Innovation in Dental Education: A Proposal for a Doctoral Program in the Philippines

Abstract

The absence of a Doctor of Philosophy (PhD) in Dental Education in the Philippines has led dental professionals to pursue general PhD in Education programs, resulting in a misalignment between advanced academic training and the specific competencies required in dentistry, including clinical integration, research development, leadership, and educational governance. This gap has become increasingly significant in light of technological advancements, expanded public health responsibilities, and global academic standards, ultimately limiting research capacity, academic leadership, and policy engagement within the profession. This study aimed to examine the need, feasibility, and strategic direction for establishing a PhD in Dental Education in the Philippines. A mixed-methods design was employed, involving a quantitative survey of 80 stakeholders from the dental industry and qualitative interviews with 15 dental professionals, educators, and practitioners. Quantitative data were subjected to statistical analysis, while qualitative data underwent thematic analysis, with triangulation applied to ensure alignment and validity of findings. Results demonstrated strong support for the proposed program, particularly among those with advanced academic training, and identified critical gaps in research literacy, faculty development, academic leadership preparation, public health integration, and digital readiness. The findings further emphasized the importance of aligning the proposed curriculum with institutional and regulatory standards set by PRC, CHED, and PQF. The study concluded that a PhD in Dental Education in the Philippines is both necessary and feasible, recommending a policy-aligned, research-intensive, and flexible doctoral framework to strengthen dental education, enhance institutional capacity, and support national and global oral health goals.