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Pillai S, Rohani K, Macdonald ME, Al-Hamed FS, Tikhonova S. Integration of an evidence-based caries management approach in dental education: The perspectives of dental instructors. J Dent Educ 2024; 88:69-81. [PMID: 37822041 DOI: 10.1002/jdd.13388] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2023] [Revised: 09/15/2023] [Accepted: 09/24/2023] [Indexed: 10/13/2023]
Abstract
PURPOSE/OBJECTIVES Evidence-based caries management (EBCM) has developed into an internationally recognized tool for integration of comprehensive non-surgical caries treatment in dental education. However, uptake of the EBCM approach remains uneven across Canadian dental schools. Our project sought to understand how dental instructors perceive the challenges and solutions to the integration of the EBCM approach in undergraduate clinical education. METHODS Using a qualitative descriptive design, we recruited a purposeful sample of clinical instructors supervising undergraduate dental students in caries-related dental care. Semi-structured, online interviews focused on the main characteristics of EBCM. Interviews were analyzed using the awareness, desire, knowledge, ability, and reinforcement (ADKAR) change management model to understand challenges with EBCM implementation in undergraduate education. The analysis process started with verbatim transcription; then, transcripts were coded deductively based on the interview guide and the ADKAR model domains, and inductively to generate emergent codes. Finally, thematic analysis was used to develop themes and subthemes. RESULTS We interviewed 11 dental instructors with a wide range of clinical experience. Our results show that participants had sufficient awareness regarding the need for the EBCM approach and portrayed a strong desire to participate in bringing curricular changes. Knowledge and ability of participants depended on their training, experience, and involvement in continuing education courses. A lack of standardized caries management practices, less chairside time, and poor remuneration for instructors were major barriers in EBCM clinical implementation. Potential solutions suggested included providing continuing education courses, credits for students for non-surgical caries management, and remunerating instructors for implementation. CONCLUSIONS In conclusion, most participants were aware of the need for a substantive change toward EBCM and demonstrated the desire to participate and improve its implementation. Our analysis showed that to facilitate full integration of the EBCM approach into the undergraduate dental clinics, organizational focus needs to be placed on the individual's knowledge and ability, with tailored efforts toward reinforcement.
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Affiliation(s)
- Sangeeth Pillai
- Faculty of Dental Medicine and Oral Health Sciences, McGill University, Montreal, Quebec, Canada
| | - Kimia Rohani
- Faculty of Dental Medicine and Oral Health Sciences, McGill University, Montreal, Quebec, Canada
| | | | | | - Svetlana Tikhonova
- Faculty of Dental Medicine and Oral Health Sciences, McGill University, Montreal, Quebec, Canada
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Martignon S, Cortes A, Avila V, Velasco K, Abreu-Placeres N, Aranguiz V, Bullen M, Giacaman R, Malheiros Z, Pozos-Guillén A, Sampaio F, Fernández CE, García M, González-Montero M, Gudiño-Fernandez S, Hugo FN, Pardo-Silva MI, Salazar L, Squassi A, Zarta OL, Stewart B, Jácome-Liévano S. Core Cariology Curriculum Framework in Spanish for Latin American dental schools: development and consensus. Braz Oral Res 2023; 37:e119. [PMID: 38055570 DOI: 10.1590/1807-3107bor-2023.vol37.0119] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2023] [Accepted: 09/25/2023] [Indexed: 12/08/2023] Open
Abstract
The aim of this study was to develop and achieve consensus on a cariology teaching framework for dental schools in Latin American Spanish-speaking countries. The Delphi process, with a ≥8 0% pre-defined participants' agreement, included three phases and a Coordinating Group. During the Preparation phase three panels of experts were selected and invited to participate: a) Regional academic/professional Dental Associations (Associations-Panel): n = 12; b) Regional Dental Schools (Dental-Schools-Panel): existing dental schools (n = 263) from the 19 Spanish-speaking regional countries; c) International academic/professional associations Peer Experts (Peer-Panel): n = 4. Based on consensus documents from Europe, Colombia, the Caribbean, USA, Chile and Spain, and updated scientific evidence, the Coordinating Group developed a baseline framework proposal of domains, main competencies (MC) and specific competencies (SC). The Consultation-Agreement and Consensus phases included three rounds of questionnaires with a step-wise sharing of the MC updated version of the consensus framework with the Dental-Schools-Panel and including SC with the Associations-Panel. Diverse communication strategies were used ( e.g ., independent google-form questionnaires and workshops). Consensus was reached after an on-site Associations-Panel workshop and secret voting, followed by an online meeting with the Peers-Panel. A total of 127 academic/professional institutions participated (Associations-Panel: 11, 91.6%; Dental-Schools-Panel: 112, 42.6%, all countries; Peers-Panel: 4, 100%). The baseline Cariology teaching framework of 5 domains, 10 MC and 92 SC underwent modifications after agreements for a final consensus framework consisting of 5 domains, 10 MC and 85 SC. A Core Cariology curriculum framework in Spanish for Latin American Dental Schools was successfully developed and agreed upon with regional dental academic and professional institutions.
