Self-efficacy of undergraduate dental students in Endodontics within Aarhus and Amsterdam

A multi-national survey-based evaluation of undergraduate/predoctoral endodontic education

AIM

To evaluate the current status of endodontic education and assessment at an undergraduate/predoctoral level in dental schools worldwide.

METHODOLOGY

The current survey comprised a 50-item online questionnaire related to undergraduate endodontic education. The project leaders emailed the survey's details to faculty members responsible for endodontic teaching at one dental school in every country to seek their willingness to participate in the survey. After the faculty members accepted, the survey details were sent to participants along with the survey link. Simple descriptive statistics were used to represent the data.

RESULTS

Amongst the 44 faculty members from different countries who agreed to participate, 36 completed the survey. Endodontic training starts in 50% of dental schools from the third year of the curriculum. Each dental school employs a diverse range of educational methods. During pre-clinical training, 19.4% of the participating dental schools used only natural teeth. Stainless-steel hand instruments, syringe irrigation with a needle, resin-based sealer and the cold lateral compaction technique are the most frequently used in pre-clinical and clinical training. A significant percentage of dental institutions necessitate that students treat a predetermined quantity of canals or teeth throughout their pre-clinical and clinical education. Dental institutions conduct formative, summative or a combination of the formative and summative throughout the clinical and pre-clinical phases of endodontic training.

CONCLUSIONS

According to the data collected from this survey, there are considerable variations in the curriculum for undergraduate/predoctoral endodontic programmes amongst the surveyed dental schools. Pre-clinical and clinical education should integrate a larger array of modern tools and procedures.

EUROPEAN SOCIETY OF ENDODONTOLOGY Undergraduate Curriculum Guidelines for Endodontology

Undergraduate education should accomplish graduates who are skilled to provide quality care for patients, who are aware of their scope of practice, competency level and limits and who are open to referring patients whose needs are beyond their own skills and experience. They should also become self-efficacious. Quality performance begins with good diagnosis and decision-making. Graduates should understand when to treat, why to treat, what to treat and how to treat. These guidelines include a list of capabilities that the graduating student will be expected to have achieved to provide a minimum level of competency in endodontics. Theoretical knowledge, practical skills, understanding and insight should be assessed, with both formative and summative assessment procedures, making use of reflection and feedback. Endodontic procedures should be undertaken within the context of comprehensive patient care and should be evidence based. Students should not perform treatments on patients until they have demonstrated in a pre-clinical setting that they possess the required skills. Only if it is not possible to simulate a specific procedure sufficiently in a pre-clinical setting should students learn this procedure by performing it clinically under close supervision. Clinical endodontics should ideally be supervised by endodontists or by staff with special knowledge, interest and self-efficacy in endodontics. It is advised to ensure that students apply their knowledge and practice their skills periodically throughout the continuum of endodontic education until graduation. A philosophy of lifelong learning and evidence-based practice should be instilled in all dental undergraduates.

Assessment of dental students' knowledge and performance of master gutta-percha cone selection and fitting during root canal treatment: a pilot study

BACKGROUND

Misconceptions should be detected early in dental students' training to improve their clinical performance. Accordingly, this study aimed to assess undergraduate dental students' knowledge and performance of master gutta-percha (GP) cone selection and fitting during clinical endodontic courses at the College of Dentistry, King Saud University.

METHODS

Ninety-nine undergraduate dental students completed an online survey about their knowledge of master GP cone selection. Forty-five of these students were observed by faculty members in clinical endodontic courses while they fitted master GP cones during root canal treatments. The observers recorded the details of each student's cone-fitting techniques. The data were analysed using t-tests, one-way analysis of variance, and chi-square tests (p < 0.05). Inter- and intra-observer reliability were tested using Fliess' Kappa.

RESULTS SURVEY

All participants had good knowledge of over-extended cone management, while 80.8% knew how to properly manage a short cone. The proper flaring assessment method was selected by 86.9% of the female and 34.2% of the male students, and this difference was statistically significant (p = 0.0001).

OBSERVATION

The students labelled the working length on the master GP cone with an indentation in 64.4% of the cases and by bending the cone 35.6% of the time. Of all students, 84.4% encountered an apical stop, and this rate correlated significantly with the length of the cone on the master apical cone radiograph (p = 0.001). Improper shaping of the canal was the most common cause of ill-fitting cones (83.3%), while 16.7% of the students chose the wrong cone size. The final obturation length was adequate in 80% of the cases; 57.8% of the students were helped by instructors.

CONCLUSIONS

Most students had the basic knowledge required to solve problems related to the selection of master GP cones. However, in the clinical setting, more than half of the students required the assistance of an instructor to adjust their cone's fit. The presence of an apical stop had the most significant effect on the length of the fitted master GP cone on radiography. The most common cause of ill-fitting master cones was improper shaping of the canal.

Preparedness and competency of New Zealand graduates for general dental practice - perceptions from the workforce

BACKGROUND

Dental graduates need to demonstrate clinical competency. This mixed-methods study explored the perceptions of clinicians who employ or work with new graduates from the University of Otago, New Zealand, and identified themes reflecting graduates' preparedness for independent practice.

METHODS

An online survey using a semantic differential scale and open-ended questions collected opinions and experiences from the workforce. Quantitative data were analysed using SPSS software, and qualitative data were analysed thematically.

