Dental students' observations about teaching of endodontic access cavities in a French dental school

Endodontic access cavities: Fears and difficulties of Moroccan dental students related to teachers, self-confidence and technical protocol

Fears and difficulties of Moroccan dental students regarding endodontic access cavity were evaluated among 3 items: (i) teachers, (ii) student confidence and (iii) access cavity protocol. A three Likert scale was used to rate 24 statements. Specific scores between 1 and 3 and mean scores between 0 and 1 were used to assess statements and items, respectively. Among 116 students, the mean score of difficulty related to teachers (0.48 ± 0.14) was significantly low (p < 0.001) compared to student confidence (0.69 ± 0.12) and cavity protocol (0.68 ± 0.08). The number of teachers was esteemed insufficient, additional training sessions were requested and maxillary teeth and molars were rated the most difficult with specific scores of 1.91 ± 0.80, 2.72 ± 0.61, 2.22 ± 0.67 and 2.47 ± 0.74, respectively. The highest specific score referred to the risk of making ledges (2.8 ± 0.56) or perforations (2.76 ± 0.59). Students expressed a lack of confidence, difficulty with upper molars and fears of making procedural errors.

Challenges Assessment in Endodontics Among Undergraduate Students

Objective To explore perceptions of undergraduate dental students regarding difficulties faced during endodontic procedures. Methods An e-questionnaire was sent to 57 fourth-year and 45 fifth-year dental students. It comprised questions regarding demographic data and difficulties faced during different steps of the endodontic treatment. The responses were recorded on a 5-point Likert scale. During dichotomization, responses where one and two were chosen were considered yes whereas responses where three, four, and five were chosen were considered no. The sample size (SS) calculated using the Qualtrics SS calculator was 89. Data were analyzed using SPSS version 20. Frequencies and percentages were calculated. A p-value of less than 0.05 was considered significant. The chi-square test was applied for comparison based on the students' academic year and genders. Results Ninety students responded with an 88.2% response rate. Most students reported not facing any difficulty in differentiating healthy pulp and periapex from conditions of pulp pathosis (78.9%) and periapical pathosis (75.6%). Most males found access opening and de-roofing of the pulp chamber (35.6%) and working length determination (31.1%) difficult. Females reported having difficulty mostly in mesial and distal shift radiograph techniques (55.6%) and access openings (51.1%). No statistical difference was found based on an academic year or gender except in the use of mesial and distal shift techniques for radiograph acquisition Conclusion Assessing difficulties encountered by students during endodontic therapy can aid in the development of teaching strategies for preclinical and clinical instruction. Mesial and distal shift techniques, access cavity preparation, and working length determination are areas requiring more focus in the training process.