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Affiliation(s)
- Stefania Martignon
- Universidad El Bosque , UNICA - Caries Research Unit, Research Department , Bogotá , Colombia
| | - Andrea Cortes
- Universidad El Bosque , UNICA - Caries Research Unit, Research Department , Bogotá , Colombia
| | - Viviana Avila
- Universidad El Bosque , UNICA - Caries Research Unit, Research Department , Bogotá , Colombia
| | - Karina Velasco
- Universidad El Bosque , UNICA - Caries Research Unit, Research Department , Bogotá , Colombia
| | - Ninoska Abreu-Placeres
- Universidad Iberoamericana , Biomaterials and Dentistry Research Center , Research and Innovation Department , Santo Domingo , Dominican Republic
| | - Vicente Aranguiz
- Universidad de los Andes , Faculty of Dentistry , Cariology Unit, Santiago , Chile
| | - Miriam Bullen
- Panama University , Restorative Dentistry Department , Panama City , Panama
| | - Rodrigo Giacaman
- University of Talca , Faculty of Dentistry , Cariology Unit, Talca , Chile
| | - Zilson Malheiros
- Latin American Oral Health Association - LAOHA, São Paulo , SP , Brazil
| | - Amaury Pozos-Guillén
- Universidad Autónoma de San Luis Potosí , Faculty of Dentistry , Basic Sciences Laboratory , San Luis Potosí , México
| | - Fabio Sampaio
- Universidade Federal da Paraíba - UFPB , Health Science Center , Department of Clinical and Community Dentistry , João Pessoa , PB , Brazil
| | | | | | | | - Sylvia Gudiño-Fernandez
- Universidad de Costa Rica , Pediatric Dentistry Master Degree Program, San José , Costa Rica
| | - Fernando Neves Hugo
- Universidade Federal do Rio Grande do Sul - UFRGS, Departamento de Odontologia Preventiva e Social , Porto Alegre , Brasil
| | | | - Lupe Salazar
- Universidad de Panamá , Facultad de Odontología , Departamento de Clínica Integrada , Panama City , Panamá
| | - Aldo Squassi
- Universidad de Buenos Aires , Facultad de Odontología , Instituto de Investigaciones en Salud Pública , Buenos Aires , Argentina
| | - Olga Lucía Zarta
- Universidad El Bosque , Dental School ,Posgrado de Operatoria Estética y Materiales Dentales, Bogotá , Colombia
| | - Bernal Stewart
- Colgate-Palmolive Technology Center , Clinical Research, Piscataway , NJ , United States
| | - Sofía Jácome-Liévano
- Universidad El Bosque , UNICA - Caries Research Unit, Research Department , Bogotá , Colombia
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Chevalier V, Dessert M, Fouillen KJ, Lennon S, Duncan HF. Preclinical 3D-printed laboratory simulation of deep caries and the exposed pulp reduced student anxiety and stress, while increasing confidence and knowledge in vital pulp treatment. Int Endod J 2022; 55:844-857. [PMID: 35586992 PMCID: PMC9544659 DOI: 10.1111/iej.13780] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2022] [Revised: 04/18/2022] [Accepted: 05/10/2022] [Indexed: 12/01/2022]
Abstract
Aim To evaluate the impact of a preclinical laboratory session using 3D printed teeth on dental student stress, anxiety, confidence and knowledge when treating deep caries and pulp exposure. Methodology This was a two‐centre controlled study, with randomized distribution of students into two groups: a vital pulp treatment (VPT) lecture‐only (control) group and a VPT‐lecture combined with a VPT‐laboratory (experimental) group. In both universities, preclinical students with endodontic or operative dentistry laboratory sessions could participate. All students were invited to the lecture. Two weeks later (timepoint‐T1), both groups completed validated and bespoke questionnaires and scales to evaluate their stress (Stress‐VAS), anxiety (STAI Trait [T] and State [S]), self‐confidence and knowledge. Thereafter, only the experimental group attended the hands‐on laboratory session demonstrating the techniques of selective caries removal and partial pulpotomy on a commercial 3D‐printed tooth. Two weeks later (timepoint‐T2), the participants from both groups repopulated the same questionnaires and VAS. The control group had the laboratory session after the completion of the study. The statistical analysis was performed with Statistica® (significance p = .05). The homogeneity between the two samples was checked by Khi2 and Student