RESULTS

A representative sample of the workforce was obtained with a response rate of 35% (N = 83). Most clinicians engage new graduates to support the profession and/or rural communities. They perceived that graduates were well prepared in most areas, could translate theory to clinical practice and demonstrate professionalism. Graduates were reportedly stronger in basic dentistry, communication, ethics, and record keeping however were less strong in complex treatment planning, molar endodontics, fixed prosthodontics and exodontia. Clinical exposure during dental training was perceived as more limited, and mentoring and guidance in the transition to practice were deemed to be important.

CONCLUSIONS

New Zealand dental graduates appear prepared for independent practice; however, maximising clinical opportunities during training, mentoring and early professional development in advanced areas of practice is essential to enhance competency and confidence.

The Impact of high-performance work system perceived by medical staff on job satisfaction: the mediating role of self-efficacy

As the mainstay of healthcare, the job satisfaction of medical staff deserves attention. This study aimed to explore the correlation between the perception of the high-performance work system (P-HPWS) and job satisfaction of medical staff in public hospitals and to further investigate the mediating effect of self-efficacy. From November 2019 to January 2020, a cross-sectional survey on working doctors and nurses was conducted in five tertiary public hospitals in China. A total of 520 participants were surveyed. The P-HPWS, job satisfaction, and self-efficacy were assessed using the 25-item self-administered scale, six-item job satisfaction questionnaire, and the General Self-Efficacy Scale, respectively. Linear regression and mediation effects models were used to identify the associations between primary variables. The results showed a significant positive correlation between P-HPWS and job satisfaction (P < 0.01), while self-efficacy played a mediating role between P-HPWS and job satisfaction. This finding reveals the benefits of improving employees' P-HPWS and self-efficacy on their job satisfaction, and that hospitals can improve their management systems by implementing and refining HPWS.

Assessment of the quality of root canal fillings performed on extracted teeth by undergraduate dental students in a sample from Saudi Arabia

BACKGROUND

The educational process in the field of endodontics commences with preclinical exercises to enhance students' proficiency in cleaning, shaping, and performing root canal fillings. Therefore, this study aimed to radiographically evaluate the technical quality of root canal fillings performed by preclinical students on extracted teeth at the College of Dentistry, University of Ha'il, Saudi Arabia.

METHODS

A total of 788 extracted human teeth received root canal treatment by undergraduate students. The samples were then gathered and radiographically assessed using the three quality criteria of length, density, and taper. The category of root canal fillings was classified as either acceptable or unacceptable. The criteria for evaluating the acceptability of filling quality were defined based on the presence of adequate length, density, and taper. The effectiveness of root canal fillings was also evaluated in relation to the tooth type, sex, and treatment year. The agreement between the examiners was evaluated using Cohen's kappa test, and the relationship between the research variables was determined using the chi-squared test. The significance threshold was set at 0. 05.

RESULTS

The overall quality of root filling was determined to be satisfactory in 532 (67.5%) of 788 endodontically treated extracted teeth. The majority of the research sample (88.1%) had enough length, 89.6% had adequate density, and 86.4% had acceptable taper. The quality of anterior teeth was substantially better than that of posterior teeth (p < 0.001). Our findings showed that the quality of root canals was better in 2022 than it had been in earlier years (p = 0.001). The three RCT quality criteria differed significantly when compared between sexes (p = 0.002).

CONCLUSIONS

The quality of the root canal fillings completed by undergraduate students was rated as acceptable. The findings of the research suggest that the implementation of routine assessments to evaluate the technical competence of undergraduate dental students performing root canal treatments could provide significant insights into the efficacy of the curriculum requirements.

Difficulties Faced by Undergraduates While Conducting Endodontic Therapy

BACKGROUND

Dentistry is a complex field that utilizes both theoretical and practical knowledge along with a distinct coordination of the hand, brain, and eye of an individual, forming a major part of endodontic therapy. Assessing the understanding and practical knowledge of undergraduates from time to time is essential in evaluating the success of the undergraduate education system. Therefore, the purpose of this study was to evaluate the challenges that are associated with endodontic therapy and are faced by undergraduate students at College of Dentistry, Qassim University.  Methodology: Ninety-seven undergraduates who had completed their preclinical training and had done endodontic treatments were included in this questionnaire-based study. The Chi square test and Fisher's exact test have been used to determine whether or not there is a significant difference on a categorical scale between two or more groups of study parameters.

RESULTS

According to our results, de-roofing of the pulp chamber and recognizing the canal orifices are the two areas that need more consideration. The gender-wise difference in the challenges faced by the students while performing the majority of steps during endodontic treatment was found to be insignificant. However, a significant difference was noted in relation to the complete deroofing of the pulp chamber (p-value=0.04) and locating the canal orifices (p-value=0.04). Moreover, fifth year students rarely faced difficulties in performing anesthesia and rubber dam placement, whereas fourth year students faced difficulties in both procedures.

CONCLUSION

The study concludes that de-roofing the pulp chamber and identifying the orifices of canals are two areas where more attention should be given while training undergraduate dental students.

Undergraduate Students' Experience of Dental Education Programs across Saudi Arabia: An Exploratory Study

Background

Students' satisfaction surveys are valuable tools for assessing and improving the quality of education being imparted. Limited data are available from Saudi Arabia regarding students experience at halfway through an undergraduate dental program.

Objective

To determine students' perception of their halfway experience on various attributes of the quality of dental education programs in public dental schools across Saudi Arabia.

Methods

This exploratory study included all students from four major public universities who had completed their third year of undergraduate dental education during the academic year 2022-23. A previously validated, self-administered, 23-item Students Experience Survey was modified and used to collect data regarding the following five factors: course characteristics, infrastructure and facilities, learning resources, instructor characteristics, and program efficacy.

