, the knowledge, understanding, skills and attitudes of different subject areas are integrated with clinical/laboratory competence. This allows a progressive development of the students' clinical/laboratory expertise and the introduction of more complex problems with increasing experience.

The students' development has a scientific character rooted in research, while the educational aim is to produce “reflective practitioners”. To integrate the students into real-life settings, learning experiences, not only in the clinic or laboratory but also in study-groups, are based on clinical/laboratory situations.

These experiences demand the integration of knowledge and understanding of different disciplines and subject areas. Thus, problems presented to the study-groups include material from the basic sciences and oral health sciences within a structure based on oral health conditions prevalent in the community.

In the study-group, six to eight students work through the problems led by a facilitator (tutor). During the first session, a problem is presented in a prescribed form which allows students to define challenges, generate hypotheses and determine what individual knowledge is lacking to make informed decisions. After individual research, the student group reconvenes for a second session to test the hypotheses, share data and continue the problem-solving process.

The language of instruction is Swedish, while most of the literature is in English.

Last updated by Maya Acharya