tests. Stress‐VAS, STAI‐S, confidence and knowledge scores were compared within each group, and between the two groups, at T1 and T2, with a repeated measures anova test (+/−Tukey post‐hoc test). Results The groups comprised 54 students each, with no statistical difference between the groups regarding demographic, academic data and STAI‐T score. The two groups had no significant difference of Stress‐VAS, STAI‐S, confidence and knowledge scores at T1 while they presented a significant difference in stress, anxiety and confidence scores at T2, but with no significant difference in knowledge score. However, knowledge score, as other parameters, improved significantly between T1 and T2 in the experimental group. Conclusions The addition of a laboratory session using 3D‐printed teeth that simulated deep caries and pulp exposure management, significantly reduced the stress and anxiety of students and increased their confidence. Within the limitations of this study, the benefit of introducing new technology in increasing student confidence and reducing stress offers opportunity for educational improvement in the VPT and cariology areas.
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Affiliation(s)
- V Chevalier
- University of Bretagne Occidentale, Brest University Hospital, Brest, France.,University of Bretagne Occidentale, UMR CNRS 6027, IRDL, Brest, France
| | - M Dessert
- University of Bretagne Occidentale, Brest University Hospital, Brest, France
| | - K J Fouillen
- University of Bretagne Occidentale, Brest University Hospital, Brest, France
| | - S Lennon
- Division of Restorative Dentistry and Periodontology, Dublin Dental University Hospital, Trinity College Dublin, Dublin 2, Ireland
| | - H F Duncan
- Division of Restorative Dentistry and Periodontology, Dublin Dental University Hospital, Trinity College Dublin, Dublin 2, Ireland
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Cortés-Martinicorena FJ, Ceballos L, Martínez-Pérez E, Hernández-Juyol M, Schulte AG, Almerich-Silla JM. Spanish Curriculum in Cariology for undergraduate dental students: Proceedings and consensus. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:317-328. [PMID: 34143927 DOI: 10.1111/eje.12706] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/21/2021] [Accepted: 06/14/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Cariology is today a broad-based discipline and in the Spanish university teaching field, all this knowledge is not unified in a curriculum. Therefore, the aim was to develop a consensus text based on the European Core Curriculum, updated, and adapted to the characteristics of the Spanish university environment. MATERIALS AND METHODS A Spanish Cariology Curriculum Group (SCCG) was set up with members of the Spanish Society of Epidemiology and Oral Public Health (SESPO), Spanish Society of Conservative and Aesthetic Dentistry (SEOC) and Spanish Society of Paediatric Dentistry (SEOP) and university experts to adapt the European Core Curriculum in Cariology for undergraduate dental students (ECCC) for Spain. The work was carried out online during 2018 and 2019, and also face-to-face meetings took place to obtain a draft curriculum open for discussion that was presented to all the Spanish universities. The final modifications to the document were specified in a Consensus Conference of Spanish universities offering a Degree in Dentistry that took place in Madrid on 19 November 2019. RESULTS Thirty-eight university experts, under SCCG supervision, participated in the elaboration of the new framework document. A total of 16 universities, from 23 invited, reached a consensus as to the contents of the Spanish Curriculum in Cariology for undergraduate dental students. This new Curriculum emphasises learning outcomes, uses a consensus-based terminology pertaining to caries and other hard-tissue conditions, and introduces a new domain of competence in Domain III of ECCC. CONCLUSION This new Cariology Curriculum is the result of a very broad-based consensus of university experts in Spain and lays the foundation for the implementation of an integrated teaching of Cariology in Spain in adherence to Alliance for a Caries Free Future (ACFF) objectives.
