IADR Abstract Archives
Teaching of Composite Restoration Repair in MENA Region Dental Schools
Objectives: The purpose of this study was to evaluate the undergraduate teaching of repair of resin-based composite restorations (RBC) as a minimally invasive alternative treatment to their replacement within Middle Eastern and North African (MENA) dental schools.
Methods: A 14-item questionnaire was sent via email to 40 dental schools in the MENA region. The online survey sought information regarding whether or not the teaching of the repair of defective RBC restorations was part of the curriculum, current teaching techniques of RBC restoration repair and the respondents’ experience with such procedures.
Results: Thirty-two schools completed the questionnaire giving an 80% response rate. Twenty-two (55%) schools reported that they taught students repair techniques as an alternative to replacement. The major reasons given for teaching the repair of RBC restorations were ‘tooth structure preservation’ (53%) and ‘protection of the pulp’ (26%). Indications for repair included the correction of marginal defects (48%) and partial loss of restoration (45%). The most common surface treatment taught to students while performing a repair was the application of an adhesive bonding agent to the prepared surfaces (40%) and etching with phosphoric acid (30%). The material of choice for a repair procedure was flowable composite (30%). All schools reported the use of diamond finishing instruments as their preferred technique for finishing repairs to restorations.
Conclusions: Teaching the repair of defective RBC restorations is established within most dental schools that participated in the study in the MENA region. However, standardized guidelines need to be established among the schools that are teaching RBC repair and the schools that are currently not providing such teaching should be encouraged to revise their curriculum.
Methods: A 14-item questionnaire was sent via email to 40 dental schools in the MENA region. The online survey sought information regarding whether or not the teaching of the repair of defective RBC restorations was part of the curriculum, current teaching techniques of RBC restoration repair and the respondents’ experience with such procedures.
Results: Thirty-two schools completed the questionnaire giving an 80% response rate. Twenty-two (55%) schools reported that they taught students repair techniques as an alternative to replacement. The major reasons given for teaching the repair of RBC restorations were ‘tooth structure preservation’ (53%) and ‘protection of the pulp’ (26%). Indications for repair included the correction of marginal defects (48%) and partial loss of restoration (45%). The most common surface treatment taught to students while performing a repair was the application of an adhesive bonding agent to the prepared surfaces (40%) and etching with phosphoric acid (30%). The material of choice for a repair procedure was flowable composite (30%). All schools reported the use of diamond finishing instruments as their preferred technique for finishing repairs to restorations.
Conclusions: Teaching the repair of defective RBC restorations is established within most dental schools that participated in the study in the MENA region. However, standardized guidelines need to be established among the schools that are teaching RBC repair and the schools that are currently not providing such teaching should be encouraged to revise their curriculum.