Teaching Caries Infiltration Technique Using Objective Structured Practical Examinations (OSPE)

Methods: 52 students within 3rd year of dental education were divided into three groups (n=17 or 18 each group). After a 30 minutes lecture all students had one week time to prepare themselves for the practical examination. One group (control) only had access to the Icon® set and a treatment video, both other groups were instructed again verbally with respect to important aspects of the technique either by an expert in the field of resin infiltration, experienced university teacher and dentist (HML) or by an assistant faculty member and dentist (CAS) immediately before the OSPE. A workflow-item list was used to evaluate PO (correct, wrong, omitted) and PQ (good, bad) of the several treatment steps. OSPE was performed using simulation units and evaluated by both supervisors independently.

Results: Both experts showed a high measurement of agreement for PO (Kappa=0.73) and PQ (Kappa=0.89). Of all 22 steps evaluated 98% were done in correct PO and for 82% PQ was “good”. Most common mistake was “removal of excess of infiltrant” (PO: HML=15%, CAS=17%, control=40% and PQ: HML =11%, CAS=13%, control=31%). “Bad” PQ was about twice as high for the control group compared to both other groups (HML=5%, CAS=4%, control=9%).

Conclusions: The advice of both experts had a positive influence on the performance order and quality of proximal caries infiltration technique in undergraduate education. Sensitive mistakes that might lead to a failure of the caries infiltration technique can be avoided by expert advice.

HML and SP receive a research grant and royalties from DMG, Hamburg, Germany.