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Li L, Liu X, Chen Z, Wang L, Lian X, Zou H. The Application of a Case-Based Social Media-Assisted Teaching Method in Cariology Education:Comparative Study. J Med Internet Res 2021; 23:e29372. [PMID: 34397390 PMCID: PMC8398747 DOI: 10.2196/29372] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2021] [Revised: 06/07/2021] [Accepted: 07/05/2021] [Indexed: 01/25/2023] Open
Abstract
Background Current cariology education based on the traditional teaching method faces a lot of challenges. Meanwhile, the COVID-19 pandemic caused an unprecedented disruption in medical education and health care systems worldwide. Innovation in the teaching mode of cariology education is required to change the situation. Objective The goal of the research was to evaluate the application effects of a case-based social media–assisted teaching method in cariology education. Methods Dental students of class 2019 were enrolled into the experimental group, while students of class 2018 served as control. A case-based social media–assisted teaching method was used in the experimental group, which included preclass activity via social media, additional discussion and practice process record in class, and questions and answers on the platform after class. The traditional teaching method, which consisted of conventional preparation before class, traditional lectures and demonstrations followed by students practice in class, and questions and answers step after class, was used in the control group. The teaching materials were the same in both groups. At the end of the program, students from both groups took cavity preparation skill evaluation tests. Questionnaires were tested on the case-based social media–assisted teaching group students anonymously. All data were analyzed using SPSS statistical software (version 22.0, IBM Corp). Results The mean student cavity preparation skill evaluation scores was 82.51 (SD 6.82) in the experimental group and 77.19 (SD 5.98) in the control group (P<.05). The questionnaire response rate was 100%. Of those, 94.3% (100/106) of the students recommended the case-based social media–assisted teaching method in cariology education. The majority of the participants agreed that it helped them memorize the theoretical knowledge of cariology, facilitated in-depth discussion, improved their enthusiasm and initiative in learning, and enhanced the relationship between teachers and students (104/106, 98.1%). They also recognized that the classroom atmosphere was active (94/106, 88.7%). Conclusions The case-based social media–assisted teaching method was beneficial in terms of learning, as demonstrated by the statistically significant improvement of the cavity preparation skill evaluation scores and satisfaction from attending students. This method could be used to supplement the teaching of cariology.
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Affiliation(s)
- Li Li
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction, Tianjin Stomatological Hospital, The Affiliated Stomatological Hospital of Nankai University, Tianjin, China.,No 2 Teaching & Research Department of Conservative Dentistry, Endodontics and Oral Medicine, Tianjin Medical College, Tianjin, China.,School of Medicine, Nankai University, Tianjin, China
| | - Xiaobin Liu
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction, Tianjin Stomatological Hospital, The Affiliated Stomatological Hospital of Nankai University, Tianjin, China.,School of Medicine, Nankai University, Tianjin, China
| | - Zeyuan Chen
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction, Tianjin Stomatological Hospital, The Affiliated Stomatological Hospital of Nankai University, Tianjin, China.,School of Medicine, Nankai University, Tianjin, China
| | - Liyuan Wang
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction, Tianjin Stomatological Hospital, The Affiliated Stomatological Hospital of Nankai University, Tianjin, China.,School of Medicine, Nankai University, Tianjin, China
| | - Xiaoli Lian
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction, Tianjin Stomatological Hospital, The Affiliated Stomatological Hospital of Nankai University, Tianjin, China.,School of Medicine, Nankai University, Tianjin, China
| | - Huiru Zou
