Dental Curriculum Research Articles

The Use of Fine Arts to Enhance Visualization and Describing Skills in a First-Year Dental Anatomy Course: A Qualitative Study

(1) Background: In this qualitative study, we investigated the implementation of an art-based observation workshop as a tool to improve visualization and interpretation skills in a cohort of first-year dental students (N = 109) in a dental anatomy course. (2) Methods: The art workshop was held once for a total of 60 min in the pre-clinical simulation laboratory, which is the regular teaching setting for the dental anatomy course. Visualization and interpretation skills were assessed before (pre-test) and after the art-based observation workshop (post-test). The pre- and post-tests contained five images that guided students to describe dental anatomy images. The pre- and post-test had different but similar images. Dental students accessed the pre- and post-tests on CANVAS and recorded their answers. After that, the audio recording files were analyzed and compared to determine the frequency of use of dental anatomy-specific nomenclature while answering the pre- and post-test. (3) Results: Our results demonstrate that students used dental anatomy-specific nomenclature more frequently after the intervention. (4) Conclusions: we have concluded that students’ use of dental anatomy nomenclature in the first-year dental anatomy curriculum is enhanced following an art-based intervention in a regular dental simulation laboratory.

Ergonomic Issue in Dental Students

Ignoring work positions that are continuously carried out will cause musculoskeletal disorders in the future. Ergonomic positions have become a part of the dentistry curriculum. However, because the content is not directly related to dentistry, it is often ignored by the dental students. Purpose: to evaluate how much important is ergonomic position for dental students, and how the ergonomic curriculum provided can be applied in treating patients. Methods: This is a cross-sectional study by conducting a survey of 70 alumni of Undergraduate Study Program on Faculty of Dentistry who are currently undergoing a professional program at the Teaching Dental Hospital, which was obtained by accidental sampling. Respondents were asked to fill the questionnaire. Results: The ergonomic position was considered very important (48.57%), it was often forgotten (38.57%) and difficult to apply in certain cases (21.43%). 62.86% of respondents realized that the position was not appropriate when it is difficult to gain visual access. Respondents hope that ergonomics is given as often as possible in practical training and given as early as possible in dental curriculum. Conclusions: Continuing education on practical training and given as early as possible is necessary to improve the application of ergonomic positions to dental students

Laser Dentistry Revolution: Integrating Laser Techniques into the Dental Curriculum

Laser Dentistry Revolution: Integrating Laser Techniques into the Dental Curriculum

Title: Assessment of Student Perception Regarding Clinical Training in Undergraduate Dental Programs Using Clin Ed IQ.

Purpose. Clinical training is essential part of the dental curriculum. Both clinical environment and Teachers are essential factors which affect the acquired clinical skills. The objective was to assess the perceptions of dental students regarding their clinical training. Methods. This mixed method study using Clin Ed IQ questionnaire was conducted on Dental students graduating from both Private and Public sector institutes of Karachi. The questionnaire had four sections, the first three based on various aspect of clinical training, with responses based on 5-point Likert scale. Section four had open-ended items about dental curriculum. Results. For responses of 220 participants related to the first three sections, mean and standard deviation was calculated. Section two about Involvement in specific learning activities, had the lowest composite mean score (8.4). Results for all responses of agreement were tabulated as percentages. Overall, the scores were positive, with Section three regarding interaction with clinical instructors having highest positive responses. Dental graduates of Private sector institutes were more satisfied by their clinical training. Thematic analysis of open-ended questions yielded themes related to trained faculty, communication skills, patient safety skills, diversity, and integrated curriculum. Conclusion. The students of both types of institutes reported lack of diversity in clinical cases and deficient feedback from instructors as their major concern. However, the results showed a positive perception to their clinical experiences. Institutes and regulatory authorities should address areas of concern, to ensure provision of a holistic clinical learning environment to dental graduates.

