Dermoid cysts represent approximately 34% of developmental cysts in the head and neck region, and they occur mostly at the midline of the floor of the mouth. However, dermoid cysts may also migrate laterally by expansion. The lesion is usually slow growing and painless, presenting as a doughy or rubbery mass that frequently retains pitting after application of pressure. The differential diagnosis for dermoid cysts includes infections, tumors, mucous extravasation phenomena and abnormalities arising during embryonic development. In this report, we present three cases of unusual oral dermoid cysts. The first case developed on the left floor of the mouth, the second case was in the left submandibular area, and the third case was in the sublingual and submental space. All lesions were removed by the intraoral approach. Histopathologic examination revealed a dermoid cyst. The cysts were lined by orthokeratinized stratified squamous epithelium, with a prominent granular cell layer. The cyst walls were composed of fibrous connective tissue that contained sebaceous glands, sweat glands, and hair follicles.

In Korea, most of college of medicine have runned integrated curriculum of system-centered or organ-centered subjects until now. But after graduation, medical students practically face on the patients who have symptoms, real problems. At that time, to resolve real problems of the patients, medical students need clinical reasoning and problem solving ability. After gradua-tion, through integrated curriculum of system-centered or organ-centered subjects, most medical students didn’t have a suit-able clinical competency to solve the real problems such as headache, epigastric pain, depression. So we need a new curricu-lum such as a clinical presentation curriculum to evoke more clinical reasoning and problem solving ability. The Korean Association of Medical Colleges (KAMC) selected 105 clinical presentations of the patients and published the learning out-comes of basic medical educations to have a clinical competency as primary physicians after graduation of medical school. So we have to learn the history taking, physical examination, possible diagnoses, appropriate investigation, natural history, prognosis and complications of the diagnosed conditions and prevention, treatment and management complications of treat-ment of 105 clinical presentations. Now, I will investigate the Objectives for the Qualifying Examination of Medical Council of CANADA and review the existing medical literature to provide practical insight into the clinical presentation curriculum introduced by University of Calgary. And I will suggest a model of a new curriculum as a clinical presentation curriculum of our university.