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction, Tianjin Stomatological Hospital, The Affiliated Stomatological Hospital of Nankai University, Tianjin, China.,No 2 Teaching & Research Department of Conservative Dentistry, Endodontics and Oral Medicine, Tianjin Medical College, Tianjin, China.,School of Medicine, Nankai University, Tianjin, China
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Al-Jundi SH, Ei Shahawy OI, Nazzal H. Paediatric dentistry undergraduate education across dental schools in the Arabian region: a cross-sectional study. Eur Arch Paediatr Dent 2021; 22:969-977. [PMID: 34351613 PMCID: PMC8526457 DOI: 10.1007/s40368-021-00656-9] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2021] [Accepted: 07/25/2021] [Indexed: 11/26/2022]
Abstract
PURPOSE To assess and compare teaching of paediatric dentistry in the undergraduate curriculum among dental schools in the Arabian region. METHODS A 28-item online cross-sectional questionnaire survey was conducted of undergraduate dental programme directors in the Arab region. The survey included questions related to the programme's content, method of instruction on specific paediatric dentistry topics as well as the director's opinion on the level of training obtained by the undergraduate students at the end of the programme. RESULTS The final sample included 31 dental schools representing undergraduate programmes in ten Arabian countries (60.8% response rate). All programmes provided theoretical and practical education on communicative behaviour management techniques and caries prevention. Pulpectomy and formocresol pulpotomy were taught in the form of theoretical and practical education in 87.1% and 80.6% of the programmes, respectively. The method of education on common orthodontic topics was mainly theoretical with the exception of space maintainers. Instructions on managing trauma to permanent dentition was theoretical and practical in most programmes (61.3%). Most respondents rated the level of training of students in behaviour management and caries prevention as good to reasonable, while only 22.6% thought that the level of training was excellent in pulp therapy. CONCLUSION Variations were observed in paediatric dentistry education among undergraduate dental programmes in the Arabian region in terms of topics, instruction methods, year of introduction of paediatric dentistry education, and number of clinical sessions offered. This study establishes a framework for future paediatric dentistry curriculum development and/or improvement in the Arabian region.
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Affiliation(s)
- S H Al-Jundi
- Faculty of Dentistry, Jordan University of Science and Technology, Irbid, Jordan
| | - O I Ei Shahawy
- Department of Preventive Dentistry, Faculty of Dentistry, Future University, Cairo, Egypt
| | - H Nazzal
- Pediatric Dentistry, Hamad Dental Center, Hamad Medical Corporation, Doha, Qatar.
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A survey of cariology education in U.S. dental hygiene programs: The need for a core curriculum framework. J Dent Educ 2020; 84:1348-1358. [DOI: 10.1002/jdd.12348] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2020] [Revised: 06/29/2020] [Accepted: 07/21/2020] [Indexed: 11/07/2022]
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Abstract
Despite evidence strongly supporting use of non-invasive or minimally invasive procedures in caries management, there is still a large gap between evidence-based recommendations and application of these concepts in practice, with the practice of dentistry still largely dominated by invasive procedures in the US. This paper describes efforts in education and clinical practice in the US in the last decade to promote evidence-based cariology strategies, which support a minimum intervention dentistry (MID) philosophy. These include, for example: a competency-based core cariology curriculum framework which has been developed and disseminated. National education accreditation standards supporting caries management are likely to soon be changed to support assessment of best evidence in cariology. There are several ongoing efforts by organised dentistry and other groups involving dental educators, researchers and clinical practitioners to promote cariology concepts in practice, such as the development of evidence-based clinical practice guidelines for caries management by the American Dental Association. Within each of these strategies there are challenges, but also opportunities to expand the implementation of MID in the US, which create optimism for future improvements over time.