Results

The questionnaire was administered to 296 students, of which 252 (85.1%) responded. Overall, 84% of the students had a positive experience regarding the quality of the dental education programs. Females reported significantly higher positive experiences than males (mean score: 4.36 vs. 4.21, respectively; P = 0.042). Course characteristics (P = 0.041), instructors' characteristics (P = 0.002), and program efficacy (P = 0.009) were significant predictors of students' overall experience.

Conclusion

This study found that the majority of students had a positive halfway experience with the quality of dental education programs offered in Saudi Arabia. The significant predictors of satisfaction identified in this study can be useful for policymakers to further improve satisfaction levels.

Students' experience and perceptions of undergraduate endodontic education in New Zealand

This study investigated the clinical experience and perceptions of New Zealand graduating dental students (2019 and 2020) towards endodontic teaching and their clinical learning outcomes using an online survey and clinical scenarios. Quantitative data were analysed using SPSS software, and qualitative data were analysed thematically. Responses were similar for both cohorts (response rates 74%, 2019; 73%, 2020). Endodontic teaching was valuable and interesting but difficult compared with other disciplines. Molar endodontics, finding canals and managing posture were challenging. Students felt more confident and less anxious when supervised by clinicians experienced in endodontics. Time management was the most anxiety-inducing factor and significantly related to clinical experience (p < 0.001). Overall, students appropriately applied knowledge in most areas of endodontics while holistic problem-solving in complex scenarios was variable. Maximising clinical experience and supervision from teachers experienced in endodontics are important for learning, improving confidence and reducing anxiety.

A bibliometric comparison of undergraduate and postgraduate endodontic education publications: The topics, trends, and challenges

OBJECTIVES

This study employs bibliometric analysis to compare knowledge units and main topics in undergraduate and postgraduate endodontic education, aiming to identify similarities, differences, and connections. The insights gained are expected to inform the future of two-stage education to enhance continuity, highlighting evolving trends, challenges, and development directions.

METHODS

Citation data were retrieved from the Web of Science Core Collections (WOSCC) database and non-WOSCC databases with two separate search formulas. VOSviewer and CiteSpace were used to analyze the distribution of research by publication years, citation-sources, co-authorship network of authors and countries, and clusters of keywords.

RESULTS

The focus on undergraduate education preceded postgraduate education by nearly a decade. The United Kingdom has emerged as the most prominent contributor to endodontic literature at both levels, with the International Endodontic Journal representing the most voluminous and cited resource in this domain. Dummer is recognized as the most prolific author in undergraduate endodontic education, while Gulabivala spearheads the most extensive cluster of postgraduate education. Keywords clustering analysis reveals that undergraduate education places greater emphasis on fundamental knowledge, while postgraduate education concentrates more on clinical practice. Descriptive analyses from non-WOSCC databases align with the topics and findings from WOSCC-based bibliometric analysis.

CONCLUSION

This bibliometric analysis revealed the emphasis on fundamental knowledge and teaching techniques at the undergraduate level versus advanced clinical knowledge and techniques at the postgraduate level, which originated from different learning aims and contexts. Updating the curriculum to meet the latest practices and innovations is crucial for aligning learning objectives with current and future needs, and the connection between the two levels remains a central challenge in endodontic education.

Evaluation of a broken instrument removal training course for general dentistry residents

INTRODUCTION

To help general dentistry residents better manage the intracanal broken instrument situation, we introduced a hands-on training course into the endodontic curriculum of a general dentistry residency programme.

MATERIALS AND METHODS

Thirty general dentistry residents and 30 residents with endodontic specialty training background in a general hospital served as the experimental group and reference group, respectively. The experimental group underwent a training course including a 30-min lecture and two hands-on sessions (2 h each). After the course, residents from both groups were asked to perform the instrument removal procedure on simulated root canals. Success rate, procedure time and canal volume change were compared between groups. Questionnaire results were also analysed.

RESULTS

All residents successfully managed to remove the broken instruments in the test. Procedure time was significantly longer for general dentistry residents (15.8 ± 5.7 min vs 13.7 ± 4.5 min, Mann-Whitney U test, p = .038). Canal volume change was significantly greater for general dentistry residents (8.53 ± 3.82 μl vs 5.94 ± 2.73 μl, independent-samples t-test, p = .004). In the questionnaires, trainees gave overall positive ratings for the course. The marginal homogeneity test on before and after scores of the questionnaire items showed the training helped the trainees to reduce the stress level associated with instrument breakage (p < .001). It also motivated the trainees to remove the broken instrument in some straightforward cases (p < .001).

CONCLUSION

The broken instrument removal training course could help the general dentistry residents better manage the intracanal broken instrument situation.

Teaching rotary root canal instrumentation using a Peyton teaching approach

INTRODUCTION

The aim of the study was two evaluate the effectiveness of a Peyton teaching approach for rotary root canal instrumentation, in comparison to the traditional "see one-do one" method.

MATERIAL AND METHODS

Forty undergraduate students were randomly divided into two groups (n = 20). Students of the first group (G1) were taught how to use rotary instrumentation using a modified Peyton method, whilst the second group (G2) watched a teaching video (30 min) on the same subject. Both groups instrumented a plastic block and subsequently both mesial canals of an extracted lower molar. The quality of the root canal instrumentation was analysed by 2 blinded observers on video recordings and x-rays.