Cognizance About Privacy and Security of Patients Health Information among Medical and Dental Students

Background: The proliferation of electronic health records and digital medical systems has brought about significant advancements in patient care and information management. However, concerns regarding the privacy and security of patients' health information have also intensified. As future healthcare practitioners, medical and dental students play a pivotal role in ensuring the safeguarding of sensitive patient data. This study aims to assess the awareness and understanding of privacy and security issues related to patients' health information among medical and dental students. Methods: A cross-sectional study was conducted among a representative sample of medical and dental students from diverse academic institutions. A structured questionnaire was administered to assess participants' knowledge, attitudes, and practices concerning patient data privacy and security. Descriptive statistics were used to analyse the data, and associations between demographic factors and awareness levels were explored. Results: The study findings reveal that while a substantial portion of medical and dental students recognize the importance of patient data privacy, a significant knowledge gap exists regarding the specific measures and protocols to ensure security. The research found that 232(71.7%) of the participants preferred electronic patient records for their ease of accessibility and 198 (61.4%) strongly valued privacy. Students expressed varying levels of understanding concerning encryption methods, access controls, and legal frameworks governing patient information. Conclusion: This study underscores the imperative for comprehensive education and training programs focusing on privacy and security of patients' health information within medical and dental curricula. As future healthcare practitioners, medical and dental students must be equipped with the necessary skills and knowledge contributing to a more secure and privacy-aware healthcare environment.

General dentists' knowledge, perceptions, and practices regarding oral potentially malignant disorders and oral cancer in Indonesia.

The most effective means for reducing oral cancer (OC) mortality is by preventing late-stage disease. Early diagnosis can be improved by increasing awareness among healthcare providers, specifically general dental practitioners (GDP). Therefore, our study aimed to assess GDPs'knowledge of OC risk factors and perceived competence in performing conventional oral examination (COE) in routine dental practice. This was a cross-sectional study conducted in five provinces of Indonesia, namely: Aceh, Banda Aceh (BA); Bandung, West Java (WJ); special district Jakarta (JKT), JKT; Pontianak, West Kalimantan (WK); and Sorong, West Papua (WP). The local Dental Association or Faculty of Dentistry invited the GDPs to attend an education program and complete the survey. One hundred seventy-sevenGDPs completed the survey (WJ, n = 63; BA, n = 44, JKT, n = 27; WP, n = 23; and WP, n = 20). A large proportion (164 out of 177, 92.66%) of GDPs felt they had received insufficient training to equip them to diagnose OC and as many as 22.6% (n = 40) did not refer to specialists when they found suspicious mucosal lesions. Notwithstanding the significant regional variations, the majority of Indonesian GDPs self-reported inadequate knowledge and awareness of OC and scarce confidence in performing COE. GDP knowledge of OC risk factors and COE is key to improving early diagnosis of OC at a community level. Therefore, it is suggested that the lack of knowledge and confidence of GDPs reported here should be addressed through the national dental curriculum in Indonesia.

An evidence-based teaching approach enhances student learning of periodontal disease pathogenesis.

To evaluate the effects of implementing an evidence-based teaching approach (EBTA) in a traditional dental curriculum course on predoctoral dental students' knowledge and attitudes about evidence-based dentistry, and to determine its benefit on enhancing students' academic performance. Fundamentals of periodontics for first-year dental students (D1, n=100) span a period of 12weeks. In the first 6weeks, we teach the basic principles of periodontal disease pathogenesis and introduce the concepts of EBTA (basics of research study design, statistical principles, literature search, and critically analyzing the evidence) without active implementation. In the second 6weeks, we build on the initial knowledge of periodontal disease pathogenesis and actively implement EBTA activities to enhance the learning of the course content. Pre- and post-EBTA implementation, students completed a validated survey assessing students' knowledge, attitudes, access of evidence, and confidence related to evidence-based dentistry. Midterm and final grades were used to assess student academic performance. Post-EBTA implementation survey responses showed: significant increase in students' knowledge regarding critical appraisal of the literature (p=0.0001), significant improvement in students' attitudes about evidence-based dentistry (p=0.0001), significant increase in students' frequency of accessing evidence from various sources (p=0.01), and significant increase in students' confidence in evaluating various aspects of a published research report (p=0.009). Post-EBTA final grade scores were significantly higher than pre-EBTA midterm grade scores (p=0.0001). Integrating an EBTA within a traditional dental curriculum course improves students' knowledge and attitudes about evidence-based dentistry as well as enhances students' academic performance.