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Fernández CE, Chanin M, Appice GM, Culver AM, Stein A. Conceptualization of dental caries by dental students is related to their preventive oral care routine. J Dent Educ 2020; 84:1426-1437. [PMID: 32805773 DOI: 10.1002/jdd.12357] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2019] [Revised: 07/21/2020] [Accepted: 07/26/2020] [Indexed: 11/11/2022]
Abstract
OBJECTIVE Whether the understanding of dental caries influences how future dentists manage the disease themselves has not been previously studied. Thus, this study evaluated whether the conceptualization (understanding) of dental caries by dental students is related to their own preventive oral care routine. METHODS Dental students at a U.S. dental school (n = 517) were invited to voluntarily respond to an anonymous electronic survey in spring 2018. Demographic characteristics, caries conceptualization (CC), dental care habits, and self-caries risk determination were asked. Discursive responses to CC were analyzed by content analysis technique, and categories [c] were created. Chi-square and Fisher's exact tests were used for analysis. RESULTS Overall response rate was 54.5% (n = 282, 48.2% female). Three researchers independently analyzed discursive answers and classified them into 1 of 6 caries concept categories [c]: [c1] only signs of the disease (10.3%), [c2] bacterial disease-not specifying bacterial metabolism (38.3%), [c3] bacterial byproducts-not specifying substrate (13.8%), [c4] biological or multifactorial concept (24.8%), [c5] comprehensive multifactorial disease (8.2%), or [c6] other (4.6%). Only 33% completely defined dental caries according to the modern understanding of the disease (c4-c5). Statistical differences were found between: CC and diet modification, CC and rinsing after brushing, year of school (YS) and self-determined caries-risk, YS and brushing at school, and YS and rinsing after brushing (P < 0.05). CONCLUSION Our data suggest that the students' understanding of the disease can influence how they will manage the disease in terms of diet modification and behavior after brushing. Moreover, self-caries risk determination influenced students' brushing behavior.
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Affiliation(s)
- Constanza E Fernández
- Cariology Unit, Department of Oral Rehabilitation, Faculty of Health Sciences, University of Talca, Talca, Chile
| | - Marisa Chanin
- College of Dental Medicine-Illinois (CDMI), Midwestern University, Illinois, USA
| | - Gabriella M Appice
- College of Dental Medicine-Illinois (CDMI), Midwestern University, Illinois, USA
| | - Ashley M Culver
- College of Dental Medicine-Illinois (CDMI), Midwestern University, Illinois, USA
| | - Amy Stein
- Office of Research and Sponsored Programs, Midwestern University, Arizona, USA
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Tikhonova S, Jessani A, Girard F, Macdonald ME, De Souza G, Tam L, Eggert F, Nguyen‐Ngoc C, Morin N, Aggarwal N, Schroth RJ. The Canadian Core Cariology Curriculum: Outcomes of a national symposium. J Dent Educ 2020; 84:1245-1253. [DOI: 10.1002/jdd.12313] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2020] [Revised: 06/14/2020] [Accepted: 07/02/2020] [Indexed: 11/06/2022]
Affiliation(s)
| | - Abbas Jessani
- College of Dentistry University of Saskatchewan Saskatoon Saskatchewan Canada
- Schulich School of Medicine & Dentistry University of Western Ontario London Ontario Canada
| | - Felix Girard
- Faculty of Dentistry Université de Montréal Montreal Quebec Canada
| | | | - Grace De Souza
- Faculty of Dentistry University of Toronto Toronto Ontario Canada
| | - Laura Tam
- Faculty of Dentistry University of Toronto Toronto Ontario Canada
| | | | | | - Nathalie Morin
- Faculty of Dentistry McGill University Montreal Quebec Canada
| | - Neha Aggarwal
- Faculty of Dentistry McGill University Montreal Quebec Canada
| | - Robert J. Schroth
- Dr. Gerald Niznick College of Dentistry University of Manitoba Winnipeg Manitoba Canada
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Dental Caries Preventive Considerations: Awareness of Undergraduate Dental Students. Dent J (Basel) 2020; 8:dj8020031. [PMID: 32244840 PMCID: PMC7345073 DOI: 10.3390/dj8020031] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/29/2020] [Revised: 03/24/2020] [Accepted: 03/30/2020] [Indexed: 11/16/2022] Open
Abstract
The aim of this study was to assess awareness and knowledge of undergraduate dental students of common caries-related preventive considerations and to highlight these factors in a concise manner to act as a guide for dental practitioners. A sample of 118 undergraduate students at a local government dental school was included. An interactive survey that contains questions related to common preventive strategies against dental caries was presented to the students. The survey contained 22 questions concerning dietary and therapeutic strategies. Students casted their votes using their mobile cellphones. The correct answer for each question was shown to the students, and further discussion was held. Data was collected, and the statistical analysis was conducted using one-sample z- and chi-squared tests at 0.05 significance level. The students answered the questions related to oral hygiene practices, xylitol, and the common knowledge regarding fluoride. The questions related to the use of chlorhexidine, dietary factors, and fluoride formulations were answered mostly incorrectly. The students seemed to grasp details of important concepts of flossing, brushing, reducing frequency of sugar exposure, and the use of fluoride products. Still, more emphasis should be given to increase students’ awareness of dietary guidelines for caries prevention, since adequate knowledge of these modalities is paramount for graduating dentists.