RESULTS

Interobserver correlation was 0.917 (p < .0005; Pearson) for the assessment of the video recordings; students of G1 received significantly more total points (83.55 ± 6.82 points) compared to G2 (69.76 ± 13.82) (p = .001; t-test), the gender had no significant effect on the overall results (p = .444; two-way ANOVA). Significant differences were detected for the categories "initial scouting," "coronal enlargement," "glide path preparation," "preparation using X2 file," "preparation using X3 file" (p < .05; t-test) as well as for the subcategories "sequence of rinse, recapitulation, rinse" (p = .001; t-test) and "recapitulation" (p < .002; t-test). No differences between groups were observed for the radiographic evaluation with respect to working length and canal straightening.

CONCLUSION

Teaching rotary instrumentation by using the Peyton approach resulted in improved performance of undergraduate students assessed with a checklist-based process analysis. Enhanced implementation of rotary instrumentation could result in better long-term results of students' root canal treatment.

Effect of the post-learning period on the accuracy and self-efficacy of measuring the joint range of motion

[Purpose] To verify the effects of the differences in the post-learning period on the accuracy and self-efficacy of measuring the range of passive flexion of the knee and elbow of students. [Participants and Methods] Thirty-six physical therapy students were classified into three groups (short-term, medium-term, and long-term) based on the interval since learning to measure the range of motion. Participants were asked to self-evaluate their efficacy in appropriately measuring the range of motion for knee and elbow flexion using a 10-point Likert scale. Subsequently, the flexion range of the left knee and elbow was measured using a universal goniometer and compared to the measurements obtained using an electronic accelerometer. [Results] Absolute errors in measuring knee flexion were significantly smaller in the medium- and long-term groups than in the short-term group. No other significant main effects or correlations were observed. [Conclusion] Although the accuracy of measuring the range of motion by students improved while they were in school, it did not improve sufficiently based on the joint being assessed. Furthermore, the post-learning period did not affect a student's self-efficacy for measuring the range of motion and did not reflect its accuracy.

Effectiveness of the SBAR-Based training program in self-efficacy and clinical decision-making of undergraduate anesthesiology nursing students: a quasi-experimental study

BACKGROUND

Structured Situation, Background, Assessment, and Recommendation (SBAR) training technique have been widely utilized in clinical and educational settings. Therefore, the current study investigated the effectiveness of an SBAR-based educational program in students' self-efficacy and clinical decision-making skills.

METHODS

This quasi-experimental study was conducted using a pretest and posttest design and a control group at Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran. A total of 70 three- and fourth-year students were recruited for the study using the census method. The students were randomly assigned to the intervention and control groups. The intervention group participated in an SBAR-based educational course consisting of eight sessions held in 4 weeks. Differences in the levels of self-efficacy and clinical decision-making skills before and after participation in the SBAR course were assessed and compared. Data were analyzed using descriptive tests, the Mann-Whiney U test, paired and independent t-tests, and the Wilcoxon test.

RESULTS

The intervention group demonstrated significantly higher levels of self-efficacy with a mean score of 140.66 ± 22.43 (P < 0.001) and clinical decision-making with a mean score of 75.31 ± 7.72 (P < 0.001); while in the control group, the mean score of self-efficacy and clinical decision-making skills was 85.34 ± 18.15 and 65.51 ± 4.49, respectively. Moreover, the Mann-Whitney U test showed that the levels of students' clinical decision-making skills were promoted to the next level after the intervention (P < 0.001); it means the distribution of the level of intuitive-interpretive skill was upgraded from 0 to 22.9%.

CONCLUSION

The SBAR-based training programs can promote the self-efficacy and clinical decision-making skills of anesthesiology nursing students. Considering the weakness of the anesthesiology nursing curriculum at the undergraduate level in Iran, it can be expected that the SBAR-based training course should be included as an educational intervention in the curriculum of anesthesiology nursing students.

Undergraduate Endodontic Training and Its Relation to Contemporary Practice: Multicenter Cross-Sectional Study in Saudi Arabia

Materials and Methods

An online questionnaire was developed and emailed to all dental schools in Saudi Arabia. This questionnaire was answered by the endodontic undergraduate program director. The data collected were analysed using descriptive statistics.

Results

The response rate was 96.15%, which means twenty-five out of twenty-six dental schools participated in the study. The majority of the academic supervisors was endodontists (92%). The use of magnification and ultrasonic tips was not required by 84% and 76% of the dental schools, respectively. The main endodontic treatment techniques were the step-back technique and gates glidden for cleaning and shaping (76%) and cold lateral compaction for obturation (92%).

Conclusions

The dental students were supervised by endodontic specialists and trained to use traditional endodontic methods. Encouraging dental educators to train students to use modern technology and equipment would probably improve their graduate clinical skills and performance.

Micro-computed tomographic evaluation of endodontic ledge position in relation to canal curvatures

Background

Endodontic ledge (EL) formation is the most common complication of endodontic treatment. Although various etiological factors have been identified, canal curvature is the most significant variable correlated with EL formation. The aim of this micro-computed tomographic (micro-CT) study was to evaluate EL position in the mesial canals of the lower molars in relation to the degree of canal curvature.

Methods

Forty intact mandibular first molars with independent mesial canals with 20°–40° primary mesio-distal curvature, 10°–30° buccal-lingual canal curvature and 4 < r ≤ 8 mm main curvature radius were selected. Working length was measured with a K-File #10 and a high resolution pre-operative micro-CT analysis was performed. Ledges were created at the point of maximum canal curvature using stainless steel K-Files #30–35, alternating irrigation with 5% NaOCl and 10% EDTA. A post-operative high-resolution micro-CT analysis was then completed. Pre- and post-operative images were analyzed. The angle (α) formed between the vector passing through the geometric center of the EL and the center of the original canal lumen and the line joining the centers of the mesio-buccal and mesio-lingual canal orifices was calculated, and a descriptive statistical analysis was achieved. The α angle values were analyzed in relation to canal curvature using Kruskal-Wallis and post hoc Dunn’s tests. The level of significance was set at P < 0.05.

