European dental students’ opinions on their local anaesthesia education

Objective: To investigate students’ opinion about theoretical and clinical training in local anaesthesia at different European dental schools. Materials and Methods: A questionnaire was designed to collect information about local anaesthesia teaching. Students’ opinion was quantified with five‐point Likert scales. The web‐based questionnaire was distributed through European Dental Students Association contacts amongst students of 25 different dental schools. Eight hundred and eighteen completed questionnaires from students of 12 dental schools were analyzed statistically. Results: Dental schools showed a wide variation in the beginning of the theoretical teaching of local anaesthesia and the practical teaching. A preclinical training model was used by a small number of students, but these students found it a useful preparation. Many students felt insufficiently prepared when they administered their first injection in a human (17–81%). In dental schools from the UK, Ireland, Sweden and the Netherlands, this first injection is administered to a fellow dental student, whilst in the other countries the first injection is usually performed in a patient. Instruction in mandibular block anaesthesia was frequently reported (81–100%) as well as in infiltration anaesthesia of the upper and lower jaws (78–100% and 30–93% respectively). Many students expressed that they like to receive teaching in intraligamentary anaesthesia (13–70%). Other changes in the curriculum were also frequently suggested (33–100%), especially the introduction of preclinical training models and practical teaching earlier in the curriculum. Conclusion: Local anaesthesia teaching programmes and the rating of this teaching by dental students show a considerable variation across European dental schools. Students considered better preparation highly desirable. The variability in programmes may have implications for mobility of students between European dental schools.     

Dental students on instruction in local anaesthesia

In order to find out how dental students feel about their education in the application of local anaesthesia, a questionnaire was distributed via e-mail among all dental students in the Netherlands. A total of 397 completed questionnaires were analyzed statistically. At all 3 dental schools in the second year instruction in theoretical aspects of local anaesthesia began. Practical teaching began in the second or third study year. A preclinical training model was used by 15% of the students in Amsterdam, 20% of the students in Nijmegen and 35% of the students in Groningen. When they administered their first injection in a human, a fellow dental student in 91-98% of all cases, 24-74% of the students felt that they were insufficiently prepared. 35-52% of the students said that they would also like to receive instruction in intraligamentary anaesthesia in the dental curriculum. Other changes in the curriculum were also frequently suggested, especially the introduction of preclinical training models (29%, 55% and 56% for Groningen, Nijmegen and Amsterdam respectively).     

A survey of the teaching of conscious sedation in dental schools of the United Kingdom and Ireland

AIM: To assess and compare, for the first time, the quantity and quality of dental undergraduate teaching in conscious sedation in the dental schools of the UK and Ireland. This was achieved using a prospective, questionnaire-based survey. METHODS: Questionnaires were designed to collect information about undergraduate sedation education from teaching staff and final year dental undergraduates at the 16 dental schools in the UK and Ireland. Staff questionnaires were distributed to a nominated sedation teacher at each dental school and sought details of didactic and clinical sedation teaching methods, plus the quantity and perceived quality of sedation teaching. Student questionnaires were distributed to 5th year dental students and enquired about the quantity and quality of clinical sedation teaching received. The survey was undertaken during May-June 1998. RESULTS: Thirteen dental schools returned staff questionnaires (81%). Seven also provided a student response (44%). The proportion of final year students within the 7 schools who returned completed questionnaires was 38%. Sedation teaching was undertaken primarily by oral surgery and paediatric dental departments. Three schools also utilised anaesthetic departments and 2 schools had dedicated dental sedation departments. All but 2 schools provided didactic teaching on sedation (mean: 4.2 lectures, 1.8 seminars). Of the 7 schools which returned staff and student questionnaires, all provided some clinical training using inhalational and intravenous demonstration cases (mean 5.1 and 4.4 cases, per student, respectively). All but one school provided hands-on inhalational sedation experience (mean 2.6 cases per student) but only two schools provided any hands-on intravenous sedation experience. The quantity of hands-on experience was greater at the two dental schools with dedicated dental sedation departments. Across the schools students rated the overall quality of sedation teaching at average or above, but most staff graded the overall quality of teaching at below average. CONCLUSION: Dental undergraduate sedation teaching shows considerable variation across the dental schools surveyed. At most schools students gained little or no hands-on experience in sedation, especially in intravenous techniques. The undergraduate foundation for sedation education must improve if conscious sedation is to become the principal alternative to general anaesthesia in dental practice.     

