Designing of the syllabus: The existing annual based BDS syllabus of DCI [3] was divided into semesters. UGC guidelines [4] were used for calculation of the educational hours & credits that match the number of teaching hours recommended by the DCI. The key subjects were divided into two papers, Paper – I & II and distributed in the semesters. This maintained the weightage of the subject and at the same time reduced the academic load on the students.

The key factor in health professions education is that none of the subject can be left in choice and all are mandatory to learn. But there is a possibility of classifying the portions of each subject into must know, desirable to know and nice to know areas for an undergraduate student to learn. The classification can either be done by the dental academicians of respective specialties in the institutions or the governing body can form a committee constituting senior dental academicians. As an undergraduate student, they are expected to know only few topics in each subject mandatorily which can become the “core areas”. Few topics in each subject are to be known at postgraduate level and the undergraduate cannot be forced to learn everything. Such nice to know areas can be taken as “electives” and only interested students will choose to learn them. By doing so, the basic qualification of BDS remains undisturbed.

For example, basic endodontics is must know for an undergraduate but not post endodontic procedure. Hence, the former becomes core area and the later can be given as elective to learn in detail if interested. By doing so, none of the subject is left unlearnt as a health profession graduate and advanced study in each subject is done on their choice. The core electives are topics from dental subjects and more number of topics give more options for students.

The elective options suggested in Vision 2015 [5] for medical undergraduates and the elective system prevailing in Engineering [6] were taken into consideration while framing the courses and regulations for open and core electives.

According to the design, the students were given opportunity to choose their electives from the given list of courses and got it registered at the beginning of the semester. Minimum ten participants were needed in an elective course to function. The departments concerned with the electives were designed free to adopt any methodology and fix the schedule for conducting of the elective as well as the grades to be awarded. The students have to do a minimum of 4 core electives, 3 open electives and 1 non-credit course. The non-credit courses are like student involvement in National Service Scheme, Red Ribbon Club etc., that helps developing service mentality and community team work to become a responsible citizen. Students capable of taking more electives are allowed to earn more credits. This will be shown in the grade card as additional credits. The credit earned in each semester is calculated into semester grade point average and at the end of each semester; the previous semester marks will be calculated for Cumulative Grade Point Average.

The syllabus table as shown in [Table/Fig-1,2,3 and 4] clearly shows that the subjects are taught in the same systematic way from basics as that of existing one and the electives that are allowed in first two semesters are only open electives that are not dentistry-related subject. The core electives that are subject related are given time from third to sixth semester and the final two semesters are elective-free to make the students concentrate more for clinical exams. Breaking all years into semesters and the subjects into two papers, with credits for each part permits easy learning in chunks and the assessment at the end of each part facilitates the student learning and motivation.

Though the BDS curriculum is for 4 years plus one year of internship, slow learners can be allowed to take less credits in each semester but need to finish BDS in 8 years of time from the date of joining at their own pace. Minimum 15 credits should be earned by the student at the end of one semester. Internship training can be followed as per the norms of the University.

Principles Followed in Calculation

(15 edu hours+25 Self-study hours {notional hours} = 40 hours/ credit)

The designed credit based semester details of BDS syllabus are given in [Table/Fig-1,2,3 and 4] as example. Non-credit course activities are not semester bound.

Course: Dental Materials – I(III semester)

Course Co-Ordinator: Head of the Department, Department of prosthodontics.

Details of theory classes are Structure of matter and principles of adhesion. – 1hour; Physical properties applicable to dental materials - 2hours; Mechanical properties applicable to dental materials – 2hours; Biological considerations in use of dental materials – 1 hour; Gypsum & gypsum products – 5 hours; Impression materials used in dentistry – 5 hours; Synthetic resins used in dentistry – 5 hours; Acrylic resins – 4 hours. Total 25 hours. Practical classes for material manipulation and anatomical landmarks – 5 labs (2 hours each). Sub Total – 10 hours.

Total educational hours calculated – Theory + Practical = 25+5 = 30. No. of credits for the course = 2.

