Taught In Dental Schools Research Articles

Development of a mobile app to optimize organization and assessment for clinical teaching in dentistry

The aim of the current study was to develop an application for mobile devices that can improve the organization and documentation of clinical teaching in dental schools. The app should include a calendar to organize treatments, an overview of all treatments including the treatment stages, a digital waiting-list for the teacher’s assessment, and a standardized recording of all assessment results. Students and members of a Medical Faculty and a Faculty of Computer Science and Business Information Systems jointly developed the app. Twenty-three students tested the usability after 4 weeks. Next, the new app was tried and tested by n = 79 forth-year students who used it for 2 months during their clinical course. Fifth-year students of the same clinical course who did not use the app constituted the control group. Afterwards, the app was standard implemented in both integrated clinical courses and evaluated after 1 year by the same students both in winter and summer semester. After usability test, the majority of students (81%, n = 18) said they would recommend the app and gave it a mean overall score of 2.0 ± 0.6. Next, course organization and assessment was evaluated by n = 75 fourth-year students (95%) who used the app and by n = 40 control students (74%) who did not use the app. Students who used the app reported significantly better organization of treatment ( p = .002), documentation of treatment ( p = .001), waiting for the teacher’s assessment ( p = .038), overview of treatment sessions ( p = .040), and transparency of grading and assessment ( p = .012). After 12 months, the now fifth-year students still gave very good ratings for the organization of the treatment and the transparency of the grading in both evaluations, so that no significant changes were detectable (organization p = .959 and the rating p = .751). The newly created app improves the organization and evaluation of clinical education and even after 1 year of service, the students still perceive the consistently high advantages of digitization.

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.

Treatment deferral for elevated blood pressure at a dental school clinic.

Current guidelines by the American Dental Association (ADA) recommend deferral of elective dental care for elevated blood pressure. However, it is unknown how frequently this impacts dental treatment. The purpose of this study was to evaluate rates of asymptomatic hypertension and treatment deferral at a dental school clinic. This was a retrospective study with data extracted from a chart review of all patients presenting for care at a dental school teaching practice. Differences in dental procedures, the time between visits, and the number of antihypertensive medications were calculated between patients with and without a blood pressure reading exceeding current guidelines for elective treatment. Among 26,821 individuals, 1265 had a visit with elevated blood pressure. Blood pressure readings at the next visit were significantly lower (systolic blood pressure 137 [95% confidence interval {CI} 135-138] mmHg, diastolic blood pressure 82 [95% CI 81-83mmHg], p<0.001), although only 24 patients reported taking a new medication. Only 4.1% of these patients had a procedure deferred; for those that did, the average intervisit time was 88.2 days (95% CI 77.7-98.7 days). The majority of patients with blood pressure readings exceeding current ADA recommendations for treatment were treated without evidence of harm. Patients were also unlikely to return to the clinic with new medications for blood pressure after a visit with an elevated blood pressure reading. Oral health providers must weigh the risks and benefits of care deferral and can consider an expanded role in hypertension management in dental settings when caring for patients with elevated blood pressure.

Dental sleep medicine education among undergraduate dental students in France.

Dental sleep medicine (DSM) is an emerging discipline that studies the oral and maxillofacial causes and consequences of sleep-related problems. DSM is of upmost importance given the major medical challenge it represents. Therefore, to verify whether the future generation of dentists would be ready to face this challenge, the main objective of this study was to assess the degree of involvement of the French dental schools in teaching DSM at the undergraduate level. All 16 dental schools in France were asked to participate in the study by answering to an online survey concerning the DSM curriculum during the 2018-2019 academic year. The survey was addressed to the head of the dental school and/or to relevant course coordinators and contained 10 questions related to the type, content and amount of DSM teaching to undergraduate dental students. Nine of the 16 (56.2%) French dental schools responded to the questionnaire. All these nine reported the inclusion of DSM in their undergraduate curriculum. The total average hours dedicated to teaching DSM was 5.6 h (SD 4.2; range 1-15 h). Seven of the 9 dental schools spent most of their DSM curriculum teaching time in the fifth year. All of them reviewed obstructive sleep apnoea and sleep-related bruxism and covered some topics related to therapies for sleep-related breathing disorders, such as the use of oral appliance. The results of this survey showed that, although the average hourly volume is relatively high, the DSM teaching in French dental schools appeared to be non-standardised, heterogeneous and often lacunar. It is therefore essential to develop a common curriculum and implement it in all dental schools to provide undergraduate students a comprehensive and updated teaching in DSM.

