Department of Restorative Dentistry and Endodontology, Osaka University Graduate School of Dentistry, Osaka, Japan.
J Oral Rehabil. 2009 Apr;36(4):292-8. doi: 10.1111/j.1365-2842.2008.01935.x. Epub 2008 Feb 10.
The teaching of posterior composites has undergone considerable refinement and development in western countries in recent years. However, little information exists on this teaching in other parts of the world. The aim of this paper is to investigate the teaching of posterior composites to undergraduate dental students in Japan. In late 2007/early 2008, a questionnaire seeking information on the teaching of posterior composites was distributed by email to the person responsible for teaching operative dentistry in each of the 29 dental schools having undergraduate dental degree programmes in Japan. Twenty-three completed responses were returned (response rate = 79%). While all 23 schools taught the placement of composite in occlusal cavities in premolars and molars, 7 schools did not teach the placement of two-surface occlusoproximal composites in premolars (n = 1) and molars (n = 6) and 14 schools and 15 schools do not teach placement of three surface occlusoproximal composites in premolars and molars, respectively. While composite at the time of the survey accounted for 45% of posterior direct restorations placed by students, it is anticipated that this proportion will increase to 59% in 5 years time. Variations were noted between schools in the teaching of principles of cavity design, techniques for restoring proximal contours and light-curing technologies; however, more consistency was observed in techniques used for protecting operatively exposed dentine than that observed in western countries. Despite variations between dental schools being noted in the teaching of certain techniques for posterior composites, the overall extent and content of teaching of posterior composites in Japan could be described as comparable, if not exceeding, than that observed in western countries.
近年来，西方国家在口腔后牙复合材料教学方面取得了相当大的进展和发展。然而，世界其他地区在这方面的教学信息却很少。本文旨在探讨日本本科牙科学生的口腔后牙复合材料教学情况。2007 年底至 2008 年初，通过电子邮件向日本 29 所具有本科牙科学位课程的牙科学校负责口腔修复学教学的人员分发了一份关于口腔后牙复合材料教学的调查问卷。共收到 23 份完整回复（回复率为 79%）。尽管 23 所学校都教授后牙磨牙和前磨牙的复合树脂嵌体放置，但有 7 所学校不教授前磨牙（n = 1）和磨牙（n = 6）的两表面邻面复合树脂的放置，14 所学校和 15 所学校分别不教授前磨牙和磨牙的三表面邻面复合树脂的放置。尽管在调查时，复合树脂占学生进行的后牙直接修复的 45%，但预计在 5 年内，这一比例将增加到 59%。在窝洞设计原则、邻面修复技术和光固化技术的教学方面，各学校之间存在差异；然而，与西方国家相比，在保护手术暴露牙本质方面使用的技术更具一致性。尽管在口腔后牙复合材料某些技术的教学中注意到了牙科学校之间的差异，但日本口腔后牙复合材料教学的总体范围和内容可以说是与西方国家相当，甚至超过了西方国家。