Prevalence, Symptoms, and Triggering Factors of Panic Attacks among Dental Students in Riyadh Saudi Arabia-A Cross Sectional Survey.

Panic disorder by definition is an anxiety disorder of unexpected and repeated episodes of intense fear. Panic attacks are usually diagnosed by four or more of a set of symptoms that include palpitations, sweating, trembling, shortness of breath, chest pain, nausea, dizziness, and hot flushes. They usually interfere with daily life situations and also interfere with education. Hence, the aim of this study was to assess the prevalence of panic attacks, their symptoms, and triggering factors among dental students in Riyadh, Saudi Arabia. Data were collected from 394 students using a structured and validated questionnaire. The prevalence of panic attacks among dental students in Riyadh, Saudi Arabia, was 42.9%. Most of the participants who experienced higher episodes of panic attacks were females (53.4%) when compared to males (24.5%). Third year students displayed greater (58.3%) episodes of panic attacks compared to their respective counterparts. The most reported symptom of panic attacks was rapid or pounding heartbeat followed by breathlessness, chest pain, and shaking or trembling. It was also noted that most of the participants (63.31%) encountered a panic attack for the first time after joining dental school. The situations where dental students frequently experienced panic attacks were during exams, clinic procedures, giving presentations, and especially while under a lot of stress. The high occurrence of panic attacks among dental students highlights the importance of providing support programs and implementing preventive measures to help students, particularly those who are most susceptible to higher levels of these psychological conditions. Dental students experiencing panic attacks should be provided with necessary counseling sessions or psychiatric consultation in order to overcome such scenarios. Dental schools should consider these findings when planning the dental curriculum. Hence, the role of the faculty members is essential in these situations to provide support for the affected students.

Innovation and entrepreneurship in dental curriculum: from practice to creativity in the face of pandemic

COVID-19 virus spread has resulted in the most dramatic changes for all of us. The purpose of this article is to develop a curriculum and share teaching experience in innovation and entrepreneurship for dental students during the pandemic, in order to help train future dentists. This article made extensive use of the adaptive design thinking model, which included brainstorming, classroom presentation, reflection, and revision. Sixth year dental students from the academic years 2020 and 2021 attended, with 26 and 29 students, respectively. Students of both classes were divided into five groups. Each group was tasked with creating an innovative research proposal related to clinical dental issues encountered during the pandemic. After a 6 h team-based discussion that included a 2-time presentation, all dental students were able to develop an innovation research proposal and present it in front of the class. This study reveals the process of developing dental curricula and sharing teaching experiences in innovation and entrepreneurship with dental students during a pandemic. Future research should compare traditional study, online teaching, and blended learning in innovation-related topics among dental students. The application of this novel method to multidisciplinary student teams as well as clinical subjects is also a challenge.

Effectiveness of a manual test at the beginning of dental school.