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Kanzow P, Wiegand A. Teaching of composite restoration repair: Trends and quality of teaching over the past 20 years. J Dent 2020; 95:103303. [DOI: 10.1016/j.jdent.2020.103303] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2019] [Revised: 02/18/2020] [Accepted: 02/19/2020] [Indexed: 11/30/2022] Open
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Turchiello RZ, Pedrotti D, Braga MM, Rocha RO, Rodrigues JA, Lenzi TL. Do undergraduate dental students perform well detecting and staging caries and assessing activity by visual examination? A systematic review and meta-analysis. Int J Paediatr Dent 2019; 29:281-293. [PMID: 30620110 DOI: 10.1111/ipd.12463] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/22/2018] [Revised: 12/10/2018] [Accepted: 12/12/2018] [Indexed: 11/26/2022]
Abstract
AIM To assess the undergraduate students' performance in detecting and staging caries and assessing activity using visual inspection. DESIGN Two independent reviewers searched the literature through PubMed/MEDLINE, Scopus, Lilacs databases, and OpenSINGLE. Meta-analyses summarized the results concerning reproducibility and accuracy at D1 (considering all lesions) and D3 (including only cavitated lesions or lesions into dentin) levels. For activity, we considered sound surfaces plus inactive caries lesions vs active lesions. Meta-regression assessed the effect of methodological variables on the outcomes. RESULTS Fourteen studies were included. The mean reproducibility values were ≥0.52, except for interexaminer agreement when assessing caries activity (0.39; 95% CI 0.10-0.67). The intra-examiner reproducibility tended to be higher than the interexaminer reproducibility. Overall, undergraduate students' performance in staging caries lesions using visual examination was good (AUC>0.85 and DOR>25). The sensitivity values were moderate; however, these were associated with excellent specificity values. Despite few pooled studies, caries activity assessment revealed moderate overall performance, with lower pooled sensitivity than pooled specificity. Students' education level and background clinical experience had no influence on the accuracy and reproducibility of the visual inspection. CONCLUSION Undergraduate students' performance in detecting and staging caries using visual inspection was good, although caries activity assessment still requires improvement.
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Affiliation(s)
- Ronairo Z Turchiello
- Graduate Program in Dental Science, Federal University of Santa Maria, Santa Maria, Rio Grande do Sul, Brazil
| | - Djessica Pedrotti
- Graduate Program in Dental Science, Federal University of Santa Maria, Santa Maria, Rio Grande do Sul, Brazil
| | - Mariana M Braga
- Department of Orthodontics and Pediatric Dentistry, School of Dentistry, University of Sao Paulo, São Paulo, São Paulo, Brazil
| | - Rachel O Rocha
- Department of Stomatology, Federal University of Santa Maria, Santa Maria, Rio Grande do Sul, Brazil
| | - Jonas A Rodrigues
- Department of Surgery and Orthopedics, Federal University of Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil
| | - Tathiane L Lenzi
- Department of Surgery and Orthopedics, Federal University of Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil
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Ngoc CN, Donovan TE. Education About Dental Erosion in U.S. and Canadian Dental Schools. J Dent Educ 2018; 82:1296-1304. [DOI: 10.21815/jde.018.140] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2018] [Accepted: 03/16/2018] [Indexed: 11/20/2022]
Affiliation(s)
- Caroline Nguyen Ngoc
- Department of Restorative Dentistry, Faculté de Médecine Dentaire; Université de Montréal
| | - Terry E. Donovan
- Department of Operative Dentistry; University of North Carolina at Chapel Hill School of Dentistry
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