[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-296631-105":59,"doc-detail-296631-en":135},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":128,"head_meta":130,"extra_data":132,"updated_unix":134},105,"en","restorative-dentistry-board-version-3-reviewed-and-updated","Restorative Dentistry Board - Version 3 - reviewed and updated","","Restorative Dentistry Board curriculum consolidates governance, authorship, and academic structure across multiple versions, including board oversight and scientific council review. It defines educational rationale, rationale and program objectives, general training requirements, and the program framework for SBRD residency. The curriculum details minimum training requirements, contrasts proposed versus existing curricula, and lays out outcomes and competencies with clinical learning outcomes, integration of disciplines, and milestones. It also specifies teaching and academic activities, continuous assessments, knowledge and behavior domains, certification examinations, references, and appendices such as CanMEDS alignment and clinic-based learning forms.",{"@graph":69,"@context":127},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/restorative-dentistry-board-version-3-reviewed-and-updated/296631/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/restorative-dentistry-board-version-3-reviewed-and-updated/296631.png","ImageObject",300,407,{"name":92,"@type":93},"Oliver","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-09-18",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119,123],{"name":110,"@type":111,"acceptedAnswer":112},"What framework does the curriculum adopt for resident competencies?","Question",{"text":113,"@type":114},"The curriculum adopts the CanMEDS 2015 competency framework as a medical education guide to define essential competencies for improved patient care and to set the core curriculum for SBRD training programs.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What does the curriculum cover in terms of training structure?",{"text":118,"@type":114},"It includes general training requirements, program framework, minimum training requirements for SBRD residency, and differences between the proposed curriculum and the existing curriculum.",{"name":120,"@type":111,"acceptedAnswer":121},"How are learning outcomes and competencies organized?",{"text":122,"@type":114},"Outcomes and competencies are described through clinical competencies and learning outcomes, integration of disciplines, and milestones and the continuum of learning.",{"name":124,"@type":111,"acceptedAnswer":125},"How are assessments and certification handled?",{"text":126,"@type":114},"Assessments include program-specific continuous assessments across knowledge and behavior domains, followed by Saudi Board certification examinations.","https://schema.org",{"og:url":83,"og:type":129,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":131,"canonical":83},"index,follow",{"doc_id":133,"site_id":62},296631,1790125787,{"code":4,"msg":5,"data":136},{"doc_id":133,"user_id":137,"nickname":92,"user_avatar":138,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":139,"file_id":140,"file_url":141,"file_type":142,"file_size":143,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":144,"language":145,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":146,"faqs":147,"seo_title":148,"seo_description":67,"update_tm":149,"read_time":150},8796095461610,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Restorative Dentistry  \nBoard  \n| Version 1 (2016) Prepared by Curriculum Scientific Group |\n| --- |\n| • Dr. Bahia AlAskar\u003Cbr>• Dr. Ebtesam AlWasil\u003Cbr>• Dr. Fahad AlSweleh |\n| Supervision by Curriculum Specialist |\n| • Prof. Zuhair Amin\u003Cbr>• Dr. Sami AlShammari |\n\nReviewed and Approved by Scientific Council  \n\n| • Dr. Reem AlDhalaan\u003Cbr>• Dr. Abdulmohsen AlJuhaimi\u003Cbr>• Dr. Helal Sonbul\u003Cbr>• Dr. Mohammed AlQarni\u003Cbr>• Dr. Khalid M. AlDosary\u003Cbr>• Dr. Bahia AlAskar\u003Cbr>• Dr. Dia AlNughaimish\u003Cbr>• Dr. Mohammed AlJehani\u003Cbr>• Dr. Kholoud Ahdal |  |\n| --- | --- |\n| Version 2 (2019) Reviewed and Updated by |  |\n| • | Dr. Khalid AlDosary |\n| • | Dr. Bahia AlAskar |\n| • | Dr. Sultan AlDeyab |\n\n| Supervision by Curriculum Specialist |  |\n| --- | --- |\n| •\u003Cbr>• | Dr. Sami AlShammari\u003Cbr>Prof. Zuhair Amin |\n|  | Reviewed and Approved by Scientific Council |\n| • | Dr. Mansour Assery |\n| • | Dr. Khalid AlDosary |\n| • | Dr. Bahia AlAskar |\n| • | Dr. Sultan AlDeyab |\n| • | Dr. Kholoud Arab |\n| • | Dr. Omar AlDayel |\n| • | Dr. Abdulmohsen AlJuhaimi |\n| • | Dr. Mohammed AlQarni |\n| • | Dr. Dia AlNughaimish |\n| • | Dr. Mohammed AlJehani |\n| • | Dr. Kholoud Ahdal |\n|  | Version 3 (2021) Reviewed and Updated by Curriculum Committee |\n| • | Dr. Hani Nassar |\n| • | Dr. Majdah AlKhadhari |\n| • | Dr. Abdullah Meshni |\n| • | Dr. Khalid Sindi |\n|  | Supervision by Curriculum Specialist |\n| • | Dr. Sami AlShammari |\n| • | Prof. Zuhair Amin |\n\n| Reviewed and Approved by Scientific Council |\n| --- |\n| • Dr. Helal Sonbul\u003Cbr>• Dr. Bander AlAbdulwahhab\u003Cbr>• Dr. Hani Nassar\u003Cbr>• Dr. Areej Namanqani\u003Cbr>• Dr. Majdah AlKhadhari\u003Cbr>• Dr. Abdullah AlJamhan\u003Cbr>• Dr. Noha AlMohaisen\u003Cbr>• Dr. Waseem Radwan\u003Cbr>• Dr. Norah AlAjaji\u003Cbr>• Dr. Khalid AlTraifi |\n| Approved by Head of Curricula Review Committee: |\n| • Dr.Ali AlYahya, MBBS, Msc.MedEd. FRCSC, FACS |\n\nCOPYRIGHT AND AMENDMENTS  \nAll rights reserved. © 2021 Saudi Commission for Health Specialties.  \nThis material may not be reproduced, displayed, modified, or distributed without prior written permission of the copyright holder. No other use is permitted without prior written permission of the Saudi Commission for Health Specialties.  \nAny amendment to this document shall be approved by the Specialty Scientific Council and the Executive Council of the commission and shall be considered effective from the date of updating the electronic version of this curriculum published on the commission website unless a different implementation date has been mentioned.  \nFor permission, contact the Saudi Commission for Health Specialties, Riyadh, Kingdom of Saudi Arabia.  \nCorrespondence:  \nP.O. Box: 94656 Postal Code: 11614  \nConsolidated Communication Center: 920019393 International Contact Call: 00-966-114179900 Fax: 4800800  \nExtension: 1322  \n[Website: www.scfhs.org.sa](Website: www.scfhs.org.sa)  \nTABLE OF CONTENTS  \nCOPYRIGHT AND AMENDMENTS 6  \nTABLE OF CONTENTS 7  \nACKNOWLEDGEMENTS 9  \nINTRODUCTION 10  \nForeword 10  \nRationale and educational objectives of the program 13  \nGeneral training requirements 14  \nProgram framework 15  \nMinimum training requirements for SBRD residency 15  \nDifferences between proposed and existing curriculum 16  \nABBREVIATIONS 18  \nOUTCOMES AND COMPETENCIES 21  \nClinical Competencies and Learning Outcomes 21  \nIntegration of Disciplines 127  \nMilestones and continuum of learning 128  \nTEACHING AND ACADEMIC ACTIVITIES 133  \nGeneral Principles 133  \nCore Educational Program 134  \nCore Specialty Topics 135  \nPractice-and Work-Based Learning 144  \nASSESSMENTS 152  \nProgram-Specific Continuous Assessments 152  \nKnowledge Domain 153  \nBehavior Domain 161  \nSaudi Board Certification Examinations 162  \nREFERENCES 164  \nAPPENDICES 167  \nAppendix I -CanMEDS alignment criteria with Teaching Activities 167  \nAppendix II-Clinic-Based Learning Forms 194  \nACKNOWLEDGEMENTS  \nFirst and foremost, we would like to thank Allah, the Almighty, for helping us to complete this curriculum. We also express our deepest appre","cbCaiowZMymV6oqy","https://ap.wps.com/l/cbCaiowZMymV6oqy","pdf",3864616,213,"English","# COPYRIGHT AND AMENDMENTS\n# TABLE OF CONTENTS\n# ACKNOWLEDGEMENTS\n# INTRODUCTION\n## Foreword\n## Rationale and educational objectives of the program\n## General training requirements\n## Program framework\n## Minimum training requirements for SBRD residency\n## Differences between proposed and existing curriculum\n# ABBREVIATIONS\n# OUTCOMES AND COMPETENCIES\n## Clinical Competencies and Learning Outcomes\n## Integration of Disciplines\n## Milestones and continuum of learning\n# TEACHING AND ACADEMIC ACTIVITIES\n## General Principles\n## Core Educational Program\n## Core Specialty Topics\n## Practice-and Work-Based Learning\n# ASSESSMENTS\n## Program-Specific Continuous Assessments\n## Knowledge Domain\n## Behavior Domain\n## Saudi Board Certification Examinations\n# REFERENCES\n# APPENDICES\n## Appendix I - CanMEDS alignment criteria with Teaching Activities\n## Appendix II - Clinic-Based Learning Forms","[{\"question\":\"What framework does the curriculum adopt for resident competencies?\",\"answer\":\"The curriculum adopts the CanMEDS 2015 competency framework as a medical education guide to define essential competencies for improved patient care and to set the core curriculum for SBRD training programs.\"},{\"question\":\"What does the curriculum cover in terms of training structure?\",\"answer\":\"It includes general training requirements, program framework, minimum training requirements for SBRD residency, and differences between the proposed curriculum and the existing curriculum.\"},{\"question\":\"How are learning outcomes and competencies organized?\",\"answer\":\"Outcomes and competencies are described through clinical competencies and learning outcomes, integration of disciplines, and milestones and the continuum of learning.\"},{\"question\":\"How are assessments and certification handled?\",\"answer\":\"Assessments include program-specific continuous assessments across knowledge and behavior domains, followed by Saudi Board certification examinations.\"}]","Restorative Dentistry Board - Version 3 - reviewed and updated | PDF",1789734977,537]