Students’ Experience, Self-Confidence, and Perception Toward Endodontic Learning: National Survey Among Malaysian Dental Schools

Objective: This study aimed to evaluate the first endodontic case experiences, self-confidence levels, and perceptions toward endodontic learning of final-year undergraduate students. Methods: An online questionnaire was emailed to 270 final-year dental students at 10 Malaysian dental schools. The questionnaire consists of 29 questions on students’ experience, self-confidence, and perception toward endodontic learning. Results: The response rate was 74.4%. The most frequently treated case was tooth diagnosed as nonvital associated with periapical periodontitis. Most of the students perceived working length determination as the most difficult stage and reported having low confidence in locating canal orifices in multirooted teeth and achieving satisfactory obturation. Overall, the students were satisfied with the endodontic knowledge taught by their respective faculties. Conclusion: Endodontic teaching in Malaysian dental schools was perceived as satisfactory by most dental students. Although endodontic treatment is perceived as difficult, students demonstrated high confidence in carrying out this treatment. However, they had limited ability in treating the complex root canal system.

Factors Influencing the Students’ Perception of Lecturing Skills in Saudi Dental Schools

Introduction: Students' feedback is vital in improving the teaching and learning process in dental schools across the globe, including Saudi Arabia. Objective: This study explores the factors influencing the students' perception of faculty members' lecturing skills in Saudi dental schools. It also determines whether there is any gender difference in their perception of lecturing skills. Methods: The exploratory study design was utilized to evaluate the factors influencing the dental students' perception of lecturing skills at the selected Saudi dental schools (n=4). This study included the complete student population (n=530) of the undergraduate dental program at those schools during the academic year 2020-2021. A questionnaire titled “Students Survey of Lecturing Skills (SSLS)” was distributed to the students through an online tool. The data of the completed questionnaires (n=426) was subjected to statistical analysis using statistical software. Results: The structural equation modeling (SEM) analysis revealed that five factors of SSLS, namely, Organization and Structure of the lectures (OS)”, “Lectures Effectiveness on Learning and Understanding (LEL)”, “Interest and Motivation (IM)”, “Professional Interaction (PI)”, and “Presentation and Classroom Atmosphere (PC)” are vital to evaluate the dental students' perception towards lecturing skills. Also, these five factors have significantly influenced the students' perception of faculty members' lecturing skills in Saudi dental schools. Overall, female dental students are highly satisfied than the male students in regard to their faculty members' lecturing skills. Conclusion: OS, LEL, IM, PI, and PC are the significant factors influencing dental students' perception of lecturing skills. These factors can be considered while assessing teaching quality and framing effective strategies for enhancing it at Saudi dental schools.

Assessment of Convergence Angle of Tooth Preparations for Complete Crowns Among Dental Students: Typodont vs Simulator.

Introduction The technology-enhanced learning and simulation-based learning are critically important pedagogic tools. They allow students to perfect their preclinical training by improving their skills and their manual dexterity while facilitating the acquisition of the know-how necessary for reproduction more realistically and faithfully of the behaviors required for a better dental practice. Retention is one of the mechanical fundamental principles of preparation of cemented fixed prostheses. It depends on several factors including the convergence of the axial walls. The undercut must be sparing in the reduction of tissue volume to obtain a low degree of convergence and a sufficient height of the preparation to comply with the retention and stabilization requirements of the prosthetic element. A draft value of 6° was recommended initially, but a range extending up to 16° has been accepted according to Weed et al. and Dodge et al., as being clinically achievable while providing good retention. Are students able to reproduce, in preclinical, total occlusal convergence (TOC) angles recommended on typodont and simulator? Objective The evaluation of the TOC of the preparations made on typodont and simulator by the students in the 3rd year of the Faculty of Dental Medicine of Casablanca (FDMC). Material and Methods. A total of 140 dental preparations for cast crowns and metal-ceramics made by thirty-five 3rd year FDMC students were scanned by using the IDENTICA HYBRID optical scanner. The STL files were read by the 3D-TOOL-FREE software, two images were extracted for each preparation using the screen capture tool, and the two mediodistal (MD) and buccolingual angles (BL) were measured by the MB-RULER software. The statistical data were analyzed using the SPSS, software and comparisons were made by Student's t-test. Results An overall average of 11.99° ± 4.48 was recorded for the preparations on the typodont with 11.40° ± 5.09 in the MD direction and 12.58° ± 4.74 in the BL direction. Concerning the simulator preparations, we recorded an overall average of 11.31° ± 4.16 with 10.81° ± 4.29 in the MD direction and 11.80° ± 5.44 in the BL direction. No significant difference was observed when comparing the preparations made on the typodont and the simulator. A percentage of 68.6% and 74.3% of the preparations made on the typodont and the simulators respectively fall within an acceptable range of 6 to 16°. Discussion. The TOC values achieved by the majority of students correspond to the recommended values which are 6 to 16° on average. The results of the simulator preparations are similar to the results of Marghalani for dental students at King Abdulaziz University, and Tiu et al., at the University of Otago in New Zealand. Conclusion This study highlighted the difference between what is taught in dental schools, which is theoretically possible, and the academic results of actual practice. The generally recommended 6° tapers have proven difficult to achieve for many dental students. A margin of 6° to 16° of TOC angle is clinically achievable and allows sufficient retention. We can retain that most of the sample of our study had values that fall within the recommended range.