Results

The α angles appeared inversely proportional to canal curvatures in the buccal-lingual and mesio-distal projections. The mean α angle was 36.4° (standard deviation 10.64; 95% confidence interval 34.1–40.9).

Conclusion

Within the limitations of this study, endodontic ledges develop in the opposite direction to the three-dimensional canal curvature and their position is influenced by the degree of curvature. Clinically, the α angle values may be related to the recommended direction to manage endodontic ledges.

Quality of endodontic record-keeping and root canal obturation performed by final year undergraduate dental students: An audit during the COVID-19 pandemic

BACKGROUND

To assess the quality of endodontic record-keeping and root canal obturation performed by undergraduate final year dental students during the COVID-19 pandemic.

MATERIALS AND METHODS

Dental records and dental radiographs of patients who received endodontic treatments between March 2020 and March 2022 by undergraduate students during the COVID-19 pandemic were included. The audit data were collected based on the European Society of Endodontology guidelines retrospectively via assessing the patient's clinical records and intraoral periapical radiograph. Root canal obturation quality was evaluated based on the following parameters: adaptation, length, taper, and mishap. A root filling is defined as satisfactory only when all four parameters were graded as acceptable. Subsequently, the data were recorded and analysed using Chi-Square test with the level of significance set at p = 0.05.

RESULTS

A total of 111 patient records with 111 root canal-treated teeth were evaluated. The highest percentage of documented evidence was noted in the patient's general records, while the endodontic treatment records showed the lowest percentage of documented evidence. 78 (70.3%) of root canal-treated teeth were deemed satisfactory with acceptable adaptation, length, taper, and absence of mishap. Moreover, no statistical significance in terms of root canal filling quality was noted between anterior and posterior teeth, and between maxillary and mandibular arch.

CONCLUSIONS

Although patient records and root canal fillings quality were deemed satisfactory in most cases, strict documentation requirements and continuing dental education in audit training are necessary for quality assurance.

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

INTRODUCTION

Teaching in French universities has undergone deep changes for several years. Dental studies are no exception to the rule. Endodontics is one of the most difficult fields requiring good knowledge of anatomy before performing clinical procedures. The access cavity is the key step of endodontic therapy. The aim of this study was to collect and understand what students feel and expect from theoretical and practical training on endodontic access cavity.

MATERIALS AND METHODS

A questionnaire survey on the teaching and learning of endodontic access cavities in a French dental school was sent by e-mail to the 4th-year students (n = 66). The questionnaire consisted of 13 questions of different formats. Qualitative variables were analysed using a word cloud according to the words of the participants. Students were also asked how to improve teaching with new educational tools.

RESULTS

60 students answered the questionnaire (response rate of 90.9%). When students were asked which stage of endodontic treatment they feared the most, performing access cavity came in 3rd place. Upper molar (71%) and lower molar (58%) appeared to have the most difficult endodontic access cavities. Within the word cloud gathered after students' answers analysis, the words "fear," "perforation," "cavity" and "axis" were highlighted. Amongst the 3 new educational tools proposed to students, most were in favour of realistic models of teeth with their ideal endodontic access cavity (79%).

DISCUSSION

This study highlighted the feelings of students during their hands-on training on endodontic access cavities. Although they seemed satisfied with practical classes on endodontic access cavities, this step seemed to be stressful for students especially because of the great internal anatomical variabilities of teeth. To help them better understand the root canal anatomy and improve their training, students asked for new educational resources, especially macro-models of teeth with their optimal access cavities.

CONCLUSION

This study showed that students are seeking for innovative resources in addition to traditional resources that would make it easier for them to visualise the root canal system and help them feel more comfortable and facilitate learning when performing endodontic access cavities.

Factors affecting the quality of endodontic treatment in general dental practice in Scotland: a qualitative focus group study

Introduction The quality of endodontic treatment worldwide is variable despite clear clinical guidelines being available.

Aims Identify the factors that affect the quality of endodontic treatment in general dental practice in Scotland and how to overcome the barriers identified.

Methods Four online focus group interview sessions were conducted in which a total of 16 participants were recruited, including general dental practitioners, endodontic specialists and educationalists. Topics for facilitated discussion were based on healthcare system theory and included education/training, patient factors, resources and equipment factors; themes were identified via template analysis.

Results A number of themes and subthemes affecting the quality of care are reported, including aspects to do with remuneration, time, education, training, support from secondary care and the impact of COVID-19.

Conclusion Findings support: increase practical experience for undergraduates; access to postgraduate mentoring and training; development of a managed clinical network to facilitate access to appropriately trained specialists; and increased remuneration to allow sufficient time and adequate equipment to achieve clinical standards.

Despite available clinical guidelines, the quality of root canal treatment in NHS general dental practices is suboptimal.

A variety of factors influence the quality of treatment in general dental practices, such as cost of treatment and equipment, a lack of training or education, inadequate support from secondary care and the impact of COVID-19.

Adequate funding and support for clinicians could allow them to invest appropriately in treatment and equipment to improve the quality of care in NHS.

Continuing professional education is frequently seen as a tool to improve the quality of care.

Does Self-Efficacy Affect Clinical Reasoning in Dental Students?

Introduction

Individual ability, motivation, age, and gender are all specific learner-related factors that can affect the academic performance of undergraduate dental students. Clinical reasoning and self-efficacy may potentially play crucial roles in this. This research aims to study the effects of clinical reasoning and self-efficacy on academic performance and to determine the relationship between them.