This study analysed whether the SAZAMED (Self-assessment for dentistry studies) manual test conducted as an exercise or examination in the first year of dental studies, and the official aptitude test for medical studies (EMS), can predict future performance of dental students. Students enrolled in the dental curriculum at the University of Basel between 2009/10 and 2019/20 were categorized: Group A conducted the SAZAMED in the third bachelor year (BA) and second master year (MA), group B practiced in the first and third BA and second MA and group C had to pass the test in the first BA with repetition in the third BA and second MA. SAZAMED comprised (i) wire bending, (ii) modelling sphere and cube, (iii) drawing mirror-inverted and (iv) indirect drawing over a mirror. Comparative variables were the EMS per cent rank and test scores in practical-clinical examinations in the third BA and the second MA. Data were available from 329 students over the 10-year period. Repeaters and dropouts had poorer performance in the first BA SAZAMED than students who did not (p < 0.001). Among the four SAZAMED exercises, mirror-inverted drawing was the strongest predictor of future student performance. The official aptitude test EMS correlated with the third BA certificate (p = 0.012), but failed to predict repeaters and dropouts. Since academic success was associated with significantly better scores on the first BA SAZAMED, it is considered a predictor and recommended in addition to the official EMS to identify students in need of intervention programmes or who should choose a different field of study.

Exploring dental graduates' knowledge and attitudes towards maternal oral health and its relationship to maternal and child health

Introduction and Aim: Pregnancy is a critical period in women's lives and presents complex physiological changes that can influence oral health and vice versa. Integrating education on maternal oral health into dental curricula can help ensure comprehensive care for both pregnant women and their children by equipping dental graduates with the knowledge and skills to address the unique oral health challenges faced by expectant mothers. In this study, a cross-sectional survey was conducted to assess the knowledge and attitudes of graduating dental students regarding maternal oral health and its impact on both mothers and infants. Materials and Methods: The study was conducted in a dental college in southern India. 100 graduating dental students completed a structured questionnaire. Results: 95% of students acknowledged the influence of maternal oral health on both mothers and infants, and 12% displayed a high level of knowledge. However, the average mean score obtained was 63.58% and knowledge gaps were observed in areas such as drug interactions, early childhood caries, and reducing oral bacterial load in expectant mothers. Despite this, 91% believed paediatric dentists should be part of perinatal care teams to promote maternal oral health awareness. Conclusion: This study emphasizes the importance of education and integrating dental professionals in prenatal and antenatal care for improved oral health outcomes.

The integration of haptic training into the QMUL dental curriculum.

The Pandemic has challenged clinical dentistry globally with the dental education sector seeking alternative training environments. Virtual reality (VR) is gaining recognition as a valuable tool for training dental students and its use by dental schools around the world is growing. The continuous improvement of haptic VR dental trainers provides a platform where irreversible procedures can be safely and unlimitedly practised. This driver has led to the exploration and investment into virtual technology to improve education outcomes in dental students. The aim of this study was to share the early experience of a dental school in the United Kingdom that has initiated the process of embedding haptics into their simulation training within the dental curriculum. This paper explores the process of embedding and operationalising haptic training within the undergraduate curriculum. Using current knowledge of education pedagogy, the school aligned to an evidence-based, best-practice framework which utilised the concept of deliberate practice in the development of the Haptics curriculum which was adaptable and iterative in design. This paper contextualises the implementation of haptic training in a UK dental education setting by providing an outline of the framework used to develop the curriculum. Virtual reality haptics trainers have created unique opportunities and challenges for dental schools. Dental educators have sought to utilise this technology in a structured framework to enhance training.

Assessment of knowledge and usage of interdental aids among clinical dental students of a Neo capital region: A cross sectional survey

Brief Background - Dental floss is highly recommended interdental aid for tight contacts. Interdental brushes, on the other hand, are used for wider interdental spaces. Both the American Dental Association and the British Dental Association recommend using dental floss on a daily basis in conjunction to tooth brushing. The fact that dentists and clinical students do not routinely recommend dental floss to every patient can be attributed to a lack of emphasis on the subject in the dental curriculum. Hence this study was conducted with a purpose to assess the knowledge and use of interdental aids among clinical dental students. Materials and Methods - A cross-sectional questionnaire-based survey consisting of 12 questions was carried out among third year, final-year students and interns of the dental institution in Guntur, Andhra Pradesh. Descriptive statistics were computed. Results - 19.3% of clinical dental students are unaware of any interdental aids. 51.4% stated that they are familiar with both dental floss and interdental brushes. According to 88.6% of those surveyed interdental aids should be utilized atleast once a week together with the toothpaste. Only a small proportion of students(15.7%) thought that regularly passing was required. Interdental aids are exclusively recommended to patients who have food impaction by the students, not to all patients. Conclusions - The study concluded that 92.1% of dental students are aware that interdental aids have a positive impact in the dental practice; yet they do not recommend them to every patient and do not use them themselves. Key Words - Dental floss, Dental students, Interdental, Tooth brush