Anterior Veneer Restorations - An Evidence-based Minimal-Intervention Perspective.

The goals of this review are (1) to describe the evidence behind the use of ceramics vs composite resin to restore teeth with anterior veneers using a minimally-invasive strategy; and (2) to discuss the choice of materials and techniques for anterior veneer restorations. In recent years new adhesive restorative materials and techniques have been introduced in dentistry, including nanofilled composite resins for direct restorations, new ceramic materials that combine esthetics and strength, and polymer/ceramic materials for indirect restorations that are fabricated chairside using CAD/CAM technology, allowing the dentist to design, mill, and cement the restoration in one session. In spite of the novelty and new technology behind the introduction of new materials, the available evidence that backs some of these materials does not justify their use over similar materials or techniques that have been used by dentists for some years. Notwithstanding the success of laminate veneers and the popularity of new materials and digital techniques, the classical direct composite resin veneer is still very popular among clinicians and taught in dental schools and continuing education courses. Direct composite resin veneers are usually more affordable than indirect veneers, less invasive of the tooth structure, and easier to repair. Current composite resin materials can be finished to a tooth-like appearance, but they are susceptible to alterations of the surface gloss and potential discoloration of the composite resin. On the other hand, the preparation for indirect veneers is generally more invasive and the respective restorations are more difficult to repair. In addition, the esthetic outcome of bonded ceramic restorations still depends on the clinical behavior of the dentin adhesive and resin luting cement used to bond the restoration to the tooth structure. The ultimate goals of any restorative treatment are to restore function and esthetics, prevent recurrent caries lesions and bacterial leakage into the pulp space, save tooth structure, and promote the well-being of our patients. The armamentarium of new dental materials for esthetic clinical procedures has increased exponentially in the last few years. The use of different materials and techniques for anterior veneer restorations must be based on sound evidence rather than on the marketing hype or testimonials.

COVID-19 Safety Protocols in Dental Clinical Education in the Second Wave

This second wave of the COVID-19 pandemic has led to the development of strategies for guaranteeing clinical teaching in dental schools and adapt it to this new epidemiological situation protecting the health of all staff, stud ents, patients and persons accompanying them. We reviewed a total of 51 documents, including articles and guidelines or recommendations issued by dental schools, scientific societies and other institutions, in order to take stock of the current evidence available about the impact of the COVID-19 pandemic on dental schools. We describe a series of measures to implement in semi-critical and critical areas of dental schools to guarantee the safety of all and the continuity of the clinic al training of students. These include: mobility circuits, appropriate distancing, patient scheduling, telephone triage, personal protective equipments, measures to reduce viral transmission by air ventilation and several other actions specific to low or high aerosol generating by treatments. Dental schools must be prepared and implement the necessary measures according to the level of infection risk during face-to-face activities, especially in clinics, which provide essential formation and imp ossible to acquire online. Dental schools should focus on prioritizing preventive and minimally invasive dentistry minimizing aerosol generating procedures whenever possible. More than ever, the international cooperation among universities for the elaboration of protocols is essential. These protocols must ensure the health of everyone in this new second wave of the pandemic and in possible future epidemiological scenarios.

New Rules for Teaching in Dental Schools in the COVID-19 Era

New Rules for Teaching in Dental Schools in the COVID-19 Era

Evaluation of undergraduate Endodontic teaching in dental schools within Spain.

