Dental Student Skills in Matching Radiographs for Forensic Identification and in Forensic Knowledge

Abstract

Purpose and Objectives. Dental and dental hygiene curricula must meet the core competencies established by the American Dental Association Commission on Dental Accreditation. As a result, there is limited time to expose students to the research and knowledge associated with additional important topics, such as dental forensics. The purpose of this research is to assess dental forensic knowledge and dental forensic radiographic skills of dental students. Methods. Ten radiographs of extracted permanent maxillary molars were exposed. One of the teeth was heat-altered to 600°F (315.6°C) for 15 minutes and then was radiographed. The 11 radiographs were presented to 152 dental students who were asked to match the radiograph of the heat-altered tooth to the original radiograph of that tooth. Students were also asked to respond to a 10-question survey about dental forensic knowledge. Results. Most (92.1%) students matched the heat-altered tooth’s radiograph with the original radiograph. Five survey questions had at least 70% of the respondents with correct responses. There were no statistically significant differences by dental class status or sex. Conclusion. Although dental students were competent in matching radiographs, there remains a need for more knowledge about dental forensics.

Undergraduate dental students and their potential role in disaster victim identification procedures: A scoping review under a Chilean perspective

“…38,43 The inclusion of dental UGs in initiatives of strategy sessions and hands-on training drills for MFI response has proven to be scarce but effective, 15,19,20,44,45 but also dependent on a necessary legislative modification to be able to incorporate these students in an eventual DVI response. 29,46,47 The students have little knowledge but a good learning attitude 27 ; although cautiously, Wenzel et al 25 15,41,48 This knowledge is addressed to a greater or lesser extent by FO curriculums (this is also evident in this review), although its inclusion in UG studies is highly dissimilar and depends on local variables. 19,44,45,47 However, knowing how to perform a forensic dental identification is not the same as having the knowledge to participate in a DVI procedure.…”

“…Although the authors agree with Mânica et al on that, this knowledge should be indispensable for any dentist, 41 almost all of the surveys reviewed have placed them amongst the most important thematic axes to be addressed by FO in a dental curriculum. The knowledge and practice that are not standard for a classic dental curriculum are on the second level : morgue activity, different techniques for dealing with skeletonized/decomposed/charred human remains, comparative methods of forensic dental ID, concepts of anthropology, criminology or even court strategies in both civil and criminal cases 15,41,48 . This knowledge is addressed to a greater or lesser extent by FO curriculums (this is also evident in this review), although its inclusion in UG studies is highly dissimilar and depends on local variables 19,44,45,47 .…”

Dental hygiene students' matching accuracy when comparing antemortem dental radiographs and oral photographs to simulated postmortem WinID3® odontograms

“…Therefore, many AM dental radiographs are products of dental hygienists' professional expertise regarding proper visualization and presentation, and much of the evidence‐based diagnostic conclusions made by dentists are done in consultation with dental hygienists serving as the initial image interpreter. Dental hygienists complete Commission on Dental Accreditation (CODA) educational programs and are eligible for licensure as competent and self‐directed in radiation scientific principles, use of radiography equipment, quality assurance, and interpretation of findings [ 11 , 12 , 13 ]. Radiography education and practice performed on mounted skulls and live patients are an integral part of laboratory and clinical hours for dental hygiene curriculum [ 11 , 14 ].…”

“…Dental hygiene formal education standards and guidelines encompass the skills of recognizing and discriminating between unique features of dental materials, anatomical features, and pathology during clinical examinations, dental record keeping, and radiographic interpretation [ 11 , 14 ]. However, despite recommendations [ 13 , 15 , 35 , 36 , 37 , 38 ], forensic odontology is rarely included in dental hygiene formal education, and the scientific literature does not adequately address dental hygienists' ability to perform DVI tasks due to transferrable skills. Therefore, the aim of this study was to assess the ability of senior dental hygiene students to accurately match simulated cases based on AM radiographs and oral photographs to PM WinID3 ® odontograms as possible transferrable DVI skills gained during formal education.…”