Introducing a novel educational training programme in dental implantology for pregraduate dental students.

This study aimed to determine whether implant surgery procedures can be implemented in the dental curriculum by designing novel courses for students. Additionally, this study assesses the perception of these courses and how they can be established in the future. Students from the third to fifth years participated in a programme consisting of 4 modules according to their academic year. The modules taught theoretical and practical content as well as clinical references. After participating, the students completed two questionnaires with research questions (RQ1 = evaluation of the relevance and effects; RQ2 = impact of modules 3 and 4) to evaluate the programme. The questionnaires consisted of 52 statements, each rated on a 6-point scale (1 'totally disagree' to 6 'totally agree'). Cronbach's alpha analysis was used, and median values, interquartile ranges and Pearson correlations (p-value) were statistically calculated. In total, 94 students completed the questionnaires. Cronbach's alpha exceeded 0.7 for all constructs except for one (skills training). The highest evaluated median was 6, and the lowest was 4.75. Pearson correlations were significant (<0.05) for perceived importance/lectures, perceived importance/tutor performance, lectures/skills training, skills training/tutor performance and tutor performance/lectures. Seventeen analysed free comments expressed strong interest in implantology courses for the curriculum. 88% of the students wished for more practical exercises in dental implantology during the curriculum or suggested expanding the programme in the future. The programme was highly accepted among dental students. The students wished for more practice in the future to perform supervised procedures on patients.

A conceptual model using CliftonStrengths® to support dental hygiene students' professional development.

Professional development is instrumental in the ongoing success of healthcare professionals and students. The purpose of the second year of this 2-year study was to continue to apply the results from the CliftonStrengths® assessment to support entry-level dental hygiene students' professional development and to create a conceptual model for professional development in dental hygiene education. CliftonStrengths® was incorporated into didactic and community learning experiences throughout year two of the dental hygiene curriculum. At the end of year two, focus group interviews assessed student perceptions of professional strengths based on these learning experiences. Co-investigators used a qualitative analysis software program to identify codes and themes. Investigator triangulation and member checks were used to validate responses. All second-year dental hygiene students (n = 32) participated in year two of the study. Two themes were identified: relevance of CliftonStrengths® and professional development. Within the theme of relevance, the subthemes of adaptability, making connections and teamwork emerged. The theme of professional development yielded three subthemes: appreciation, personal and professional identity and insight. This study demonstrated CliftonStrengths® can be used to promote professional development among dental hygiene students. As a result, a conceptual model was developed for professional development in dental hygiene education. This model can be used as a framework for teaching and to improve student learning experiences.

Research Paper: Senior Dental Students’ Knowledge Towards Patients with Common Cardiovascular Diseases: A Questionnaire-Based Study