To evaluate the current situation of undergraduate endodontic teaching in Spanish dental schools. An online version, translated into Spanish, of a survey conducted in the UK (Int Endod J 52, 2019, 1077) was sent via email to the undergraduate endodontic programme leads in all 23 Spanish dental schools. The response rate was 96%. In 95% of dental schools, endodontics is taught in the fourth year. Students treat simple root canal treatment cases in 100% of schools and only in 40% treat moderate cases. In 65% of schools, students are supervised by full-time professors who are specialists in Endodontics, significantly more frequently in private dental schools (P=0.002). Spanish dental schools use both rotary and reciprocating instrumentation systems during endodontic training, with consistency on methods of working length determination, use of silicate-based endodontic cements, irrigating solutions, inter-visit medicaments and canal filling techniques. No type of magnification is used in 90% of dental schools, and only 25% use ultrasonic instruments. Private dental schools have a significantly better staff: student ratio during clinical practice (P=0.041), spend significantly more hours in clinical training (P=0.04) and have significantly greater number of clinical areas specifically dedicated to Endodontics (P=0.010). Undergraduate endodontic teaching in Spanish dental schools follows the key recommendations of the ESE Undergraduate Curriculum Guidelines (Int Endod J 46, 2013, 1105), being, in most respects, comparable to that carried out in the UK (Int Endod J 52, 2019, 1077). The use of magnification and ultrasonic instruments needs to be increased. Private schools reported better results than public schools in some of the variables that were analysed.

How is paediatric dentistry taught? A survey to evaluate undergraduate dental teaching in dental schools in the United Kingdom.

The quality assurance of undergraduate dental education in the UK is regulated by the General Dental Council who describe the competencies expected of the newly qualified dentist or "safe beginner." Whilst the literature has explored the level of undergraduate training in a number of dental specialties within the UK, there is a paucity of information on the UK curriculum for undergraduate paediatric dental teaching. This study aimed to assess the undergraduate teaching of paediatric dentistry within dental schools in the UK. An anonymous questionnaire was distributed to all 16 UK dental schools via email. Twelve questionnaires were completed, giving a response rate of 75%. First exposure to both academic teaching and clinical teaching in paediatric dentistry ranged from years 1-4. Whilst there were broad similarities between units with regard to core components of the curricula, there were notable differences including the teaching of regenerative endodontics (75%) and the use of the titanium trauma splint (58%). Silver diamine fluoride was only used clinically in one unit (8%), and non-vital pulpotomy was taught by two units (16%). There was also considerable heterogeneity in assessment methods between universities. The undergraduate paediatric dental curriculum is broadly similar between UK dental schools. However, there are discrepancies in assessment methods and the teaching of new advances.

Assessing the perceived impact of post Minamata amalgam phase down on oral health inequalities: a mixed-methods investigation

BackgroundData from countries that have implemented a complete phase out of dental amalgam following the Minamata agreement suggest increased costs and time related to the placement of alternatives with consumers absorbing the additional costs. This aim of this study was to investigate the impact of a complete phase out of dental amalgam on oral health inequalities in particular for countries dependent on state run oral health services.MethodsA mixed methods component design quantitative and qualitative study in the United Kingdom. The quantitative study involved acquisition and analysis of datasets from NHS Scotland to compare trends in placement of dental amalgam and a survey of GDPs in Yorkshire, UK. The qualitative study involved analysis of the free text of the survey and a supplementary secondary analysis of semi-structured interviews and focus groups with GDPs (private and NHS), dental school teaching leads and NHS dental commissioners to understand the impact of amalgam phase down on oral health inequalities.ResultsTime-trends for amalgam placement showed that there was a significant (p < 0.05) reduction in amalgam use compared with composites and glass ionomers. However dental amalgam still represented a large proportion (42%) of the restorations (circa 1.8 million) placed in the 2016–2017 financial year.Survey respondents suggest that direct impacts of a phase down were related to increased costs and time to place alternative restorations and reduced quality of care. This in turn would lead to increased tooth extractions, reduced access to care and privatisation of dental services with the greatest impact on deprived populations.ConclusionAmalgam is still a widely placed material in state run oral health services. The complete phase down of dental amalgam poses a threat to such services and threatens to widen oral health inequalities. Our data suggest that a complete phase out is not currently feasible unless appropriate measures are in place to ensure cheaper, long-lasting and easy to use alternatives are available and can be readily adopted by primary care oral health providers.

Magnification in undergraduate endodontic teaching in the UK and Ireland: a survey of teaching leads in Endodontology.