Perceptions of intimidation and bullying in dental schools: A multi‐national study

Objectives : To determine first year dental students' perceptions of intimidation by instructors and bullying by fellow students. Methods : Data were collected through a cross‐sectional survey of first year dental students from seven dental schools representing five countries; one each from Romania, South Africa, Australia and the USA, and three from Malaysia. Self‐report questionnaires were administered to participants at least six months after they had commenced their dental degree course during 2005–6. Results : Over a third (34.6%) reported that they had been intimidated or badly treated by their tutors/instructors and 17% reported that they had been bullied or badly treated by their fellow students in the recent past. There were statistically significant differences in reports of intimidation by instructors between the different dental schools. Intimidation by instructors was associated with a history of medication use for stress, anxiety and depression, and perceived stress in the past month. There were no statistically significant variations in reports of bullying by fellow students between different dental schools. Bullying by fellow students was associated with dieting to lose weight, self‐reported general health and perceived stress. Conclusions : This multi‐national study highlights that intimidation and bullying is prevalent within dental teaching and training environments. Future research is needed to explore their impact on students' well‐being and academic progress as well as on patient care. Clinical Implications : Dentists are the best recruiters for the profession. If the dental school experience is a negative one it can have significant impact on the future of the profession.     

The Dental Student as Technician: An 18-Year Follow-Up of Preclinical Laboratory Programs

In 1977, a survey of American and Canadian dental schools was conducted by Weintraub to determine the delegation of laboratory procedures in preclinical and clinical complete and removable partial denture programs. This was performed in light of challenges raised to the value of requiring dental students, rather than laboratory technicians, to perform the various laboratory procedures involved in the fabrication of complete and removable partial dentures. Since 1977, the rate of edentulism has declined in the United States, and fewer edentulous patients have sought regular dental care. In addition, approximately 20% fewer curriculum hours have been spent in dental schools in removable prosthodontic instruction; a declining number of graduating dental students have felt comfortable with their level of knowledge of removable prosthodontics, especially complete dentures, and have performed fewer removable prosthodontic procedures in practice because of a perceived lack of treatment cost-effectiveness. The present study, an 18-year follow-up to the 1977 survey, was designed to determine if such trends toward a deemphasis on removable prosthodontic treatment have affected the mechanisms of instruction in and the extent to which dental schools instruct students about removable prosthodontics laboratory procedures. The 1995 survey was mailed to 53 American dental schools. Forty-six schools returned the completed survey, for a response rate of 87%. Results showed that the proportion of schools with removable prosthodontic preclinical programs, especially those in removable partial dentures, increased, as did the relative amount of material presented to students in these programs. This was accomplished primarily through the enhancement of laboratory technician support, both in-house and commercial, of student preclinical removable prosthodontic laboratory procedures. The conflict between these outcomes and the call by the dental community, as well as that of the 1995 Institute of Medicine Study, for a reduced emphasis on teaching students about the technical details involved in removable prosthesis fabrication is recognized and explored.     

Predoctoral implant dentistry curriculum survey: European dental schools

PURPOSE: In 2002 a survey of European dental schools was conducted. The purpose of the survey was to determine the curricular structure, teaching philosophies and materials used in predoctoral implant dentistry courses. MATERIALS AND METHODS: Fifty-six European dental schools were randomly selected from the Association for Dental Education in Europe representing 33 countries. A questionnaire was mailed to the predoctoral implant dentistry director/chairperson of the selected European dental schools. Of these, 40 schools returned the completed survey, resulting in a response rate of 71%. The mean, median and range of responses were computed where applicable. RESULTS: The results from this survey show that 80% of the responding schools required a course in implant dentistry. Between 1997 and 1999 over a third of responding schools (36%) incorporated a predoctoral implant dentistry course into their curriculum. Eighty-seven per cent of the schools have some prosthodontists teaching the course. Thirty-seven per cent of schools are offering a laboratory course in conjunction with the implant course. Sixty-three per cent of the schools are not restoring implant cases at the predoctoral level. However, 68% of schools reported students are required to be present during implant surgery. Ten per cent of schools require that the implant-related laboratory work be completed by the students. CONCLUSIONS: Predoctoral implant dentistry educational programmes vary from school to school. Yet a large percentage of schools agree on certain topics, including the importance of including implant education in predoctoral dental programmes.     

