Department of Population Oral Health, Faculty of Dentistry, The University of Sydney, Westmead, Australia.
Department of Oral Sciences, The University of Otago, Dunedin, New Zealand.
BMC Med Educ. 2018 Apr 10;18(1):75. doi: 10.1186/s12909-018-1176-4.
The Australian and New Zealand chapter of the Alliance for a Cavity Free Future was launched in 2013 and one of its primary aims was to conduct a survey of the local learning and teaching of cariology in dentistry and oral health therapy programs.
A questionnaire was developed using the framework of the European Organisation for Caries Research (ORCA)/Association of Dental Education in Europe (ADEE) cariology survey conducted in Europe in 2009. The questionnaire was comprised of multiple choice and open-ended questions exploring many aspects of the cariology teaching. The survey was distributed to the cariology curriculum coordinator of each of the 21 programs across Australia and New Zealand via Survey Monkey in January 2015. Simple analysis of results was carried out with frequencies and average numbers of hours collated and open-ended responses collected and compiled into tables.
Seventeen responses from a total of 21 programs had been received including 7 Dentistry and 10 Oral Health programs. Key findings from the survey were - one quarter of respondents indicated that cariology was identified as a specific discipline with their course and 41% had a cariology curriculum in written format. With regard to lesion detection and caries diagnosis, all of the program coordinators who responded indicated that visual/tactile methods and radiographic interpretation were recommended with ICDAS also being used by over half them. Despite all respondents teaching early caries lesion management centred on prevention and remineralisation, many taught operative intervention at an earlier stage of lesion depth than current evidence supports. Findings showed over 40% of respondents still teach operative intervention for lesions confined to enamel.
Despite modern theoretical concepts of cariology being taught in Australia and New Zealand, they do not appear to be fully translated into clinical teaching at the present time.
澳大利亚和新西兰的未来无龋联盟分会于 2013 年成立，其主要目标之一是对当地牙科和口腔健康治疗项目中龋病学的学习和教学情况进行调查。
使用欧洲龋病研究组织（ORCA）/欧洲牙科学教育协会（ADEE）2009 年在欧洲进行的龋病学调查框架制定了一份问卷。该问卷由多项选择题和开放式问题组成，探讨了龋病学教学的许多方面。2015 年 1 月，通过 Survey Monkey 将问卷分发给澳大利亚和新西兰的 21 个项目的龋病学课程协调员。对结果进行了简单的分析，统计了频率和平均课时数，并收集和整理了开放式回答的表格。
共收到 21 个项目中的 17 份回复，其中包括 7 个牙科项目和 10 个口腔健康项目。调查的主要发现是——四分之一的受访者表示，龋病学被确定为课程中的一个特定学科，41%的课程有书面形式的龋病学课程。关于病变检测和龋病诊断，所有回复的项目协调员都表示建议使用视觉/触觉方法和放射学解释，超过一半的人还使用 ICDAS。尽管所有的受访者都教授以预防和再矿化为中心的早期龋病病变管理，但许多人在病变深度的早期阶段就教授手术干预，而这与目前的证据并不支持。调查结果显示，超过 40%的受访者仍教授针对局限于牙釉质的病变的手术干预。
尽管澳大利亚和新西兰教授现代龋病学理论概念，但目前它们似乎并未完全转化为临床教学。
