Undergraduate Teaching for Using Rotary Nickel-titanium Endodontic Instruments

Abstract

Aim: To evaluate students’ perceptions and self-assessment of their experience, theoretical knowledge and practical abilities to use rotary nickel-titanium endodontic instruments. Methodology: A questionnaire was filled by fourth- and fifth-year students in Faculty of Dental Medicine, Sofia, Bulgaria. Data concerning self- assessment of theoretical knowledge and practical experience were gathered. Results: Students’ self-assessment of practical experience was not influenced by the time of education. High appreciation for increase of amount/time of practical training and inclusion of more cases and more rotary NiTi systems was determined. University lectures alone or in combination with non-university lectures were found to have greatest influence on students’ knowledge of rotary NiTi instruments. University practical lessons were estimated as the main source for acquiring practical skills. In the course of education preference for rotary NiTi instruments remained unchanged, although majority of students felt more confident in usage of hand stainless-steel instruments. A good understanding of general topics related with use of NiTi rotary systems was demonstrated. Almost all respondents estimated work with rotary NiTi instruments as less strenuous and time saving. Conclusion: Students assess implementation of rotary nickel-titanium instrument in undergraduate curriculum as positive. Their practical experience is highly influenced by the university training classes. Majority of students prefer using rotary NiTi instruments, but feel deficiency in confidence for using them. Increased number of lectures and wider variety of topics related to rotary NiTi systems are advocated. Knowledge of more rotary systems has to be incorporated into lectures and practical training.