The program is a full-time, continuous, 46-month cohort program consisting of 270.5/280.5个学分(在D-1学年的夏季参加10个学分的研究选修课程的学生)，最终获得DMD学位. 课程包括连续11个学期的学术和临床教育. 该项目的预期寿命正在进行中，但每年只招收一名学员.
以能力为基础的课程设计是基于美国牙科教育协会(ADEA)新普通牙医的能力. When achieved, it predicts with confidence that students have attained the knowledge; clinical, research, critical thinking, practice management, behavioral, and interpersonal skills; clinical experience; sound clinical judgment; professional and ethical behavior; and patient care training to provide comprehensive oral health care to diverse patients of all ages and conditions of physical, mental, and emotional health. 39项能力陈述涉及以下能力领域:批判性思维, Professionalism, Communication, and Interpersonal Skills, Health Promotion, Practice Management, and Informatics, Patient Care; Assessment, Diagnosis, and Treatment Planning; and Establishment and Maintenance of Oral Health.
“新全科牙医”的39项能力陈述作为总体目标的实现, the courses, learning activities, clinical cases, skill development exercises and labs, behavioral training, and clinical training, and become an integrated whole during patient care delivery, by the competent general dentist. “能力”假设所有教授的行为和技能都以与患者健康一致的质量执行，并且普通牙医可以自我评估治疗效果. In competency-based dental education, 学生学习的内容是基于清晰表达的能力，并进一步假设所有的行为/能力都是由生物医学的基础知识和精神运动技能支持的, behavioral, ethical, clinical dental science, 信息学领域对于一个初级的普通牙医的独立和无监督的表现是必不可少的.
课程的设计是为了确保学习经验将导致这些能力的发展. 该课程牢牢扎根于证据，并在很大程度上模仿布鲁纳的螺旋课程方法. Content is introduced, emphasized, and reinforced with increasing levels of complexity, eventually leading to competency prior to graduation. Each time the content is re-visited, 学生对主题有了更深入的了解，并允许随着时间的推移强化信息, requiring the use of prior knowledge to inform future learning. By implementing this curriculum design, students are reminded that courses are not singular, nor does learning occur in silos. Each subsequent course or unit of work covered will build upon previous content. 在不同年份的课程中教授类似内容的教师合作开发学生的学习成果，反映从基础知识到应用的进展, synthesis, and evaluation.
The curriculum design is divided into four categories; Biomedical/Basic Medical Sciences, Oral Health/Clinical Sciences, Behavioral Sciences, and Interprofessional Healthcare. 根据所提出的主题，大多数课程将采用综合方法教授. During the D-1 year, the biomedical/basic medical science courses focus on the “Normal,” how the body works optimally and is presented in a disciplined approach. In the Spring, MFMII begins the introduction into the pathology of disease. D-2年是澳门威尼斯人赌城通过传统医疗系统呈现的“异常”，有这样的想法
当正常系统出现问题并导致疾病的临床表现时，会发生什么.
在生物医学/基础医学专业D-1和D-2年级学生学习期间, Behavioral Sciences, Interprofessional Healthcare, and Oral Health Science courses include didactic coursework. The faculty will most often utilize traditional assessment modalities, instruments, literature reviews, case studies, papers, and presentations to measure student learning and incremental competency successes.
In the Oral Health Sciences Courses, 实验室/临床前部分将在技术先进的模拟诊所进行. 这允许学生开始应用他们的知识和发展新的临床技能，因为他们学习和示范牙科程序的教师. To determine when new competencies have been achieved, 学院将引入模拟临床考试，以评估学生的知识和技能，并展示他们在第三和第四年学习临床课程时日益增长的能力.
In the College of Dental Medicine’s clinical curriculum, 口腔健康科学课程在D-1和D-2年演变成综合病人护理在D-3和D-4年. 口腔医学院致力于为学生提供足够和多样化的患者群体和临床经验，以获得临床能力. The university will provide fully equipped, state-of-the-art dental clinics to enrich and enhance their learning. 口腔医学院的教师将设计一系列综合临床考试和临床能力评估来评估学生的知识, behavioral characteristics, and clinical skills as well as other qualities and performance abilities, to validate determinations of competency.
During the D-1 and D-2 years, 六个学期包括教学课程，主要以讲座和团队为基础的学习形式交付. 口腔健康科学课程包括教学和实验/临床前部分. During the D-3 and D-4 years, 五个学期包括90周(3040小时)的全职临床经验，在D-3年的综合牙科研讨会和D-4年的普通牙科高级专题研讨会.