The aims of this study were: (1) to evaluate the overall reproducibility and accuracy of the International Caries Detection and Assessment System (ICDAS) for assessing coronal caries lesions, and (2) to investigate the use of systems associated with the ICDAS for activity assessment of coronal caries lesions. Specific search strategies were adopted to identify studies published up to 2016. For the first objective, we selected studies that assessed primary coronal caries lesions using the ICDAS as a reference standard. A total of 54 studies were included. Meta-analyses summarized the results concerning reproducibility and accuracy (correlation with histology, summary ROC curves [SROC], and diagnostic odds ratio [DOR]). The latter 2 were expressed at D1/D3 levels. The heterogeneity of the studies was also assessed. Reproducibility values (pooled) were > 0.65. The ICDAS mostly presented a good overall performance as most areas under SROC were > 0.75 at D1 and > 0.90 at D3; DOR ≥6. For the second objective, we selected studies investigating activity assessment associated with the ICDAS. The meta-analyses pooled results based on the same methodology and parameters as above. Longitudinal findings regarding caries progression were described to estimate the validity of these systems. On average, the systems for activity assessment of caries lesions showed moderate values concerning reproducibility and overall performance. Active caries lesions were more prone to progress than inactive ones after 2 years. In conclusion, the ICDAS presented a substantial level of reproducibility and accuracy for assessing primary coronal caries lesions. Additional systems associated with the ICDAS that classify caries lesion activity can be useful as they are moderately reproducible and accurate.

These findings suggest that the simplest interventions for approximal initial caries lesions cause less discomfort for children and should be applied where possible.

BackgroundApproximal surfaces are a challenge to caries lesions control. Silver diamine fluoride (SDF) is a simple,low-cost and promisor intervention for arresting caries lesions, but it has never been tested on approximal surfaces. Our aim is to evaluate the efficacy and cost-efficacy of SDF in arresting initial lesions compared to resin infiltration and exclusively flossing (control group). Our second aim is to assess discomfort and satisfaction regarding interventions.Methods/designThis is a randomized clinical trial, double-blinded, placebo-controlled study. Children/adolescents presenting at least one approximal initial caries lesion in primary molars/permanent premolars and molars will be included. Surfaces with advanced dentine lesions identified by radiography and participants who refuse to participate or present negative behaviors will be excluded. A minimum sample size of 504 surfaces will be required for each subgroup. Individuals will be randomly allocated in three groups of interventions: SDF, resin infiltration, and control group. Depending on the allocation, the patients will receive the active treatment and respective placebo therapies. All patients will be oriented to daily flossing the included surfaces. Our primary outcome will be caries progression by clinical and radiographic examinations. Appointments will be timed and costs of materials will be considered to calculate cost-efficacy. Patient discomfort will be assessed after interventions. Parent and patient satisfaction with the treatment will be collected after treatment and in the last follow-up visit. Individuals will be assessed at 1 and 3 months after treatment to evaluate dental biofilm and at 6, 12, and 24 months to assess caries progression by visual examination and/or radiography. Multilevel analyses will be used to verify if the type of treatment influenced on the tested outcomes. Costs will be compared and analyses of cost-efficacy will be performed. Poisson analysis will test the association between intervention and reported discomfort and satisfaction.DiscussionOur hypothesis is that SDF is the most cost-efficacious option from all tested interventions. If our hypothesis is confirmed, the use of SDF in private and public contexts could represent an easier and effective option in the treatment of enamel approximal caries in children/adolescents.Trial registrationClinicalTrials.gov (NCT01477385), Initial release: 11/16/2011: last update: 06/02/2014.Electronic supplementary materialThe online version of this article (doi:10.1186/1745-6215-15-448) contains supplementary material, which is available to authorized users.