The Dental Student as Technician: An 18-Year Follow-Up of Clinical Laboratory Programs

In 1977, a survey of American and Canadian dental schools was conducted by Weintraub to determine the delegation of laboratory procedures in preclinical and clinical complete and removable partial denture programs. This was performed in light of challenges raised to the value of requiring dental students, rather than laboratory technicians, to perform the various laboratory procedures involved in the fabrication of complete and removable partial dentures. Since 1977, the rate of edentulism has declined in the United States, and fewer edentulous patients have sought regular dental care. In addition, approximately 20% fewer curriculum hours have been spent in dental schools in removable prosthodontic instruction; a declining number of graduating dental students have felt comfortable with their level of knowledge of removable prosthodontics, especially complete dentures, and have performed fewer removable prosthodontic procedures in practice because of a perceived lack of treatment cost-effectiveness. The present study, an 18-year follow-up to the 1977 survey, was designed to determine if such trends toward a deemphasis on removable prosthodontic treatment have affected the mechanisms of instruction in and the extent to which dental schools instruct students about removable-prosthodontics laboratory procedures. The 1995 survey was mailed to 53 American dental schools. Forty-six schools returned the completed survey, for a response rate of 87%. Results showed that the relative amount of material presented to students in clinical removable prosthodontics programs increased, primarily through the enhancement of laboratory technician support, both in-house and commercial, of student clinical removable prosthodontic laboratory procedures. The increase was greater than in preclinical removable prosthodontic programs, which were described in a companion article. The conflict between these outcomes and the call by the dental community, as well as that of the 1995 Institute of Medicine Study, for a reduced emphasis on teaching students about the technical details involved in removable prosthesis fabrication is recognized and explored.     

Teaching the principles of epidemiology to dental students

abstract The report presents findings from a survey, conducted in early 1969, of the teaching of the principles of epidemiology at 20 schools of dentistry in the United States. The report includes information about the expectations dental students had of instruction in the subject. Students from six schools also supplied evaluative information about instruction received. Dental students anticipating instruction in epidemiology and dental students who received instruction in epidemiology considered the subject to be relevant to their education. However, six of 13 classes which received instruction in epidemiology rated the instruction as somewhat boring and ineffective. The report concludes with a few suggestions about possible ways to remedy the observed weaknesses in the teaching of epidemiology to dental students.     

Survey of Vital Pulp Therapy Treatment in Permanent Dentition Being Taught at U.S. Dental Schools

IntroductionIn May 2021, the American Association of Endodontists released a Position Statement on Vital Pulp Therapy (VPT) as a conservative means by which to treat inflamed vital pulps in permanent dentition. The objective of this study was to conduct a survey to understand how U.S. dental schools are educating their students regarding VPT.MethodsThis survey was administered through Qualtrics. Participation was voluntary and anonymous.Results43 of 66 (65%) of the dental schools in the United States completed the survey. All schools (n = 43) indicated that students receive a didactic lecture about VPT on permanent teeth. In contrast, 14 of 43 (33%) schools teach VPT on permanent teeth as a technique exercise in the simulation/pre-clinic; 29 of 43 (67%) do not. Fifty percent of newer dental schools (0-15 years) teach VPT on permanent teeth as a simulation/pre-clinic technique exercise compared with 30% of older dental schools (16 years or older). In older schools, VPT is taught by endodontists 59% of the time, whereas the percentage of endodontists teaching in newer schools is roughly half of that (33%).ConclusionA paradigm shift in endodontics has occurred due to the development and use of bioceramic dental materials. The standard of dental care is shifting in favor of more conservative treatment options. The results of the study indicate that there is a deficiency in the number of U.S. dental schools teaching VPT on permanent teeth as a simulation/pre-clinic technique exercise.     

