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Developing a Curriculum for “Learning Stress Coping Skills”.

Abstract

The aim of Dental Curriculum is to produce a scientifically oriented, technically skilled, socially sensitive, professionally minded practitioner who adheres to high standards of professional conduct and ethics, who can function safely and effectively as a member of the health care system on graduation and throughout their professional career. The same is expected from dental health professionals all over the world. This implies that dental students must be empowered to cope with the stress involved in the process of delivering these expectations. The stress coping skills is to be imparted as an essential part of the curriculum will qualitatively enhance their life which will in turn be reflected in their professional sphere. Before stress manages them they should be able to manage stress in positive manner. In spite of the advancement in medical sciences, the curriculum of medical education in India is yet to offer anything concrete to conquer stress. In today‟s high pressure world, stresses and strains of modern medical education can become increasingly hard to bear which in turn adversely affects the performance of the students and consequently patient care. Stress is something, which cannot be avoided in the area of medical education. This curriculum will help in enhancing the stress coping skills in dental students which in turn will reflect in their professionalism. Their attitude towards patient care will see a remarkable improvement and thereby strengthening their sense of social accountability. The curriculum will be developed with evidence based approach after referring to the National and International literature.The curriculum has been proposed according to the six step approach to curriculum development. It is hoped that the curriculum would make an impact on the dental student, dental practice and subsequently,dental Health Care.

Rajeev Saxena, Ravi V Shirahatti, Chinmay shah, Mukhit Kazi, Ashwini Bhosale, Ladkat A, Devendra Panchawadkar, and Shrikant Diwanay

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