![\"\"](\"https:\/\/fkg.ugm.ac.id\/wp-content\/uploads\/sites\/30\/2026\/07\/WhatsApp-Image-2026-07-20-at-15.56.31-1-1024x768.jpeg\")
<\/figure>\n\n\n\nFrom an analytical perspective, OBE curriculum evaluation is not merely intended to fulfill accreditation standards. It is also a strategic instrument for addressing rapidly evolving challenges in healthcare. Changes in patterns of pediatric disease, advances in digital dental technology, the growing practice of evidence-based dentistry, and increasing demands for patient-centered care require educational institutions to continuously adapt their curricula.<\/p>\n\n\n\n
Through comprehensive academic reflection, workshop participants examined the effectiveness of learning methods, the relevance of competency assessments, the integration of clinical experiences, and the relationship between educational processes and real-world needs. This approach demonstrates that a curriculum is not simply an administrative document but a dynamic instrument that must be continuously updated to produce graduates who can respond to developments in scientific knowledge and societal needs.<\/p>\n\n\n\n
Furthermore, OBE encourages a paradigm shift among lecturers\u2014from simply delivering content to becoming learning facilitators focused on competency achievement. At the same time, students are encouraged to become active learners capable of developing critical thinking, clinical problem-solving, professional communication, interprofessional collaboration, and lifelong learning skills. These competencies are essential for pediatric dentists in navigating the complexity of modern healthcare.<\/p>\n\n\n\n
The workshop also demonstrated the commitment of the Department of Pediatric Dentistry, FKG UGM, to developing a collaborative academic culture. The involvement of both faculty members and resident representatives reflects the importance of engaging all stakeholders in the curriculum improvement process. Through constructive dialogue, various experiences in implementing learning activities could be identified more objectively, ensuring that the resulting recommendations have a strong empirical foundation.<\/p>\n\n\n\n More broadly, the activity demonstrates that improving educational quality does not end with curriculum development. Educational quality is built through a culture of continuous evaluation, openness to change, and a commitment among all members of the academic community to keep learning and innovating. In the context of specialist dental education, these efforts have an even broader impact because they ultimately contribute to improving the quality of healthcare services for Indonesian children.<\/p>\n\n\n\n Through the implementation of the Phase II OBE Curriculum Evaluation Workshop, the Pediatric Dentistry Specialist Program at FKG UGM reaffirmed its commitment to producing pediatric dental specialists who are competent, professional, adaptable, ethical, and prepared to address the challenges of healthcare delivery in an era of higher education transformation.\nScientific, systematic, and quality-oriented curriculum evaluation is expected to provide a strong foundation for producing graduates who are not only academically excellent but also capable of delivering the highest quality healthcare services to the community.<\/p>\n\n\n\n <\/p>\n\n\n\n Contributor: drg. Fitta | Editor: Andri Wicaksono<\/p>\n\n\n\n <\/p>","protected":false},"excerpt":{"rendered":" Transformasi pendidikan kedokteran gigi spesialis tidak hanya ditentukan oleh kecanggihan fasilitas dan kemajuan teknologi, tetapi juga oleh kualitas kurikulum yang mampu menjawab kebutuhan masyarakat dan perkembangan ilmu pengetahuan. Berangkat dari semangat tersebut, Departemen Ilmu Kedokteran Gigi Anak Fakultas Kedokteran Gigi Universitas Gadjah Mada (FKG UGM) menyelenggarakan Workshop Evaluasi Pembelajaran Kurikulum Outcome-Based Education (OBE) Tahap II […]<\/p>\n","protected":false},"author":295,"featured_media":20800,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[136],"tags":[527,287,298,300,302,306,307,288,289,291,293,296,297],"class_list":["post-20799","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-berita-terbaru","tag-esg","tag-sdg-1-tanpa-kemiskinan","tag-sdg-10-mengurangi-ketidaksetaraan","tag-sdg-11-kota-dan-masyarakat-yang-berkelanjutan","tag-sdg-12-konsumsi-dan-produksi-yang-bertanggung-jawab","tag-sdg-16-perdamaian-dan-keadilan-institusi-yang-kuat","tag-sdg-17-kemitraan-untuk-mencapai-tujuan","tag-sdg-2-tanpa-kelaparan","tag-sdg-3-kesehatan-dan-kesejahteraan-yang-baik","tag-sdg-4-pendidikan-berkualitas","tag-sdg-5-kesetaraan-gender","tag-sdg-8-pekerjaan-layak-dan-pertumbuhan-ekonomi","tag-sdg-9-industri-inovasi-dan-infrastruktur"],"gutentor_comment":0,"yoast_head":"\n![\"\"](\"https:\/\/fkg.ugm.ac.id\/wp-content\/uploads\/sites\/30\/2026\/07\/WhatsApp-Image-2026-07-20-at-15.56.30-1024x777.jpeg\")
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