Course: Dental Materials – II(IV semester)

Details of theory classes are Restorative resins – 5 hours; Metal and alloys – 5 hours; Dental waxes – 5hours; dental casting investments – 5 hours; Soldering, brazing and welding – 1 hour; Wrought base metal alloys – 1 hour; Dental cements -5 hours; Dental ceramics – 5 hours. Total theory - 35 hours. Practical classes for material manipulation and anatomical landmarks – 10 labs (2hours each). Sub Total – 20 hours.

Total educational hours calculated – Theory + Practical = 35+10 = 45. No. of credits for the course = 3.

NSS, RRC, Sports, Yoga, Music.

In an average 2hours/ session – 45 sessions – 1.5 months duration; can be completed in single stretch/spread out in the semester; Credits will be given at the end after assessment. The hours required for theory & practical are decided by the concerned department. If only practical, the number of instructional hours should be increased to get the credit value. No. of credits for the course = 3.

All courses carrying credits should follow some method of assessment to grade the students. Non-credit courses should certify the student performance as satisfactory/ non- satisfactory. The assessment of the subjects in paper I can be purely internal and the end semester exam paper II/ when completing the subject will be assessed by an external expert. Not all exams require external experts. Based on CBCS curriculum, the assessment will be 50% internal and 50% external. Grades will be assigned to the students based on their performance. The UGC recommends grade system for final assessment and calculation of cumulative grade point average. The grades and grade points follow the UGC norms as given in the table.

O (Outstanding) – 10(90-100); A+(Excellent) – 9(80-89); A(Very Good) – 8(70-79); B+(Good) – 7(60-69); B(Average) – 6(50-59); F(Fail) – 5(less than 50); Ab (Absent) – 0. A student obtaining Grade F shall be considered failed and will be required to reappear in the examination [4].

The calculation of Semester Grade Point Average (SGPA) and Cumulative Grade Point Average (CGPA) are as followed as per UGC recommendation to compute. The SGPA and CGPA shall be rounded off to 2 decimal points and reported in the transcripts. For non-credit courses ‘Satisfactory’ or “Unsatisfactory’ shall be indicated instead of the letter grade and this will not be counted for the computation of SGPA/CGPA.

At the end of semester, the part I exam can be conducted internally in the form of written test or viva or practical. The grade card issued at the end of each semester will contain all the details of the course. It will also have the letter grade, the attendance code obtained in each course, the total number of credits earned by the student up to the end of that semester in each of the course categories and the CGPA of all the courses taken from the first semester.

A student can be considered to have completed a subject successfully and earned the credits if he/she secures a letter grade other than F in that subject. A letter grade F in any subject implies a failure in that subject. Supplementary Examination may be availed by a student when the University calls for next examination.

Thus by applying the principles from the UGC guidelines, Vision 2015 MCI document and the engineering systems, the above modifications could be done in BDS syllabus to make it suitable for CBCS [4–6].

Mandeep S Virdi (2011) proposed a new semester and credit system for the dental undergraduates in India [7]. However, the method of calculation of the educational hours and credit points were not addressed by the author. In his syllabus all the subjects were given an equal credit of one. The syllabus was divided into ten semesters based on the five year BDS curriculum without internship. The syllabus framed in the current study suits the currently prevailing four year BDS curriculum with one year of internship. There is not much studies available stating similar need for revision in BDS curriculum. The syllabus prototype framed in this study gives a detailed explanation of the principles used in the calculation of the score and the credits are differed based on the weightage of the subjects. An example of the template for subject in the core curriculum and that of the elective is also provided for clarity. Assessment details including the grading system and the method of calculation of CGPA has also been explained. All other sectors of higher education have successfully implemented CBCS. The acceptability and feasibility of CBCS in BDS syllabus with opinion from dental academicians and students will be put forward in a subsequent paper.

Think globally and act locally” is the mantra for globalization in all fields. For an Indian dental graduate to fit easily into the global arena of education systems, adoption of Choice Based Credit System in the Indian syllabus would be a worthy and robust start without violating much of the Dental Council of India norms. It provides course equivalency, self-paced and learner centred cafeteria approach to match the current demands of the society and generation. Adoption of CBCS in BDS syllabus would be the right change in the right direction at the right time.