In this exclusive interview, we sat down with Prof (Dr.) Ghanta Sunil — a passionate academician and curriculum reform advocate — to talk about the urgent need to upgrade the dental curriculum. With decades of experience, an eye on the future, and feet firmly grounded in educational values, Dr. Ghanta Sunil breaks down what’s missing, what must change, and how the next generation of dentists can be better prepared for a complex and compassionate future.
Q1: Why do you think there should be a upgradation of curriculum in the field of dentistry?
The contemporary curriculum is a synergetic contribution of many teachers and thinkers through their unwavering commitment and radiant receptivity towards dentistry. We are grateful for the intuitive insights and inspirational wisdom that is evident through their incisive, instructive and informative teaching that will be respected, remembered and revered for days to come and years to go.
However, it is important that we accept, analyze and acknowledge the compounding pace of changing trends in the field of science, technology, research, development, innovation and entrepreneurship, along with the professional paradigm shift in the areas of patient expectation, parent aspirations, public perceptions, pupils transformation, human and moral values, ethical consideration and legal implications in the field of medical and allied sciences.
Considering the above it is important and inevitable that we should involve, evolve, adapt and integrate new methods and methodologies, newer modes and modalities, latest techniques and technologies, thus recalibrating dentistry as an enduring classic with a rarified stature.
Q2: What do you mean by pupils transformation in your list of paradigm shift and can you explain its relevance in your recalibration concept?
The transgenerational transformative transition driven by the man-machine complex has transcended from biologic and organic evolution (biceps to neurons) to mechanical and inorganic revolution (hardware-software) leading to Transhumanisation. This mechanical and inorganic revolution is going to be a million times faster than its predecessor for which we need to plan and prepare our students for a complex interconnected future while nurturing their holistic growth.
Q3: What are the guides and constructs that you think that the comprehensive standardized syllabus should be based on?
The constructs of the course and curriculum should be both descriptive in its content and prescriptive in application within the analytical and dialectical framework of the regulatory body. It should be patient centered, and student mentored in spheres of personal, personality and professional development. The comprehensive standardized syllabus should be guided by a holistic integrated set of principles that are priceless and techniques that are tested and timeless. It is important to balance the magical dialect of preserving the core principles, but at the same time stimulating progress by enriching faculty teaching skills and enhancing student learning cognitive abilities that are patient centered. The importance of human touch, humility, empathy and patience should be inculcated as an interwoven fabric while designing, developing, creating and curating the course and curriculum which makes it less materialistic and more humanistic/alluristic. By weaving these constructs we can create a robust, adaptable and compassionate educational framework that prepares students for complexities of modern practices.