An evaluation of case difficulty, operator abilities, when and how to refer

Haug, Sivakami Rethnam; Brundin, Malin; Furuholm, Jussi; Siukosaari, Päivi

doi:10.56373/2023-2-4

Cited by 1 publication

(1 citation statement)

References 29 publications

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“…2.3 Be competent at identifying endodontic treatment complexity. Case assessment guidelines or tools such as the Endodontic Complexity Assessment Tool (Essam et al., 2021), Nordic Endodontic Assessment Form (Haug et al., 2023), EndoApp (Shah & Chong, 2018), the Dutch Endodontic Treatment Index (Ree et al., 2003) and the American Association of Endodontists Endodontic Case Difficulty Assessment Form and Guidelines (2010) may provide a helpful framework for structured patient evaluation, and the identification of clinical challenges. [Supporting Clinical LO].…”

Section: Capabilities Expected Of a Graduating European Dentist In En...mentioning

confidence: 99%

EUROPEAN SOCIETY OF ENDODONTOLOGY Undergraduate Curriculum Guidelines for Endodontology

Baaij,

Kruse,

Whitworth

et al. 2024

Int Endodontic J

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Undergraduate education should accomplish graduates who are skilled to provide quality care for patients, who are aware of their scope of practice, competency level and limits and who are open to referring patients whose needs are beyond their own skills and experience. They should also become self‐efficacious. Quality performance begins with good diagnosis and decision‐making. Graduates should understand when to treat, why to treat, what to treat and how to treat. These guidelines include a list of capabilities that the graduating student will be expected to have achieved to provide a minimum level of competency in endodontics. Theoretical knowledge, practical skills, understanding and insight should be assessed, with both formative and summative assessment procedures, making use of reflection and feedback. Endodontic procedures should be undertaken within the context of comprehensive patient care and should be evidence based. Students should not perform treatments on patients until they have demonstrated in a pre‐clinical setting that they possess the required skills. Only if it is not possible to simulate a specific procedure sufficiently in a pre‐clinical setting should students learn this procedure by performing it clinically under close supervision. Clinical endodontics should ideally be supervised by endodontists or by staff with special knowledge, interest and self‐efficacy in endodontics. It is advised to ensure that students apply their knowledge and practice their skills periodically throughout the continuum of endodontic education until graduation. A philosophy of lifelong learning and evidence‐based practice should be instilled in all dental undergraduates.

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