Materials and methods

This is a cross-sectional quantitative study that was conducted in 2021, and the study participants included 81 (86.19% response rate) final-year dental students who responded to an online questionnaire containing a specially designed clinical reasoning test and a self-efficacy scale.

Results

Although the levels of clinical reasoning skills and self-efficacy were not directly related, they were positively associated with students’ academic achievements. Furthermore, these 2 factors were considered to be predictors of a student's academic performance.

Conclusions

High levels of self-efficacy and clinical reasoning skills were associated with high academic achievement in students. However, having high levels of self-efficacy does not necessarily indicate mastery of clinical reasoning skills. This conclusion reflects the complexity of the clinical reasoning process during which an individual is faced with uncertainty. High levels of confidence might make students rush to a conclusion without considering all the conflicting possibilities or alternatives. In all instances, dental educators should follow recommended measures to improve clinical reasoning and self-efficacy abilities due to their importance in improving learning in students.

The objectives and instructional design of undergraduate endodontic program: multicenter cross-sectional study in Saudi Arabia

BACKGROUND

Identify the objectives and the instructional design of undergraduate endodontics in dental schools in Saudi Arabia.

METHODS

The online questionnaire was developed from an original survey conducted in the United Kingdom. The questionnaire was modified for purpose of the study and the region of interest. Then it was directed and emailed to the undergraduate endodontic program directors in twenty-six dental schools in Saudi Arabia. The results were analyzed using descriptive statistics and the Chi-square and Fisher's exact tests.

RESULTS

The response rate was 96.15%. The number of credit hours for preclinical endodontic courses was up to four credit hours (84%). Students were clinically trained to do vital pulp therapies (92%), root canal treatment (100%), and root canal retreatment (68%). The majority of dental schools define the minimum clinical requirements (92%). Practical and clinical competency exams were used to evaluate students' performance (92% and 84% respectively). The students were trained to treat cases of minimal (52%) to moderate complexity (48%). Endodontic treatment consent and difficulty assessment form were used by 32% and 60% of dental schools respectively. There was no significant difference in the instructional design between public and private dental schools (P > 0.05).

CONCLUSION

The endodontic undergraduate objectives were to graduate competent clinicians who acquired basic science of endodontics and who know their limitations as it is necessary for a safe general dental practice. The use of endodontic treatment consent and case difficulty assessment should be wisely considered in clinical training.

Pain and Avoidance during and after Endodontic Therapy: The Role of Pain Anticipation and Self-Efficacy

Background: Pain anticipation has been identified as a predictor of pain and avoidance with respect to endodontic therapy. Self-efficacy is also key to the development and maintenance of health behaviors and achieve patient adherence to treatment. However, the role of self-efficacy has not been studied yet in endodontic treatment. Methods: This study was conducted on 101 patients who needed root canal therapy. They had to fill a questionnaire before treatment registered pain anticipation and self-efficacy; during and after treatment were registered pain intensity and avoidance. Results: Pain anticipation explained pain during (Beta = 0.51, t = 5.82, p ≤ 0.001, [0.34, 0.69]) and after treatment (Beta = 0.38, t = 4.35, p ≤ 0.001, [0.21, 0.55]). Self-efficacy did not have an influence in pain values. Pain anticipation explained avoidance during (Beta = 0.51, t = 3.60, p ≤ 0.001, [0.23, 0.80]) and after treatment (Beta = 0.62, t = 4.29, p ≤ 0.001, [0.33, 0.91]). Self-efficacy had a significant role in avoidance during treatment (Beta = 0.12, t = 2.19, p ≤ 0.03, [0.01, 0.23]) with a strong moderation relationship between pain anticipation and avoidance when self-efficacy was medium (Beta = 0.44, t = 3.24, p = 0.002, [0.17, 0.72]) or high (Beta = 0.84, t = 3.5, p ≤ 0.001, [0.37, 1.33]). Self-efficacy was not significant respect to avoidance after treatment. Conclusions: Self-efficacy is an important variable in endodontic therapy due to their moderating effect between pain anticipation and avoidance behavior during the procedure. It is necessary to improve the results of root canal therapy and reduce patient’s avoidance in order to take into account this variable.

Assessing the Students’ Perception of the Quality of Dental Program offered in Saudi Arabia

Background:

In Saudi Arabia, dental students' program evaluation is highly focused on improving dental education quality, so that an effective workforce could be developed for the nation.

Objective:

This study aims to assess the students' perception of the quality of dental program offered at Saudi dental schools.

Methods:

All final year students of the selected Saudi dental schools (N=4) were included as the population of this study. The students were administered a questionnaire named “Dental Program Evaluation Survey.” The survey consisted of four dimensions, with 31 Likert scale items and one global item studying the dental students' satisfaction towards the programs offered at Saudi dental schools. The responses obtained using the survey were subjected to statistical analysis using SPSS 20.0.

Results:

The results demonstrated that the dimensions, such as faculty characteristics, institutional characteristics, the efficacy of the program, and program changes due to the COVID-19 pandemic, were perceived as “High Quality.” The cumulative percentage of most of the items was graded as “Acceptable.” Overall, 89.2% of students were satisfied with the quality of the programs offered in their dental schools. A significant difference was found in students' perception of the dimensions and overall satisfaction with respect to their gender and dental schools.

Conclusion:

Overall, the students were highly satisfied with the quality of the dental program offered in Saudi Arabia. This study would help policymakers in developing appropriate strategies that can enhance and sustain the quality of dental program offered at Saudi dental schools.

