Revised guidelines for the endodontic education of dentistry students in Australia and New Zealand (FEBRUARY 2021)

Sadr, Atieh; Rossi‐Fedele, Giampiero; Love, Robert M.; George, Roy; Parashos, Peter; Wu, Morgan; Friedlander, Lara; Peters, Ove A.; Moule, Alex J.; Zimet, Phillippe O.; Abbott, Paul

doi:10.1111/aej.12501

Cited by 14 publications

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“…An instructional video was produced for every type of tooth represented by the DRSK® RCT models (i.e., incisor, premolar, molar). Root canal treatments were demonstrated according to the American Association of Endodontists® guidelines and the current literature [ 3 , 5 , 36 – 38 ]. Through the tooth models’ translucent roots, the performed procedures were visible to the students, helping them understand the impact of each step in the process (Fig.…”

Section: Methodsmentioning

confidence: 99%

Effect of an endodontic e-learning application on students’ performance during their first root canal treatment on real patients: a pilot study

2022

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Background E-learning has found its way into dental teaching in general and endodontic teaching in particular. The present study aimed to implement a newly developed multimedia learning application and assess its effect on students’ first root canal treatment on real patients. With the COVID-19 outbreak, the application’s performance was investigated during the pandemic. Methods A total of 138 students in the initial clinical endodontic course participated in this study. The control group (n = 49) followed the traditional curriculum, including practice on artificial teeth and face-to-face teaching events. In addition to the traditional curriculum, test group 1 (n = 54) had access to an endodontic e-learning application containing videos demonstrating artificial teeth and patient cases. With the COVID-19 outbreak, test group 2 (n = 35) had no face-to-face teaching; however, endodontic patient treatments were included. The quality of students’ first root canal treatment on real patients was compared using performance and radiographic assessment items. Statistical analysis was done using Kruskal–Wallis and chi-squared tests. Test groups received a questionnaire to assess the learning application. Test group 2 also completed a COVID-19-specific survey to measure students’ perceptions of how the pandemic affected their endodontic education. Results The results of endodontic treatments were significantly better for test group 1 (P < 0.001) and 2 (P < 0.001) than for the control group. Likewise, there were significantly fewer treatment errors in test group 1 (P < 0.001) and 2 (P < 0.001). No significant differences were found between test groups 1 and 2. Students of the test groups positively evaluated the e-learning application. Students of test group 2 expressed their fear of negative impacts on their course performance. Conclusion The e-learning application was well-received and seemed to improve endodontic education. The results imply that the quality of education may be maintained by implementing e-learning to compensate for face-to-face teaching. As no difference was found between online and face-to-face teaching, students’ and lecturers’ concerns that endodontic education is suffering because of the pandemic may be eased.

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Section: Methodsmentioning

confidence: 99%

Effect of an endodontic e-learning application on students’ performance during their first root canal treatment on real patients: a pilot study

2022

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“…The endodontic undergraduate objectives are aligned with the European Society of Endodontology (ESE) and the Australian and New Zealand Academy of Endodontists undergraduate endodontic curriculum guidelines [ 37 , 38 ]. The ESE and ADEE assume that dental students should be trained to be competent in RCT of uncomplicated single and multi-rooted teeth [ 5 , 39 , 40 ].…”

Section: Discussionmentioning

confidence: 99%

“…Endodontic procedure particularly was one of the most stressful clinical events in dental training [ 46 ]. Thoughtfully, endodontic education guidelines in Australia and New Zealand extended the duration of comprehensive inter-disciplinary clinical care to at least two years [ 38 ]. However, the exact number and type of teeth were not determined since it depends on patient availability [ 38 ].…”

Section: Discussionmentioning

confidence: 99%

“…Thoughtfully, endodontic education guidelines in Australia and New Zealand extended the duration of comprehensive inter-disciplinary clinical care to at least two years [ 38 ]. However, the exact number and type of teeth were not determined since it depends on patient availability [ 38 ]. Hence, emphasizing the duration of clinical training rather than the number and type of teeth could be beneficial and less stressful for dental students [ 38 ].…”