BackgroundTutored laboratorial activities could be a manner of improving the competency development of students. However, its impact over conventional theoretical classes has not yet been tested. Additionally, different university contexts could influence this issue and should be explored.ObjectiveTo assess the impact of a tutored theoretical-practical training for teaching undergraduate students to detect caries lesions as compared with theoretical teaching activities. The impact of these teaching/learning activities will be assessed in terms of efficacy, cost/benefit, retention of knowledge/acquired competences, and student acceptability.MethodsSixteen centers (7 centers from Brazil and 9 centers from other countries throughout the world) are involved in the inclusion of subjects for this protocol. A randomized controlled study with parallel groups will be conducted. One group (control) will be exposed to a 60- to 90-minute conventional theoretical class and the other group (test) will be exposed to the same theoretical class and also a 90-minute laboratory class, including exercises and discussions based on the evaluation of a pool of images and extracted teeth. The mentioned outcomes will be evaluated immediately after the teaching activities and also in medium- and long-term analyses. To compare the long-term outcomes, students who enrolled in the university before the participating students will be interviewed for data collection and these data will be used as a control and compared with the trained group. This stage will be a nonrandomized phase of this study, nested in the main study. Appropriate statistical analysis will be performed according to the aims of this study. Variables related to the centers will also be analyzed and used to model adjustment as possible sources of variability among results.ResultsThis ongoing study is funded by a Brazilian national funding agency (CNPq- 400736/2014-4). We expect that the tutored theoretical-practical training will improve the undergraduate students’ performance in the detection of caries lesions and subsequent treatment decisions, mainly in terms of long-term retention of knowledge. Our hypothesis is that tutored theoretical-practical training is a more cost-effective option for teaching undergraduate students to detect caries lesions.ConclusionsIf our hypothesis is confirmed, the use of laboratory training in conjunction with theoretical classes could be used as an educational strategy in Cariology to improve the development of undergraduate students’ skills in the detection of caries lesions and clinical decision-making.

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O presente estudo propõe um método para o ensino de detecção e avaliação de lesões de cárie, utilizando o Sistema Internacional de Avaliação e Detecção de Cárie (ICDAS) como ferramenta auxiliar. Sessenta e dois estudantes do quarto ano do curso de graduação em Odontologia da Universidade de São Paulo foram submetidos a três atividades de treinamento para uso do ICDAS, aplicadas em diferentes momentos: aula teórica convencional, atividade com projeção de imagens e atividade prática-laboratorial com dentes extraídos. Os estudantes responderam a questionários, antes e após as atividades, para avaliação do conhecimento e da percepção sobre as mesmas. Também foi realizada avaliação prática, com avaliação de dentes extraídos. Após os exercícios laboratoriais, a média de respostas corretas para questões conceituais aumentou significativamente e se manteve até o final da atividade laboratorial. Quem acreditava estar bem preparado no início da atividade teve 3 vezes mais chances de alcançar nota acima de 5 no segundo momento da atividade prática-laboratorial (OR=3,1; 95% IC=1,0 – 9,1). Concluiu-se que a atividade prática-laboratorial contribui para o aprendizado de estudantes de graduação na detecção de lesões cárie, inclusive sanando dúvidas conceituais que possam existir após a aula teórica. Todavia, a percepção do estudante pode não ser impactada pela atividade.

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Este estudo avaliou a retenção de conhecimento, em médio prazo, de graduandos expostos a uma atividade educativa de detecção de cárie. Esta é uma parte do estudo multicêntrico IuSTC. Alunos dos últimos anos foram convidados a participar e passaram pela atividade. Foram avaliados quanto à retenção do conhecimento após 1,5 ano. Avaliações teóricas e práticas (pontuadas de 0 a 10) foram preparadas para avaliar conhecimento, habilidades e atitudes. Os escores foram definidos como desfechos.  Análises de regressão multinível testaram a associação entre a performance dos alunos e sua percepção sobre a importância da atividade dentro do seu currículo.  Particularidades relacionadas à performance em tópicos específicos e diferentes tipos de avaliação também foram explorados. 302 alunos participaram das avaliações. Em média, os alunos tiveram medias (desvio-padrão (DP), de 6,68 (1,88) teórica e 5,5 (2,27) prática. A percepção dos alunos esteve associada com sua performance. Na avaliação teórica, os alunos tiveram pior performance ao relacionar a condição clínica com a histológica (21% de acertos) ou em justificar a conduta frente a lesões inativas (36% de acertos). Na avaliação prática, 70-90% dos alunos demonstraram habilidade de detectar, avaliar atividade e tomar decisões clínicas frente a lesões iniciais e severas, enquanto 50% avaliaram adequadamente as lesões moderadas e apenas 32% demonstrou atitude correta do manejo. Em conclusão, a retenção do conhecimento dos alunos está dentro do esperado em uma análise de médio prazo. Para alguns tópicos (por exemplo, relacionados a prática e justificativa de atitudes), a performance dos alunos tende a ser pior.