The change in self-efficacy of novice dentists in Endodontics within the first year following graduation from Aarhus University or the Academic Centre for Dentistry Amsterdam

AIM

To understand whether the self-efficacy of novice dentists in Endodontics changes within the first year following their graduation, and to reveal factors related to a possible change.

METHODOLOGY

Data were obtained from dental graduates from Aarhus University, Denmark or from the Academic Centre for Dentistry Amsterdam, the Netherlands. The 60 participants filled out the Endodontic General Self-Efficacy Scale questionnaire close to their graduation (baseline) and 1 year following their graduation (follow-up). Additionally, data on their experience in Endodontics within the first year following graduation were gathered, as well as data on their work environment, their referral behaviour and the postgraduation education they attended. For comparisons, chi-square tests, Fisher's exact tests, Mann-Whitney tests, and t-tests were used. Referral behaviour and the change in self-efficacy were studied by multiple regression analyses.

RESULTS

Most participants showed an increase in self-efficacy after graduation. The increase in self-efficacy was higher for those whose baseline self-efficacy was lower, and lower for those whose baseline self-efficacy was higher. Self-efficacy increased with experience in performing root canal treatments within the first year following graduation. Participants with higher average self-efficacy (i.e. mean of baseline and follow-up self-efficacy) referred patients for endodontic surgery more often than participants with lower average self-efficacy did.

CONCLUSIONS

The self-efficacy of novice dentists in Endodontics generally increased within the first year following their graduation. The increase in self-efficacy was greater for those who had low self-efficacy at graduation than for those who already had high self-efficacy. Performing root canal treatments was an important factor in increasing self-efficacy.

Effect of self-efficacy and empathy characteristics of post-graduate residents on local anesthesia administration performances: Pilot study

PURPOSE

The "Profile and Competences for the European Dentist" document addresses some competencies as a must for graduating dentists, some of which are stated as providing humane and compassionate care to all patients and administering local anesthesia for pain management. Within this perspective, this study aims to investigate the effect of self-efficacy and empathy characteristics of post-graduate residents (post-grads) on the perceived pain and anxiety scores of children during local anesthesia administrations.

MATERIALS AND METHODS

Ten pediatric dentistry post-grads and 91 children aged between 5 and13 years participated in the study. Post-grads performed 120 injections as part of their routine dental treatment in children. Demographic data, self-efficacy, and empathy scale scores of post-grads, anxiety, and pain scores of children were recorded during injections.

RESULTS

Self-efficacy scale scores of residents ranged between 66 and 74 with a mean score of 69.80 ± 2.69. Empathy scale scores were between 77 and 97 and the mean was 89.20 ± 6.24. Significant and negative correlations were observed between self-efficacy scores of post-grads and pain scores of children (r = -0.205 and p = 0.025). Empathy scores of post-grads established a significant and positive correlation with children's anxiety scores (r = 0.244 and p < 0.007).

CONCLUSIONS

Self-efficacy and empathy characteristics of post-grads were found to have an impact on the perceived pain and anxiety scores of children during local anesthesia administrations. Empathetic post-grads with higher self-efficacy provided an enhanced local anesthesia experience for child patients. Therefore, educational programs should also be organized aiming to develop self-efficacy and empathy characteristics of post-grads for a more humane and compassionate dental experience in child patients.

Influence of Preclinical Training on Root Canal Treatment Technical Quality and Confidence Level of Undergraduate Dental Students

Objectives

The aim of this study was to investigate the influence of exposure to additional preclinical endodontic training on undergraduate students' technical quality of root canal treatment and overall confidence levels in endodontics.

Methods

Technical quality of root canal treatment performed clinically by fifth-year undergraduate students was evaluated and divided into two groups: Group 1, teeth treated by students who had attended both a preclinical endodontic block course and an elective preclinical course. Group 2: teeth treated by students who had not attended the elective preclinical course. All students were also invited to participate in a survey to rate their undergraduate endodontic training and confidence levels performing endodontic treatment. Statistical analysis of data was performed using Person chi-square test, Fisher Freeman Halton exact test, and t-test. A p-value <0.05 was considered statistically significant.

Results

There was no significant difference between the two groups in overall obturation quality (p=0.619). However, more teeth treated by attendees were of adequate obturation length (p=0.015) and lacked procedural errors (p=0.004). Significantly more elective course attendees rated their undergraduate endodontic training as adequate (p=0.002), but there was no significant difference in the level of confidence between the attendees and the non-attendees.

Conclusion

Within the limitations of this study, additional preclinical training showed minimal effect on overall quality of root canal treatment performed clinically by undergraduate students and did not enhance their confidence levels; however, it was associated with more satisfaction with their undergraduate endodontic education.

Self-Efficacy Levels Regarding Interprofessional Learning Skills Among Undergraduate Healthcare Students in Malaysia

Objectives

Self-efficacy is an important factor in determining the ability of students to execute tasks or skills needed in the implementation of interprofessional learning (IPL). This study aimed to identify levels of self-efficacy with regards to IPL skills among undergraduate healthcare students and to investigate differences according to gender, programme of study and year of study.

Methods

This descriptive cross-sectional study was conducted between January and March 2018 at the International Islamic University Malaysia, Kuantan, Malaysia. The Self-Efficacy for Interprofessional Experiential Learning scale was used to evaluate the self-efficacy of 336 students from five faculties including nursing, medicine, dentistry, pharmacy and allied health sciences.