Introduction: In light of the high incidence of cardiovascular diseases within the population and recognizing them as one of the most frequently encountered conditions in dental practice, the significance of effectively managing these medically compromised patients in dental settings has become increasingly crucial. Thus, this study aimed to assess the knowledge of senior dental students concerning patients afflicted with prevalent cardiovascular disorders. Materials and Methods: In this analytical cross-sectional study with a total population sampling method, there were 64 senior dental students selected from Gilan University of Medical Sciences during 2021-2022. They completed a questionnaire with demographic information and 14 four-choice questions assessing knowledge towards Hypertension, Ischemic Heart Diseases, and Infective Endocarditis. Knowledge levels were categorized as poor, average, and good based on the statistical thirds. The significance level was set at P&lt;0.05. Results: The participants achieved an average score of 48.21 ± 16.88 (out of 100). There were statistically significant differences (P&lt;0.001) in knowledge scores across disease categories, with the lowest average score for Ischemic Heart Diseases and the highest for Infective Endocarditis. Furthermore, the statistical analysis found no significant difference in knowledge scores based on gender and no statistically significant correlation between Grade Point Average (GPA) and knowledge scores (P&gt;0.05). Conclusion: The dental education curriculum could be modified to emphasize teaching common systemic diseases in clinical care, and improving the quantity and quality of education to create a positive outlook on the significance of acquiring knowledge in the field of cardiovascular disorders.

Incorporating special needs simulations into allied dental education curriculum to encourage inclusion, understanding, and empathy: A mixed method study.

Allied dental practitioners increasingly encounter demands specific to treating patients with special needs and disabilities. New standards by the Commission on Dental Accreditation require dental and allied dental graduates to have didactic and skill-based competencies to ensure awareness of and effective treatment and recommendations for these patients. This study sought to determine if adding a special needs simulation activity into allied dental students' curriculum would increase the student's awareness of and comfort level when treating patients with special needs. This mixed-methods study measures student perceptions specific to the efficacy of adding special needs simulations into the allied dental program curriculum. Graduating dental assistants and dental hygienists (n=65) participated and were paired within their cohort. Didactic instruction specific to the diagnoses of cerebrovascular accident (CVA), macular degeneration, rheumatoid arthritis, schizophrenia, and hearing impairment was provided. Following formal classroom instruction, pairs of students participated in simulation stations, one for each of the listed diagnoses. A pre-/postsurvey was given to evaluate any changes in student perceptions of patients with special needs, and a Student Evaluation of Educational Quality (SEEQ) postsurvey provided to evaluate their perception of the educational activity. All 65 participants completed the pre- and postsurveys for a 100% response rate, and 61 (93.8%) completed the SEEQ. SPSS software was utilized to run a Wilcoxen Signed Ranks Test to determine significance for each pre-/postsurvey question to determine any statistically significant (p<.05) differences. Means and standard deviations were calculated for each survey item including SEEQ. There were significant differences for each question, and, overall, in participant's perceptions from the presurvey to the postsurvey. Most notable were the positive changes related to the participants' ability to relate to persons with special needs, their awareness of various special needs, and their increased knowledge of available adaptive oral health equipment. In conclusion, students feel better prepared to treat clients with special needs after guided instruction within their respected dental hygiene and/or dental assisting programs. The incorporation of lecture and lab content through simulated activities enhances their perceptions, confidence, and preparedness to effectively treat, accommodate, and educate special needs patient's.

Current status of geriatric dentistry education in selected dental schools in Latin America and the Caribbean.

Latin American and Carribean (LAC) are currently experiencing a rapid aging of their population, coupled with a significant burden of oral diseases. Despites this, there is a scarcity of evidence regarding the manner in wich geriatric dentistry is being taught in dental schools across LAC. So, the objective of this study is to investigate the current status of geriatric dentistry education at undergraduate and postgraduate levels in selected LAC dental schools. An electronic questionnaire was developed and emailed to all 539 dental schools in 19 LAC countries. The questionnaire recorded activity levels, contents and methodology of geriatric dentistry education as part of dental degree programmes. Reminders by email and telephone calls were used to encourage non-responders to complete the questionnaire. In total, 317 schools from 17 countries responded to the questionnaire (response rate: 58.8%). Geriatric dentistry was taught in 54.6% of the schools at the undergraduate level and in 6.9% at the postgraduate level. Thirty two percent of the schools had a programme director trained in geriatric dentistry. Geriatric dentistry was taught as an independent course in 14.5% of the schools. Dry mouth, periodontal disease, denture-related conditions and prosthodontic management, oral mucosal disease and age-related changes of the orofacial complex were the most frequently covered topics. Clinical teaching of geriatric dentistry was reported by 26.5% of the schools, with 38.0% providing clinical training in outreach facilities. Geriatric dentistry education remains incipient in LAC, with only one in every four dental school offering it as a standalone course. There is an urgent need to further develop geriatric dentistry education in the continent, including further research to develop a minimum geriatric dentistry curriculum.