Teaching the placement of posterior resin-based composite restorations in U.S. dental schools

BACKGROUND: In light of the increased use of and demand for posterior resin-based composite restorations in dental practice, the authors investigated U.S. dental schools' current teaching with regard to placement of posterior composite restorations. METHODS: In early 2005, the authors invited 52 schools to participate in an e-mailed survey. RESULTS: The authors received 47 completed responses, for a 90 percent response rate. Although all schools provided didactic and clinical teaching in the placement of occlusal resin-based composites in posterior teeth, the survey results showed variation in teaching the use of two- and three-surface occlusoproximal composites. CONCLUSIONS: The survey findings demonstrate a marked change in instruction in placement of posterior resin-based composite restorations in U.S. dental schools during the last five to 10 years. However, the authors found much variation in the nature and extent of the instruction and techniques taught. CLINICAL IMPLICATIONS: Dental schools need to ensure that their graduating students are well-prepared for independent clinical practice.     

Teaching the principles of epidemiology to dental students

abstract The report presents findings from a survey, conducted in early 1969, of the teaching of the principles of epidemiology at 20 schools of dentistry in the United States. The report includes information about the expectations dental students had of instruction in the subject. Students from six schools also supplied evaluative information about instruction received. Dental students anticipating instruction in epidemiology and dental students who received instruction in epidemiology considered the subject to be relevant to their education. However, six of 13 classes which received instruction in epidemiology rated the instruction as somewhat boring and ineffective. The report concludes with a few suggestions about possible ways to remedy the observed weaknesses in the teaching of epidemiology to dental students.     

Teaching of all-ceramic restorations in central European dental schools: a survey

The teaching of all-ceramic restorations in Central European dental schools in the mid 1990s has been surveyed. Based on a 65% response, the findings indicate that the majority of undergraduate (pre-doctoral) students receive instruction in all-ceramic restorations with >75% gaining clinical experience in the use of such restorations prior to graduation. When clinical experience was not received, formal instruction, either in the regular curriculum or in elective studies was generally available. All the schools, with one exception, anticipated that the importance of teaching all-ceramic restorations would increase or at least stay the same. In general, the findings were similar to those reported in studies of the teaching of all-ceramic restorations in North America, Scandinavia, and the UK and Ireland, especially in relation to luting systems, contraindications and finishing instrumentation. However, clinical requirements for all-ceramic restorations in Central European dental schools were more common than in dental schools in North America, Scandinavia and the UK and Ireland.     

Teaching students the repair of resin-based composite restorations: a survey of North American dental schools

BACKGROUND: The purpose of this study was to evaluate whether North American dental schools teach students to repair resin-based composite, or RBC, restorations and to compare the findings with those from similar European surveys. MATERIALS AND METHODS: The authors mailed a 15-item questionnaire to 64 dental schools in the United States, Canada and Puerto Rico. The survey asked whether the school taught repair of RBC restorations and inquired about the respondent's experience with such procedures. Questions also elicited reasons why schools taught or did not teach repair, information in regard to relevant decision-making processes, criteria for deciding whether to perform repairs and the nature of the instruction (theoretical, practical, preclinical or clinical). RESULTS: Fifty-two (81 percent) of 64 schools participated in the survey. Thirty-seven (71 percent) of the respondents reported that they taught undergraduate students repair techniques as an alternative to replacing failing RBC restorations. Twenty-seven (73 percent) of these 37 schools reported that such teaching was at the clinical level, while only three schools (8 percent) reported that it was included in formal lectures as part of preclinical courses. The major reasons given for teaching students how to repair RBC restorations were tooth structure preservation and reduction of potentially harmful effects on the pulp. Indications included the correction of marginal defect and marginal discoloration. CONCLUSIONS: More than one-half of the respondents reported that they taught repair of RBC restorations and that patients were willing to accept such treatment. Most schools considered the repair of RBC restorations to be a definitive measure and reported that, on average, expected a repaired RBC restoration to have a longevity of four years.     

