Teaching of posterior composite resin restorations in undergraduate dental schools in Ireland and the United Kingdom

Attitudes of general dental practitioners in the UK to the use of composite materials in posterior teeth

OBJECTIVE

To determine the opinions and current methods used in placing posterior composite restorations by general dental practitioners.

SETTING

The study was completed by general dental practitioners randomly selected from across the UK.

METHOD

A questionnaire was devised to gain this information. It was sent to 500 UK dentists chosen at random from the general dental register, with an explanatory letter and reply-paid envelope.

RESULTS

Two hundred and sixty-seven replies were received. Sixty-one percent of dentists felt amalgam use had decreased over the last five years, 75% felt posterior composite use had increased. Regarding choice of posterior material, almost all cited clinical indication as the most influential factor while patient's aesthetic demands (89%),wish for a certain material (78%) and the dentist's confidence using a certain restorative material (76%) were contributing factors. Regarding the techniques used, contemporary techniques were employed although there was confusion regarding the need for rubber dam and the most appropriate method of lining the cavity. A case scenario of a pregnant patient who required treatment found that 66% of respondents would place a restoration other than a temporary dressing, with 16% placing an amalgam restoration.

CONCLUSIONS

The majority of dentists surveyed place load bearing posterior composite restorations regularly. Their choice of restorative material is influenced by clinical indications and the patient's aesthetic demands. The techniques used were appropriate, although there was confusion around the need for rubber dam and the most appropriate method to line the cavity. There was also confusion in relation to the most appropriate materials for use in pregnancy.

Challenges to teaching posterior composites in the United Kingdom and Ireland

Recent surveys from general dental practice have found increased placement of direct composite resin restorations in occlusal (Class I) and occlusoproximal (Class II) cavities in permanent teeth by general dental practitioners. This has been matched, and possibly driven, at least in part, by the development of new composite resin materials and bonding technologies. Recent studies by the authors have found an increase in the teaching of Class I and Class II composite resin restorations in the UK, Ireland, the US, and Canada. The increased teaching in the UK and Ireland, however, was not as great as in North America, and several worrying trends were observed. The aim of this paper is to discuss these trends and related factors considered important to the necessary further development of the teaching of Class I and Class II direct composite resin restorations, let alone modern operative dentistry in general, in the UK and Ireland.

Teaching the placement of posterior resin-based composite restorations in U.S. dental schools

BACKGROUND

In light of the increased use of and demand for posterior resin-based composite restorations in dental practice, the authors investigated U.S. dental schools' current teaching with regard to placement of posterior composite restorations.

METHODS

In early 2005, the authors invited 52 schools to participate in an e-mailed survey.

RESULTS

The authors received 47 completed responses, for a 90 percent response rate. Although all schools provided didactic and clinical teaching in the placement of occlusal resin-based composites in posterior teeth, the survey results showed variation in teaching the use of two- and three-surface occlusoproximal composites.

CONCLUSIONS

The survey findings demonstrate a marked change in instruction in placement of posterior resin-based composite restorations in U.S. dental schools during the last five to 10 years. However, the authors found much variation in the nature and extent of the instruction and techniques taught.

CLINICAL IMPLICATIONS

Dental schools need to ensure that their graduating students are well-prepared for independent clinical practice.