Despite the gradual increase in the use of posterior resin composite restorations, dental schools have been slow in adapting their teaching to this change. In some schools, teaching time is mostly spent on amalgam instruction, despite the fact that clinical time is mostly spent on placement of posterior composite restorations. Anecdotal evidence from the clinical supervisors at UWC supports this trend. If this is true, the faculty will need to rethink the current operative dentistry curriculum to ensure that students will be adequately prepared to provide high-quality modern care to patients. Therefore this study aims to record and compare the teaching volume (didactic and preclinical time; clinical experience) devoted to amalgam and to tooth-coloured posterior restorations at the faculty. Objectives:• To compare teaching time devoted to amalgam and posterior composite placement to the number of amalgam and tooth-coloured restorations placed during the students' clinical experience. • To compare the number of surfaces of amalgam and tooth-coloured restorations placed. Methods: In this retrospective study the following data was entered on a spread sheet (Microsoft Excel 2003) and analyzed: • Didactical teaching time (lectures, assessment, tutorials) and practical time spent on posterior amalgams and tooth-coloured restorations during the preclinical modules. • number of direct posterior restorations (codes 8341, 8342, 8343, 8344 and 8367, 8368, 8369, 8370) placed clinically by students who finished their training between 2005 to 2007. Results: Nearly twice as much practical time (pre-clinical exercises) was focused on amalgam compared to posterior tooth-coloured restorations. Clinically, two and a half times as many tooth-coloured posterior restorations were placed compared to amalgam restorations. Conclusions: Practical teaching time does not reflect the reality of the clinical situation. |