Section: Discussionmentioning

confidence: 99%

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The objectives and instructional design of undergraduate endodontic program: multicenter cross-sectional study in Saudi Arabia

et al. 2022

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Background Identify the objectives and the instructional design of undergraduate endodontics in dental schools in Saudi Arabia. Methods The online questionnaire was developed from an original survey conducted in the United Kingdom. The questionnaire was modified for purpose of the study and the region of interest. Then it was directed and emailed to the undergraduate endodontic program directors in twenty-six dental schools in Saudi Arabia. The results were analyzed using descriptive statistics and the Chi-square and Fisher’s exact tests. Results The response rate was 96.15%. The number of credit hours for preclinical endodontic courses was up to four credit hours (84%). Students were clinically trained to do vital pulp therapies (92%), root canal treatment (100%), and root canal retreatment (68%). The majority of dental schools define the minimum clinical requirements (92%). Practical and clinical competency exams were used to evaluate students' performance (92% and 84% respectively). The students were trained to treat cases of minimal (52%) to moderate complexity (48%). Endodontic treatment consent and difficulty assessment form were used by 32% and 60% of dental schools respectively. There was no significant difference in the instructional design between public and private dental schools (P > 0.05). Conclusion The endodontic undergraduate objectives were to graduate competent clinicians who acquired basic science of endodontics and who know their limitations as it is necessary for a safe general dental practice. The use of endodontic treatment consent and case difficulty assessment should be wisely considered in clinical training.

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“…Visual demonstrations of simulated endodontic techniques and procedures during teaching have been supported by the Australian Society of Endodontology (ASE). 22 Therefore, further studies to investigate effective methods for learning and teaching dental fine motor skills are required, using conditions that produce robust performance, even under demanding situations. 23…”

Section: Introductionmentioning

confidence: 99%

Impact of Guidance and Multitasking on Manual Dexterity Skills in Dentistry

et al. 2022

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Objectives This study investigated the effect of learning by observation on the development of fine motor skills related to endodontic manual instrumentation. We evaluated if learning by observation with guidance had any influence upon operator performance under tense or taxing conditions. Materials and Methods Dental students prepared standardized simulated root canals of varying morphology. Learning involved silent video with hand guidance (n = 23), audiovisual combined with oral instructions (n = 23), or silent video (n = 13). Undergraduates who previously completed conventional preclinical endodontics provided comparative data as a control group (n = 16). During investigations, a root canal of a lower molar plastic tooth was shaped, beginning with a primary task, and followed by multitasking conditions. The performance of the students was assessed by evaluating the accuracy of dental canal shaping and time taken to complete the task. Statistical Analysis Differences were analyzed using ANOVA (p < 0.05). Results Performance was similar during learning between the three experimental groups. Accuracy of the performance did not differ within each group for the two tests nor between the groups at each test (p > 0.05). Conclusions These findings demonstrated that performance subsequent to learning by observation without instructions was comparable to learning with instructed observation. The results also identified that the performance of the experimental group (1.5- to 2-hour practice) was comparable with the conventional control group (15- to 20-hour practice). Alternative approaches to learning dexterity skills in dentistry may provide improved outcomes, especially in demanding situations.

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Revised guidelines for the endodontic education of dentistry students in Australia and New Zealand (FEBRUARY 2021)

Cited by 14 publications

References 0 publications

Effect of an endodontic e-learning application on students’ performance during their first root canal treatment on real patients: a pilot study

Effect of an endodontic e-learning application on students’ performance during their first root canal treatment on real patients: a pilot study

The objectives and instructional design of undergraduate endodontic program: multicenter cross-sectional study in Saudi Arabia

Impact of Guidance and Multitasking on Manual Dexterity Skills in Dentistry

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