The goal of the Dental Laboratory Technology Program is to train students to be capable of the design, fabrication and production of dental prostheses, including full and partial dentures, crowns, bridges and orthodontic appliances.

New state-of-the-art techniques, equipment and materials are emphasized, i.e. implantology, cosmetic dentistry and CAD/CAM technology. The graduates would be able to demonstrate high levels of scientific and manual skills in manufacturing dental appliances and all types of prostheses in close proximity to the clinical environment.

Our mission is to provide a high-quality education in dental lab technology field that qualifies our graduates to be dental technicians needed by the society. We strive to produce competent, entrepreneurial, ethical and compassionate dental technicians, capable of effectively provide professional services for dentists. The faculty is strongly committed to excellence in teaching and preparing graduates for the complex, rapidly changing profession. The school provides a nurturing, inclusive, performance-based, core competency based, technologically equipped, innovative learning environment that promotes caring, competence, and professionalism. 

General Objectives:

Upon completion of this course, the student will be able to:

•  Understand properties of materials used in the fabrication processes.
•  Follow instructions from technical manuals.
•  Troubleshoot errors occurring in the fabrication processes.
•  Use correct dental and anatomical terminology used in restorative dentistry work.
•  Apply knowledge of anatomical and physiological aspects to fabrication of appliances.
•  Understand how to read and fulfill a dental prescription.
•  Use effective communication skills.
•  Know proper safety procedures as it pertains to laboratory materials and equipment.
•  Exercise discretion and good judgment in all aspects of work.
•  Know infection control procedures as it pertains to Dental Laboratory Technology.
•  Apply knowledge of mathematics in determining ratios and converting measurements.
•  Read and analyze literature found in the dental field.
•  Demonstrate an understanding and support of the profession’s code of ethics and comply with the profession’s scope of practice.
•  Draw to scale and carve each permanent tooth.
•   Construct a denture which is functional and aesthetic;
•  Demonstrate knowledge of surveying and designing by constructing a removable partial denture.
•  Repair all types of oral prostheses;
•  Develop and construct any type of fixed crown or bridge (single unit and multiple unit).
•  Design and construct an orthodontic appliance capable of correcting a specific malocclusion.
•  Construct a complete set of implant dentures.
•  Construct a bridge and removable appliance using implants attachment.

The specific objectives of the program are:

The goal of the Dental Laboratory Technology Program is to train students to be capable of the design, fabrication, and production of dental prostheses, including full and partial dentures, crowns, bridges and orthodontic appliances. New state-of-the-art techniques, equipment and materials are emphasized, i.e., implantology, cosmetic dentistry and CAD/CAM technology. The specific objectives of the program are:

•  Emphasize on the importance of the high-quality dental lab work.
•  Provide dentists with up-to-date dental lab services that meet world-class standards.
• Establish national recognition in term of academia by the concerned authorities and the public .

• Greater than 80 % grade in Tawjihi or equivalent according to the rules of the university.
• Completed Satisfactory outcome of an interview evaluating the candidate's background and suitability for a Dental lab technology program.  

The student’s development of lifelong learning is emphasized. This is a way of dealing with the society of today and tomorrow, which is characterized by constant change, development and rapid growth of and access to new knowledge. Taking responsibility for one’s learning, seeking and evaluating knowledge, and being able to deal with change are also central factors. This view of learning requires that the individual is active, i.e. he/she studies the facts, reflects, takes a stand, tries things out or expresses himself/herself verbally and in writing. The whole individual, with his/her thoughts, feelings and actions, is involved in learning. Man has a need for wholeness, and learns in interplay with others and with the surroundings. The outlook upon which this supposition is based is characterized by belief in each individual’s ability and desire to obtain knowledge and competence. The most important tasks of education are to stimulate the student’s motivation in different ways, promote development of self-directed learning, and make sure there are good conditions for learning.

The curriculum is based on specific system as an organizing framework to help in understanding client needs using a holistic viewpoint.

Problem based learning is the educational method used.

