Dental students’ knowledge and perceptions of non‐invasive dental caries management

Abstract

Background: An evidence-based, risk-specific, and non-invasive modality for caries management was implemented in the University of Sydney dentistry curriculum. This study reviews its impact on student learning outcomes and their perceptions of the efficacy of a risk-based caries management. Methods: One hundred and nine Year 3 and Year 4 students were invited to complete a questionnaire to assess their understanding of the protocols and their perceptions of both the education process and value of the non-invasive treatment modality. Results: A response rate of 93% Year 3 and 46% Year 4 students was obtained. They correctly identified high and low risk cases but Year 3 students were inclined to misclassify medium risk cases. Most understood correctly that enamel lesions should be arrested and remineralized but were often more radical in dealing with dentine lesions. Students who believed the protocols were useful and who spent more time on preventive care were less likely to restore enamel and dentine lesions. Conclusions: A modest level of knowledge concerning application of the non-invasive caries management system to paperbased clinical case studies was demonstrated. Protocol misinterpretation may reflect inconsistent instruction by some clinical tutors. It is hoped that the promulgation of evidence-based dentistry will overcome these barriers in future.

Ability of Dentists and Students to Detect Caries by Using the International Caries Detection and Assessment System

“…23 Therefore, combined scientific knowledge, clinical practice, and participating in e-learning programs many times for long periods of time will improve their caries diagnostic skills to apply the ICDAS system in the clinic. 19,20,24,25 Faculty development training program on the ICDAS system has an effective impact on the learning of students, especially training to utilize evidence-based rationale of risk-based caries management. 26 Therefore, teaching staff who is familiar with the ICDAS system usually encourage students to implement it in their clinic.…”

“…Faculty development training program on the ICDAS system has an effective impact on the learning of students, especially training to utilize evidence-based rationale of risk-based caries management. 26 Therefore, teaching staff who is familiar with the ICDAS system usually encourage students to implement it in their clinic.…”

Dental student perception and assessment of their clinical knowledge in educating patients about preventive dentistry

“…Placing prevention within the confines of larger courses can cause students to dismiss the importance of risk assessment and prevention . The lack in emphasis of prevention in current dental school curricula may negatively influence student perceptions and opinions to the importance of incorporation into everyday dental practice . Additionally, the lack of emphasis on caries prevention in curricula can lead to the student's underappreciation of this topic to the patients' overall health .…”

“…The process of merely repairing the carious disease process and not adequately teaching prevention directly to our students and indirectly to our patients is falling short of educational obligations . Of importance is student knowledge and opinions about their educational experience in terms of disease prevention .…”

Evaluation of Therapeutic Decision for Treatment of Carious Lesions by Dental Students

“…Better alternatives [40,41]. are available, especially for the partial removal of carious dentine; however, such alternatives are generally ignored in favor of manual cutting instruments, which give the professional more ability to control their handling [42].…”