Policies and practices of European dental schools in relation to smoking; a ten-year follow-up

OBJECTIVE: To investigate the policies and practices of European dental schools in relation to smoking as a ten-year follow-up. DESIGN: A postal survey questionnaire. SETTING: European dental schools in 2003. MATERIALS AND METHODS: Two hundred and one European dental schools were identified from the DentEd database. A postal questionnaire was sent to each with up to three follow-up letters to non-responders. MAIN OUTCOME MEASURES: Results were tabulated and compared with the previous study (1993). RESULTS: The effective response rate (allowing for errors in the database) was 149 of 199 schools (72%). Eighty schools (59%) had written tobacco policies, 132 (92%) banned smoking in clinical areas, 127 (89%) in non-clinical areas and 122 (85%) in public access areas. One hundred and seven (76%) expected students to take tobacco histories from all patients, while 79 (69%) and 100 (70%) respectively taught students anti-smoking advice and expected them to give such advice. The number of schools teaching the role of tobacco in oral cancer aetiology was 133 (93%), in periodontal disease was 135 (94%) and in osseointegrated implant failure was 127 (91%). There was considerable regional variation between northern, southern and eastern Europe.Direct comparison of the responses of the 78 schools that replied in both 1993 and 2003 showed some improvements in most of their policies and practices. However, there was some deterioration in the practices of southern European schools. CONCLUSIONS: While improvements were seen in the practices of most schools, comparison with recent US data suggests that European schools lag behind. However, self-selection of respondents may have introduced bias into the results.     

Teaching ethics in dental schools: trends, techniques, and targets

The importance of promoting ethical behavior in dental students is reflected in the emphasis on formal ethics teaching within the curricula of most dental schools. Over the last three decades, dental educators have addressed the need for ethics training and examined varied teaching approaches. Today, state-of-the-art ethics education has moved from purely didactic instruction to more interactional teaching methods that promote student introspection and group problem-solving. This paper provides an overview of trends in ethics teaching in dental schools and the current teaching approaches advocated in health science schools. In addition, future needs in dental ethics education are explored including the importance of addressing the unique aspects of the dental education environment.     

Assessment of teaching effectiveness in U.S. Dental schools and the value of triangulation

The routine evaluation of teaching effectiveness is important in improving faculty, departmental, and institutional efforts. There are three main categories of assessments: those performed by students, peers, and self. Although each category is independently valid, a collection of data from all three categories leads to a more comprehensive outcome and a creation of a triangulation model. The purpose of this study was to identify commonly used methods of assessing teaching effectiveness and to suggest the use of a triangulation model, which has been advocated in the literature on performance assessment as an optimal approach for evaluating teaching effectiveness. A twelve-question survey was sent to all U.S. dental schools to identify evaluation methods as well as to find evidence of triangulation. Thirty-nine out of fifty-seven schools responded. The majority of the schools used student evaluations (81 percent) and peer reviews (78 percent). A minority of schools reported using self-evaluations (31 percent). Less than one in five dental schools reported using all three strategies to achieve triangulation (19 percent). The three most commonly used evaluation methods ("performed routinely") were all in the student evaluation category. Less than half of the schools routinely evaluated clinical teaching effectiveness by any means (42 percent). In conclusion, dental schools should implement a triangulation process, in which evaluation data are obtained from students, peers, and self to provide a comprehensive and composite assessment of teaching effectiveness.     

Attitudes of Irish dental, dental hygiene and dental nursing students and newly qualified practitioners to tobacco use cessation: a national survey

BACKGROUND: Ireland has some of the strictest smoking regulations in the world. Little is known of the attitudes of student Irish dental healthcare workers towards tobacco control and tobacco use cessation. This study aimed at determining the knowledge and attitudes of these students towards the deleterious effects of tobacco in the mouth and towards tobacco use cessation in dental practice. METHOD: A questionnaire survey was distributed to 654 students (including newly qualified) on dentistry, dental hygiene and dental nursing programmes in Irish dental schools. Information sought included college, course, year of study, sex, age, nationality, smoking status, knowledge of effects of tobacco in the mouth and attitudes towards tobacco use cessation in dental practice and towards the Irish smoking bans. MAIN FINDINGS: There was a 90% response rate. In all, 12% of dental students, 25% of dental hygiene students and 31% of dental nursing students were current smokers. Newly qualified dental hygienists were as knowledgeable about tobacco effects in the mouth as newly qualified dentists. Overall, the majority in each student category believed that all three groups could be effective tobacco counsellors and should provide tobacco use cessation counselling to patients, although less than half of evening course dental nursing students felt that dental nurses could be effective counsellors or should provide counselling. There was overwhelming support for the Irish smoking ban. Only a minority of dental students and dental nursing students had received instruction in tobacco use cessation counselling. CONCLUSIONS: There are strong positive attitudes to tobacco use cessation counselling in dental practice among these young dental healthcare students. This is true even amongst those who have not received specific instruction in tobacco use cessation counselling.     

