Arandi Naji Ziad
Faculty of Dentistry, Arab American University, Palestine.
Heliyon. 2024 Oct 10;10(20):e39154. doi: 10.1016/j.heliyon.2024.e39154. eCollection 2024 Oct 30.
This study aimed to assess different aspects of teaching posterior composite restorations in two dental schools in Palestine.
A questionnaire was emailed to the heads of the operative and conservative dentistry departments to collect detailed information on the teaching practices related to posterior composite restorations. The questionnaire comprised 22 questions structured to collect information on the time dedicated to teaching the topic, competency assessments, future plans for allocating time for each restoration type, relevant indications and contraindications, specific materials and techniques utilized in the application, and fees charged for posterior restorations. The gathered responses were collated in Excel and analyzed.
Both dental schools allocated similar teaching times to posterior composites and amalgam in their preclinical operative dentistry courses. However, there was a greater emphasis on composites in the clinical course than in the preclinical course at both institutions. Despite these differences, both institutions expressed a shared intention to allocate more time to teaching posterior composites while reducing the emphasis on teaching amalgam procedures. Consistency was observed across competency testing, cavity design preferences, and contraindications, with both schools favoring slot-type cavities. Furthermore, uniformity was noted in the management of operatively exposed dentin and matrix techniques, although variations existed in moisture isolation. Notably, both schools taught circumferential and sectional metal matrices but did not teach clear sectional matrices or use of bulk-fill composites. Additionally, the adhesive and light-curing practices remained consistent across both institutions.
The findings of this study indicate that the teaching of posterior composite restorations is consistent across both Palestinian dental schools. Their curricula are aligned with contemporary international practices, demonstrating a strong commitment to modern operative dentistry and adherence to global standards. These findings offer valuable insights for educators and researchers and emphasize the need for ongoing adaptations to maintain high clinical standards.
本研究旨在评估巴勒斯坦两所牙科学院在后牙复合树脂修复教学方面的不同情况。
通过电子邮件向牙体牙髓病科和保守牙科的负责人发送问卷，以收集与后牙复合树脂修复教学实践相关的详细信息。问卷包含22个问题，旨在收集有关该主题教学时间、能力评估、每种修复类型未来的时间分配计划、相关适应证和禁忌证、应用中使用的特定材料和技术以及后牙修复收费等信息。收集到的回复在Excel中进行整理和分析。
两所牙科学院在临床前牙体牙髓病课程中，分配给后牙复合树脂和银汞合金的教学时间相似。然而，在临床课程中，两所院校对复合树脂的重视程度均高于临床前课程。尽管存在这些差异，但两所院校都表示有意增加后牙复合树脂的教学时间，同时减少对银汞合金操作程序教学的重视。在能力测试、窝洞设计偏好和禁忌证方面观察到一致性，两所学校都倾向于使用槽型窝洞。此外，在操作暴露牙本质的处理和成形片技术方面存在一致性，尽管在隔湿方面存在差异。值得注意的是，两所学校都讲授了环形和分段金属成形片，但未讲授透明分段成形片或大块充填复合树脂的使用。此外，两所院校在粘接和光固化操作方面保持一致。
本研究结果表明，巴勒斯坦两所牙科学院在后牙复合树脂修复教学方面是一致的。它们的课程与当代国际实践相一致，表明对现代牙体牙髓病学的坚定承诺以及对全球标准的遵循。这些发现为教育工作者和研究人员提供了有价值的见解，并强调了持续调整以维持高临床标准的必要性。
