Oral, Volume 5, Issue 4 (December 2025) – 1 article

The global demographic transition toward an ageing population has necessitated substantive reforms in dental education, particularly within the field of geriatric prosthodontics. Conventional curricula have frequently prioritized technical competencies while insufficiently addressing the integration of biological, psychosocial, and ethical complexities inherent in the care of older adults. This scoping review critically examined these curricular deficiencies by synthesizing evidence from 34 peer-reviewed studies, employing Bloom’s Taxonomy as a conceptual framework to inform a systematic and pedagogically grounded curriculum redesign. The primary aim was to identify existing gaps in undergraduate and postgraduate education, evaluate the efficacy of active and simulation-based learning modalities, assess the utility of reflective practices and standardised assessment tools, and formulate strategic, taxonomy-aligned pedagogical guidelines. Following the PRISMA-ScR methodology, the included studies were thematically analysed and categorized across the six cognitive levels of Bloom’s Taxonomy. Findings highlighted the effectiveness of integrated educational strategies, including Case-Based Learning, interprofessional education, virtual simulations, and structured assessments such as Objective Structured Clinical Examinations (OSCE). Furthermore, reflective models such as “What? So What? Now What?” fostered higher-order cognitive processes, ethical reasoning, and self-directed learning. By aligning cognitive levels—from foundational knowledge recall to innovative creation—ten evidence-based educational guidelines were developed. These guidelines are pedagogically sound, empirically supported, and adaptable to diverse curricular contexts. The proposed framework ensures a deliberate, progressive trajectory from theoretical comprehension to clinical expertise and ethical leadership. Future research should explore longitudinal outcomes and develop scalable, culturally responsive models to support the broader implementation of curricular reform in geriatric dental education. Full article