Special care dentistry for people with intellectual disability in dental education: an Italian experience

Aim:  This study documented: (i) the curriculum in special care dentistry in the Italian dental schools, as perceived by Deans and by students, (ii) the rate of satisfaction of dental students with their curricular education in special care dentistry, (iii) the attitude of the dental students towards special care dentistry and towards the 'Special Smiles' programme.
Methods:  The quality and amount of didactic and clinical training delivered by each dental school for subjects with intellectual disability (ID), the interest of students towards this health field and the 'Special Smiles' programme were collected. Self-administered surveys were sent to the Dean and to all the final year students of all dental schools in 20 Italian Universities.
Results:  Only four Deans of the 20 dental schools answered the survey, stating to provide didactic and clinical education in special care dentistry. A 51% of student response rate was obtained. Dental students reported to spend about 4% of didactic and 5% of clinical training in the dental care for ID subjects. Most students (83%) rated the training they had received on the topic to be poor. Over 50% of students expressed interest in working in dental offices specifically dedicated to ID patients and 25% of students wished to become Special Smiles volunteers.
Conclusions:  Although the paucity of didactic and clinical training in dental care for ID patients, this survey demonstrated a high level of student's interest in learning more about treating these subjects. The current results could suggest to revise the curricular standards of dental schools, by promoting ID-oriented education programmes.     

Comparison of clinical practice education in dental hygiene schools in eight countries

Objectives: The profession of dental hygienist is one of the few in which the primary function of the practitioner is to prevent oral disease and to promote the well‐being of patients. The aim of this study was to investigate clinical training conditions in schools of dental hygiene in eight countries (the USA, Canada, the UK, Sweden, Denmark, Thailand, South Korea and Japan). Methods: In 2006, we sent out a questionnaire in which we asked dental hygiene schools about how they educate dental hygiene students. Results: The techniques taught to students in schools in Western industrialised nations, such as the USA, Canada, Denmark, the UK and Sweden, were mainly related to dental preventive measures and dental health guidance. By contrast, training schools in South Korea and Japan placed less emphasis on dental preventive measures and dental health guidance. Dental hygienists in Thailand are trained to perform local anaesthesia and to fill and extract deciduous teeth although the country does not have a specific qualification system. Conclusions: The contents of clinical training and education in schools of dental hygiene differ greatly among countries.     

Geriatric dentistry education in European dental schools

As the numbers of elderly adults continue to grow within European populations, the need for dental students to be trained in the management of geriatric patients becomes increasingly important. Many dental schools have developed training programmes in geriatric dentistry in response to the changing oral health needs of older adults. The purpose of this on-line survey was to identify the current status of geriatric dentistry education in European dental schools. A questionnaire relating to the teaching of geriatric dentistry was posted on the Internet, and 194 dental schools in 34 European countries were invited to participate. Data from completed questionnaires were submitted to the investigators via email from 82 schools in 27 countries (42% response rate). Thirty-six percent of schools offered a specific geriatric dentistry course that included didactic teaching or seminar groups, 21% taught geriatric dentistry by means of organised presentations in the curriculum, and 36% taught the subject by occasional lectures. 7% of schools did not teach geriatric dentistry at all. A clinical component to the geriatric dentistry curriculum was reported by 61% of schools and 18% reported operating a specific geriatric dentistry clinic within the school. Of those providing clinical geriatric dentistry training, it was provided within the school in 45% of cases, with a further 29% of schools providing training both within the school and at a remote location. Seven percent of schools operated a mobile dental clinic for treating geriatric patients. Twenty-eight percent of schools had a geriatric programme director or a chairman of a geriatric section and 39% indicated that they plan to extend the teaching of geriatric dentistry in the future. Geriatric dental education has clearly established itself in the curricula of European dental schools although the format of teaching the subject varies widely. It is of concern that geriatric dentistry was not taught at all in 7% of schools. No data are available concerning whether or not geriatric dentistry is taught in the 58% non-responding schools.