Predoctoral Dental Education in Tooth Prognosis and Treatment Complexity: A Survey of U.S. Dental Schools

A survey of white spot lesion prevention and resolution in the US dental school curricula

PURPOSE/OBJECTIVES

White spot lesions (WSLs) are opaque white lesions on smooth tooth surfaces as a result of demineralization. Proven methods of prevention and resolution of these lesions are available yet the incidence rate, especially in orthodontic patients, is still high. Perhaps the way dental schools are educating students on the topic is insufficient. The purpose of this study was to determine if and how predoctoral dental students are taught about the prevention and resolution of WSLs.

METHODS

An electronic survey was developed and sent out to each of the 66 accredited dental schools in the United States and Puerto Rico. The survey consisted of 13 questions and inquired about whether the school includes instruction of WSLs in its predoctoral curriculum. If the school indicated instruction WSLs was in the predoctoral curriculum, further questions were asked pertaining to the content and method of the instruction. Demographic data was also gathered from each institution.

RESULTS

Twenty-eight of the 66 schools responded for a 42% response rate. Eighty-two percent of schools indicated they were teaching about prevention of WSLs, while 50% indicated they were teaching about resolution, or treatment, of WSLs. The most commonly taught methods were patient education, over-the-counter fluoride mouthrinse, toothpaste, or gel, and high fluoride content toothpaste.

CONCLUSION

The majority of responding dental schools are at least including some instruction of WSLs in the predoctoral curriculum. Many of the known prevention and treatment measures available, however, are not routinely taught.

A Classroom Practice and Assessment Resource for Dental Clinical Treatment Planning

Introduction

Dental students' opportunities to practice clinical treatment planning prior to the clinical experience are often limited. This resource permits students to practice treatment planning in the classroom and allows the instructor to efficiently provide feedback to a large number of students.

Methods

I developed a computer-based treatment plan worksheet (Microsoft Excel, Google Sheets, or Qualtrics) consisting of four sequence steps and a list of Common Dental Terminology (CDT) codes. I implemented this educational activity in the Case Management and Treatment Planning course (second year, spring quarter). The course included 10 weekly sessions of 1 hour each. I gave students a practice case at the beginning of the course. They submitted comprehensive sequenced treatment plans as assignments using the Qualtrics treatment plan worksheet 2 days after the interdisciplinary treatment planning didactic session. In the subsequent debrief session, I discussed the case with the entire class and focused on themes observed from the students' performance on the assignments.

Results

I graded all students' submissions (n = 87) using CDT codes both with and without consideration of sequence steps and observed variations in students' performance. Many students (n = 36, 41%) opted to give feedback through an anonymous survey, with 88%-96% of them agreeing or strongly agreeing that the educational activity allowed them to practice, demonstrate their knowledge, and improve their skills in treatment planning.

Discussion

This computer-based worksheet lets students practice clinical treatment planning in the classroom and allows the instructor to effectively assess a large number of students' assignments.

Peri-implant disease education and diagnosis in the pre-doctoral curriculum

PURPOSE

The purpose of this study was to assess how pre-doctoral periodontal programs in the United States of America are educating their dental students regarding the management of peri-implant diseases and secondarily, to determine if a current standard of teaching exists.

METHODS AND MATERIALS

Electronic surveys were distributed to pre-doctoral program directors across 57 dental schools in the United States via a secure online survey system. The survey consisted of 19 questions pertaining to curriculum structure involving didactic and clinical management of peri-implant diseases.

RESULTS

A total of 25 program directors (44%) responded, and data were analyzed using descriptive statistics. The results indicated a lack of standardization of pre-doctoral didactic and clinical curriculum among dental schools.

CONCLUSIONS

Data pooled from 25 pre-doctoral periodontal programs in the United States show that there is currently no standardization in the dental school curriculum related to the didactic and clinical management of peri-implant diseases. The development of standardized content is recommended to assist program directors in assessing and enhancing educational experiences for dental students on the management of peri-implant diseases.