To investigate the use of magnification in undergraduate endodontic teaching in dental schools within the UK and Ireland and identify factors that may impact on levels of adoption. An electronic questionnaire was distributed to teaching leads in undergraduate endodontics in all UK and Ireland dental schools. Completed questionnaires were received from 15 of 18 course leads. The study revealed magnification is not universally embedded within the undergraduate curricula, and the majority of schools had no expectation for students to use magnification, although it was encouraged. The study provided insight into teaching staff factors, student factors and institutional factors that impact upon the adoption of magnification in undergraduate endodontic teaching. Although course leads utilized magnification in their own practice, this did not translate into institutional expectation for students to use magnification. Barriers to adoption of such an institutional expectation included cost and lack of staff training. Magnification has become viewed as an essential part of endodontic practice. The dental operating microscope has the most significant impact on endodontic visualization; however, the use of dental loupes in nonsurgical endodontics could be considered the minimum standard. The pedagogical dilemma faced by dental educators training undergraduates to behave in a manner that they themselves would not, cannot be rationalized on the basis of cost and lack of staff training. It is proposed that although significant, these barriers are not insurmountable and the use ofdental loupe should become an expectation in undergraduate training in the UK and Ireland.

Teaching of implant dentistry in dental hygiene and therapy schools in the UK and Ireland.

Objective The aim of this study was to assess the current status of implant teaching within dental hygiene and therapy schools in the UK and Ireland.Methods An online questionnaire relating to current and future possible trends in dental implantology education was developed and distributed to programme directors in each of the 23 dental hygiene and therapy schools in the UK and Ireland.Results All responding schools (response rate of 60%) provided implant training for their students. The teaching is mainly delivered in lecture-based or phantom head room settings. The majority of schools provided direct clinical experience in procedures relating to peri-implant maintenance, although in some schools it was stated that not every student was guaranteed to receive such experience. In 86% of schools, students gained experience in oral hygiene and scaling, while 71% and 64% provided experience of non-surgical management of patients with peri-implant mucositis and peri-implantitis, respectively. The main barrier to developing the implant programme was an insufficient number of suitable cases.Conclusions Although all responding schools provide implant training, the overall findings show that further development and improvement of implant teaching in dental hygiene and therapy schools within the UK and Ireland is required, particularly with respect to direct clinical experience. This will ensure that newly qualified dental hygienists and therapists are sufficiently prepared for managing implant patients in their clinical practice.

Could dental school teaching clinics provide better care than regular private practices?

Dental school clinics (DSC) consist of unlicensed dental students delivering care under the supervision of licensed dental professionals. Care delivery is slow due to inexperience of the provider and the series of supervisory checks that are necessary. Cost of care to the patient is less. To date, there has been no evaluation of the benefits of receiving care in a DSC beyond reduced fees. Research has shown the value of teaching hospitals in medicine, and the purpose of this article was to evaluate the total sum of benefits (the value proposition) of receiving dental care in a DSC.

How is Endodontics taught? A survey to evaluate undergraduate endodontic teaching in dental schools within the United Kingdom.

To evaluate the delivery of undergraduate endodontic education in UK dental schools using an online survey and to compare the results with those of a previous paper-based survey (Qualtrough & Dummer 1997, Int Endod J, 30, 234). Aspects of delivery were also evaluated in comparison with the Undergraduate Curriculum Guidelines of the European Society of Endodontology (de Moor etal. 2013, Int Endod J, 46, 1105). An online version of an earlier paper-based survey on undergraduate Endodontic education (Qualtrough & Dummer 1997, Int Endod J, 30, 234) was created. Invitations to take part were sent via email to the undergraduate endodontic programme leads in the 16 UK dental schools. The response rate was 94%. The current survey revealed greater convergence amongst dental schools than previously (Qualtrough & Dummer 1997, Int Endod J, 30, 234) on methods of canal preparation, disinfection and filling. Improvements were also noted in staff: student ratios, the involvement of teachers with advanced endodontic training and a greater diversity of teaching methods; developments which align with the recommendations of ESE Undergraduate Curriculum Guidelines (de Moor etal. 2013, Int Endod J, 46, 1105). The majority of schools appeared to be teaching contemporary instrumentation methods and were recommending the application of calcium silicate cements. The exposure of students to advanced topics included in the ESE Undergraduate Curriculum Guidelines (de Moor etal. 2013, Int Endod J, 46, 1105) such as surgical endodontic treatment, root canal re-treatment and the management of complex cases was mixed. Undergraduate endodontic training in the UK has advanced in the last 20years with more consistency between schools and more contemporary methods adopted.

A Long-Term Follow-Up Study of Former Dental School Teaching Assistants: Are They Teaching After Graduation?