Curriculum mapping of a dental materials science course: a reality check and way forward

BackgroundDental materials science is an important subject, but research on curriculum mapping in preclinical dental materials science courses is still scarce. The present study aimed to conduct a curriculum mapping in analysing elements and suggesting recommendations for an institutional dental materials science course.MethodsCurriculum mapping was conducted for the Year 2 undergraduate dental materials science course (Bachelor of Dental Surgery programme) in a Malaysian dental school. Based on Harden’s framework, the following steps were used to map the curriculum of the institutional dental materials science course: (1) scoping the task; (2) deciding the mapping format; (3) populating the windows, and (4) establishing the links. Two analysts reviewed the curriculum independently. Their respective analyses were compared, and discrepancies were discussed until reaching a consensus. A SWOT analysis was also conducted to evaluate the strengths, weaknesses, opportunities, and threats associated with the curriculum.ResultsCourse learning outcomes, course contents, levels of cognitive and psychomotor competencies, learning opportunities, learning resources, learning locations, assessments, timetable, staff, curriculum management and students’ information were successfully scoped from the institutional dental materials science course. The present curriculum’s strengths included comprehensiveness, alignment with standards, adequate learning opportunities, well-defined assessment methods, and sufficient learning resources. However, the identified weaknesses were repetition in curriculum content, limited emphasis on the psychomotor domain, dependency on a single academic staff, and limited integration of technology. The SWOT analysis highlighted the opportunities for curriculum improvement, such as revising repetitive content, emphasising the psychomotor domain, and incorporating advanced teaching strategies and technology.ConclusionsThe present dental materials science curriculum demonstrated several strengths with some areas for improvement. The findings suggested the need to revise and optimise the course content to address gaps and enhance student learning outcomes. Ongoing monitoring and evaluation are necessary to ensure the curriculum remains aligned with emerging trends and advancements in dental materials science.

Assessing Knowledge, Perception, and Management Toward Traumatic Tooth Avulsion Among Dentists in Jeddah, Saudi Arabia: A Cross-Sectional Study.

The long-term prognosis of teeth that have experienced traumatic avulsion is highly dependent on appropriate and prompt emergency management taken immediately after the avulsion. The main goal in the treatment of traumatic permanent tooth avulsion is to replant as soon as possible in its correct anatomical position to maintain the viability of the periodontal ligament and neurovascular supply while restoring aesthetic and preserving the functional integrity of the tooth. General dentists can deal properly with emergency cases, such as tooth avulsion, and also should be aware of appropriate management to take care of avulsions and to determine the prognosis especially since such incidents often occur at times when dental professionals are least prepared to address them. The primary aim of this study was to evaluate the knowledge of dentists who are working in various hospitals, clinics, and dental schools in Jeddah, Saudi Arabia, with respect to traumatic permanent tooth avulsion and the appropriate methods for its management. The study design is a cross-sectional study with dentists working in various clinical settings in Jeddah, Saudi Arabia.The questionnaire used in the study consists of a total of 19 items: nine items about demographic data, including training background, and 10 multiple-choice questions regarding dental trauma and its management. Higher dental education and post-graduate training gave the dentists better judgment in dealing with dental emergencies compared to general dentists. Thus, the recommendation of this study is to include the comprehensive treatment of avulsion emergencies in the dental school curriculums and increase the exposure of dental students to such cases.