Results

Significant differences in self-efficacy scores for the interprofessional interaction subscale were identified according to programme of study, with pharmacy students scoring significantly lower than allied health students (mean score: 54.1 ± 10.4 versus 57.4 ± 10.1; P = 0.014). In addition, there was a significant difference in self-efficacy scores for the interprofessional interaction subscale according to year of study, with first-year students scoring significantly lower compared to fifth-year students (mean score: 52.8 ± 10.4 versus 59.9 ± 11.9; P = 0.018). No statistically significant differences in self-efficacy scores were identified with regards to gender or for the interprofessional team evaluation and feedback subscale.

Conclusion

These findings may contribute to the effective implementation of IPL education in healthcare faculties. Acknowledging the influence of self-efficacy on the execution of IPL skills is crucial to ensure healthcare students are able to adequately prepare for future interprofessional collaboration in real clinical settings.

Perceived effectiveness about endodontic practice among private general dental practitioners in Riyadh city, Saudi Arabia

BACKGROUND

Application of newer techniques in endodontics improves the prognosis and reduces the time to operate patients; hence, the present study was conducted to determine the characteristics of endodontic practice and to compare these characteristics between General Dental Practitioners (GDPs) and endodontists with regards to their years of experience in Riyadh city, Saudi Arabia.

MATERIALS AND METHOD

A cross-sectional study was conducted among GDPs and endodontists working in private sector in Riyadh. Study subjects were chosen from 5 areas of Riyadh by stratified random sampling. A structured, pretested, closed-ended, and self-administered questionnaire consisting of 36 items was employed. Questionnaire identified different aspects of endodontic practice among participants. Information related to their behavior and perceived effectiveness, and demographic data were also collected.

RESULTS AND DISCUSSION

A total of 259 practitioners participated in the present study. The mean behavior and perceived effectiveness scores were 5.73 (71.63%) and 1.16 (58%), respectively. A total of 64 respondents (24.7%) used magnification, while 167 (64.5%) employed digital radiography/cone-beam computed tomography. Rotary instruments were employed by 170 participants (65.64%) and adjunctive activator during irrigation was utilized by 50 (19.30%) of respondents. A majority of 217 respondents (83.80%) reported that they need further training. Correlation analysis revealed that gender was significantly associated with perceived effectiveness (r = 0.136, P = 0.029).

CONCLUSIONS

Behavior and perceived effectiveness of practitioners is far from satisfactory and a majority of practitioners identified the need for further training. There was a statistically significant correlation between gender and perceived effectiveness.

Application of a new system for classifying root canal morphology in undergraduate teaching and clinical practice: a national survey in Malaysia

AIM

To evaluate and compare the feedback of final year undergraduate dental students in eight Malaysian dental schools on the application of a new system for classifying root canal morphology in teaching and clinical practice.

METHODS

One PowerPoint presentation describing two classification systems for root canal morphology (Oral Surgery Oral Medicine Oral Pathology, 1974 38, 456 and its supplemental configurations, International Endodontic Journal 2017, 50, 761) was delivered to final year undergraduate dental students in eight dental schools in Malaysia by two presenters (each presented to four schools). To examine students' feedback on the utility of each system, printed questionnaires consisting of six questions (five multiple choice questions and one open-ended question) were distributed and collected after the lecture. The questionnaire was designed to compare the classification systems in terms of accuracy, practicability, understanding of root canal morphology and recommendation for use in pre-clinical and clinical courses. The exact test was used for statistical analysis, with the level of significance set at 0.05 (P = 0.05).

RESULTS

A total of 382 (out of 447) students participated giving a response rate of 86%. More than 90% of students reported that the new system was more accurate and more practical compared with the Vertucci system (P < 0.001). Overall, 97% of students reported the new system helped their understanding of root and canal morphology compared with the Vertucci classification (P < 0.001). Over 97% of students recommended the use of the new system in teaching, pre-clinical courses and clinical practice (P < 0.001). Except for two schools, no significant difference was detected between the responses of students for all questions at the different schools (P > 0.05). The students' responses for all questions were almost similar for both presenters (P > 0.05).

CONCLUSIONS

The new system of International Endodontic Journal 2017, 50, 761 for classifying root and canal morphology was favoured by final year undergraduate dental students in Malaysia. The new system has the potential to be included in the undergraduate endodontic curriculum for teaching courses related to root and canal morphology.

Self-efficacy of undergraduate dental students in Endodontics within Aarhus and Amsterdam

AIM

To understand whether the self-efficacy of undergraduates is associated with the extent of the endodontic education they received.

METHODOLOGY

Data were obtained from three undergraduate endodontic programmes in two universities: Aarhus University (AU), Denmark and the Academic Centre for Dentistry Amsterdam (ACTA), the Netherlands. Just before their graduations in 2016 or 2017, students completed a questionnaire that contained the Endodontic General Self-Efficacy Scale and questions on how they valued the education they received in Endodontics. The information on the number and type of root canal treatments participants had performed on patients was collected from dental clinic management systems. Data were ana-lysed using non-parametric tests and multiple regression analyses.

RESULTS

The median number of treated root canals on patients per student was 5 in the standard programme at ACTA, 10 in AU, and 14.5 in the extended programme at ACTA. Students' self-efficacy increased with the number of treated root canals; however, retreatments and root canal treatments in molars were negatively associated with self-efficacy. All students wanted more experience in performing root canal treatment on patients.

CONCLUSIONS

The endodontic self-efficacy of students from the standard programmes of the two participating universities was comparable. Students' self-efficacy was influenced mostly by their clinical experience when performing root canal treatment. It seems that the more root canal treatments students perform on patients, the greater their self-efficacy is at graduation. However, treating difficult cases (molars and retreatments) might reduce their self-efficacy.