There has been growth in teaching opportunities for dental students over the past two decades, but little research on whether these experiences have led to actual positions in academia. The aims of this study were to determine whether former teaching assistants at New York University College of Dentistry continued in dental academia after graduation or intended to teach during their careers and to assess their reasons for or for not teaching. Of the 294 former teaching assistants who taught their peers from 2003 to 2014, 106 responded to a survey, for a response rate of 36%. Of the respondents, 28% reported having teaching appointments, with 7% (n=8) having full-time teaching appointments and 21% (n=22) having part-time teaching appointments in a dental school or hospital-based program at some point after graduation. The most common reasons given for teaching were "intellectual stimulation" and "enjoyment" followed by "interactions with students." The most reported reason for not teaching was "student loan debt," followed by "too busy building private practice," "limited teaching opportunities in area," and "family commitments." Significantly, 95% of these former teaching assistants either taught or intended to teach during their careers, and they were six times less likely to rule out future teaching than dental school seniors in national surveys. These findings suggest that participating in teaching opportunities in dental school plants the seed for future teaching. More follow-up studies should be undertaken to see which types of teaching assistant programs are more successful in creating long-term teaching commitments.

In their own words: investigating the preparedness of final year dental students in the UK for independent general dental practice.

There is relatively little data on the preparedness of UK dental graduates for independent general dental practice. Two recent studies have indicated that graduates appear well prepared, but although quantifying the level of preparedness, they provide limited understanding of the underlying factors contributing to preparedness. This study aims to more deeply understand the contributing factors leading to assertions of graduate preparedness using focus groups of final year dental students, and semi-structured interviews of senior faculty members. Three UK dental schools were visited in order to conduct both study elements. Focus groups and semi-structured interviews were audio recorded and fully transcribed. Thematic analysis of the transcripts resulted in the production of a thematic matrix. The major categories of the thematic matrix were classified as extrinsic; including the role of educators and features of the course, and intrinsic; relating to fear of the unknown, the development of adult learning abilities and less easily identifiable attributes in the development of competence, which became known as 'bricks and mortar'. Students felt that the most important factor affecting their preparation was clinical exposure. Outreach placements were felt to be particularly useful, the simulation of general dental practice being highly valued by final year students. The interaction with educators was also felt to be a key influence on preparedness, with the involvement of general practitioners in dental school teaching felt to be helpful, perhaps giving students an extended exposure to general practice. It is hoped that the rich data derived from this study may allow an invaluable insight into factors contributing to preparedness of new dental graduates, which may then be considered in the light of any proposed changes in the curricula or syllabi.

Contemporary teaching of bridges (fixed partial dentures) in Ireland and United Kingdom dental schools.

Aim The aim of this study was to investigate and describe the current teaching of bridges (fixed partial dentures) within dental schools in Ireland and the United Kingdom. The authors previously surveyed this teaching in 2009. Method Following receipt of positive ethical approval, an online survey was distributed to the 18 dental schools in Ireland and the United Kingdom with primary dental degree programmes in 2017. This questionnaire sought information about the current nature and extent of dental school teaching of bridges, including clinical techniques taught. Information was also sought on current and future challenges to teaching in this area. Results Responses were received from all 18 schools invited to participate (response rate = 100%). There was diversity in the range of exercises completed in preclinical courses for bridgework: the greatest commonality was seen in relation to preparation exercises for fixed-fixed posterior conventional bridges (n = 14 schools) and cantilever anterior resin-retained bridges (n = 13 schools). Fourteen schools required students to complete a preclinical assessment before they were permitted to provide bridgework in a clinical setting. Anterior cantilevered resin retained bridges were the most common clinical treatment provided (average = 1.67 bridges per student per respondent school; range = 0–3), representing a two-fold increase since the 2009 survey, which indicated that the equivalent mean was 0.83 per student. Two schools permitted their students to provide all-ceramic anterior bridges clinically. Five schools reported that their teaching of bridges had reduced over the past 5 years. Within the respondent schools, the most common challenges cited to teaching bridges was a lack of suitable patients (13 schools) and lack of time within the primary dental degree programme (7 schools). Conclusions This study found increased student experience in the clinical provision of bridgework, in particular the provision of anterior cantilever resin-retained bridges, compared to the time of the last survey in 2009. Aspects of the teaching of removable partial dentures and implant dentistry should be surveyed to identify how these areas of teaching are adapting to changing patterns of oral healthcare and the further refinement of developing technologies in these areas.