Through the organization of the courses, the students will be given good opportunities for learning and developing. Belief in the individual as being actively creative, with a natural need for knowledge and competence, permeates the method of working. In addition to the acquisition of knowledge and the practice of skills, personal development and life-long learning are emphasized. By giving the students opportunities to independently search, revise, organize, synthesize and document knowledge, a scientific approach is successively develop which involves, among other things, maintaining a critical attitude towards the world around them. Attaining a readiness for change and the ability to re-examine their knowledge.

Problem-based learning is the educational method used and it has the following characteristics:

• Real-life situations constitute the basis for working through problems and are a foundation for learning; these situations should be relevant to the aims of the education.
• Self-directed learning, the student’s own studies, activities, and responsibility for his/her own learning. Such competence involves being able to identify his/ her own needs in regard to learning, being able to select and use different sources to obtain information, being able to critically assess sources of information, and being able to evaluate that is learned in relation to his/her needs, and being able to use this knowledge in a relevant way. o Group work. During his/her education the student should develop self-knowledge, which involves understanding and being able to develop knowledge, skills and attitudes in interplay with others. 
• Working in small groups prepares students for teamwork in the future and develops an ability to cooperate. Being able to cooperate with others will be important to the student later when functioning professionally in multi-professional groups involved in health promotion, prevention, curing, rehabilitation and other health-related tasks.
• Working in a tutorial group (consisting of 6-7 students and a faculty tutor) is the fundamental method of studying in problem-based learning. Other methods include lectures, seminars, resource opportunities, field studies and other types of skill practice. 
• With the various educational phases, problems are introduced around a theme, which places a time on an area of study. A study guide for each term is drawn up based on the objectives of the curriculum. The study guide is of the assistance to both students and teachers, and describes detailed aims, course content and study method.
• Within the program evaluation takes place continually by means of the evaluation of each tutorial group meeting. Assessment occurs continuously and is focused not only on factual knowledge, but also on the student’s ability to work through and solve problems. 
• Students evaluation of courses and faculty performance is analyzed and documented.
• Evaluation of students´ progress in theoretical and clinical courses documented.

The dental lab technician is an invaluable member of the dental team, the increase in number of skilled lab technicians with knowledge of latest technologies and techniques will significantly increase the accessibility of dentist to dental lab services, decreases the time of required in providing dental service, improves the quality of treatment and affects the efficiency, speed and luxury of dental services provided by the dentist.

Also the lab technician will play a role in stimulating the dental market whether the dental suppliers chains by increasing the consumption of material and equipment or with providing more accessibility for dentists in remote areas.

Overall, the dental lab technician will have positive impacts both on the market and the community well being.

• The students have to achieve the required standards for attendance, professional conduct and the assessment for both theory and practice. 
• Each course has its own assessment method for both theory and practice depending on the course requirements which will be clearly stated in each outline handed to the students in the beginning of the course, the components of which will range from assignments, case presentation, poster presentation, student seminar, feedback through encouragement of self-assessment, assessment from the teacher, peers and preceptors. o Formative and summative evaluation will be used for assessing each course, clinical setting, preceptors, lecturer and students´ contribution to her/his learning process. The results and recommendations will be highly considered for course modification.
• The students will be asked to evaluate the quality of courses through specific questionnaires.
• External auditing and evaluation will be arranged at the end of the first cohort for further improvement.
• Feedback for the student progress is an integral part of teaching/learning experience.
• Each assignment will have its own guideline for completion and grading system. 
• Examination grades will be distributed according to each course. Written feedback will be provided for each assignment and examination, summarizing areas of strength and weakness in clinical and theoretical achievements communicate and document.
• Progress of students: Initial assignments highlighted the varying abilities of the students. However, as the students progressed through the program, their ability to challenge and analyze the literature and apply evidence to clinical practice improved.
• Because one of the aims of the program is to create the leaders of the future, course content included core management skills, such as communication and team building, leadership, motivation and coaching and managing changes.