Evaluation of undergraduate Endodontic teaching in dental schools within Spain
Aim To evaluate the current situation of undergraduate endodontic teaching in Spanish dental schools. Methodology An online version, translated into Spanish, of a survey conducted in the UK (Int Endod J 52, 2019, 1077) was sent via email to the undergraduate endodontic programme leads in all 23 Span...
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Veröffentlicht in: | International endodontic journal 2021-03, Vol.54 (3), p.454-463 |
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creator | Segura‐Egea, J. J. Zarza‐Rebollo, A. Jiménez‐Sánchez, M. C. Cabanillas‐Balsera, D. Areal‐Quecuty, V. Martín‐González, J. |
description | Aim
To evaluate the current situation of undergraduate endodontic teaching in Spanish dental schools.
Methodology
An online version, translated into Spanish, of a survey conducted in the UK (Int Endod J 52, 2019, 1077) was sent via email to the undergraduate endodontic programme leads in all 23 Spanish dental schools.
Results
The response rate was 96%. In 95% of dental schools, endodontics is taught in the fourth year. Students treat simple root canal treatment cases in 100% of schools and only in 40% treat moderate cases. In 65% of schools, students are supervised by full‐time professors who are specialists in Endodontics, significantly more frequently in private dental schools (P = 0.002). Spanish dental schools use both rotary and reciprocating instrumentation systems during endodontic training, with consistency on methods of working length determination, use of silicate‐based endodontic cements, irrigating solutions, inter‐visit medicaments and canal filling techniques. No type of magnification is used in 90% of dental schools, and only 25% use ultrasonic instruments. Private dental schools have a significantly better staff: student ratio during clinical practice (P = 0.041), spend significantly more hours in clinical training (P = 0.04) and have significantly greater number of clinical areas specifically dedicated to Endodontics (P = 0.010).
Conclusions
Undergraduate endodontic teaching in Spanish dental schools follows the key recommendations of the ESE Undergraduate Curriculum Guidelines (Int Endod J 46, 2013, 1105), being, in most respects, comparable to that carried out in the UK (Int Endod J 52, 2019, 1077). The use of magnification and ultrasonic instruments needs to be increased. Private schools reported better results than public schools in some of the variables that were analysed. |
doi_str_mv | 10.1111/iej.13430 |
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To evaluate the current situation of undergraduate endodontic teaching in Spanish dental schools.
Methodology
An online version, translated into Spanish, of a survey conducted in the UK (Int Endod J 52, 2019, 1077) was sent via email to the undergraduate endodontic programme leads in all 23 Spanish dental schools.
Results
The response rate was 96%. In 95% of dental schools, endodontics is taught in the fourth year. Students treat simple root canal treatment cases in 100% of schools and only in 40% treat moderate cases. In 65% of schools, students are supervised by full‐time professors who are specialists in Endodontics, significantly more frequently in private dental schools (P = 0.002). Spanish dental schools use both rotary and reciprocating instrumentation systems during endodontic training, with consistency on methods of working length determination, use of silicate‐based endodontic cements, irrigating solutions, inter‐visit medicaments and canal filling techniques. No type of magnification is used in 90% of dental schools, and only 25% use ultrasonic instruments. Private dental schools have a significantly better staff: student ratio during clinical practice (P = 0.041), spend significantly more hours in clinical training (P = 0.04) and have significantly greater number of clinical areas specifically dedicated to Endodontics (P = 0.010).
Conclusions
Undergraduate endodontic teaching in Spanish dental schools follows the key recommendations of the ESE Undergraduate Curriculum Guidelines (Int Endod J 46, 2013, 1105), being, in most respects, comparable to that carried out in the UK (Int Endod J 52, 2019, 1077). The use of magnification and ultrasonic instruments needs to be increased. Private schools reported better results than public schools in some of the variables that were analysed.</description><identifier>ISSN: 0143-2885</identifier><identifier>EISSN: 1365-2591</identifier><identifier>DOI: 10.1111/iej.13430</identifier><identifier>PMID: 33063865</identifier><language>eng</language><publisher>England: Wiley Subscription Services, Inc</publisher><subject>Clinical competence ; Curricula ; Dental schools ; Dentistry ; Education, Dental ; Educational evaluation ; endodontic curriculum ; endodontic teaching ; Endodontics ; Experiential learning ; Humans ; online survey ; Root canals ; Schools, Dental ; Spain ; Students ; Surveys and Questionnaires</subject><ispartof>International endodontic journal, 2021-03, Vol.54 (3), p.454-463</ispartof><rights>2020 International Endodontic Journal. Published by John Wiley & Sons Ltd</rights><rights>2020 International Endodontic Journal. Published by John Wiley & Sons Ltd.</rights><rights>Copyright © 2021 International Endodontic Journal. Published by John Wiley & Sons Ltd</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3530-5e795bc1566c3a32774aa94eb553e0fc69525e9efaf97224c03bd9503366e82a3</citedby><cites>FETCH-LOGICAL-c3530-5e795bc1566c3a32774aa94eb553e0fc69525e9efaf97224c03bd9503366e82a3</cites><orcidid>0000-0002-0427-9059</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fiej.13430$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fiej.13430$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1417,27924,27925,45574,45575</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/33063865$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Segura‐Egea, J. J.</creatorcontrib><creatorcontrib>Zarza‐Rebollo, A.</creatorcontrib><creatorcontrib>Jiménez‐Sánchez, M. C.</creatorcontrib><creatorcontrib>Cabanillas‐Balsera, D.</creatorcontrib><creatorcontrib>Areal‐Quecuty, V.</creatorcontrib><creatorcontrib>Martín‐González, J.</creatorcontrib><title>Evaluation of undergraduate Endodontic teaching in dental schools within Spain</title><title>International endodontic journal</title><addtitle>Int Endod J</addtitle><description>Aim
To evaluate the current situation of undergraduate endodontic teaching in Spanish dental schools.
Methodology
An online version, translated into Spanish, of a survey conducted in the UK (Int Endod J 52, 2019, 1077) was sent via email to the undergraduate endodontic programme leads in all 23 Spanish dental schools.
Results
The response rate was 96%. In 95% of dental schools, endodontics is taught in the fourth year. Students treat simple root canal treatment cases in 100% of schools and only in 40% treat moderate cases. In 65% of schools, students are supervised by full‐time professors who are specialists in Endodontics, significantly more frequently in private dental schools (P = 0.002). Spanish dental schools use both rotary and reciprocating instrumentation systems during endodontic training, with consistency on methods of working length determination, use of silicate‐based endodontic cements, irrigating solutions, inter‐visit medicaments and canal filling techniques. No type of magnification is used in 90% of dental schools, and only 25% use ultrasonic instruments. Private dental schools have a significantly better staff: student ratio during clinical practice (P = 0.041), spend significantly more hours in clinical training (P = 0.04) and have significantly greater number of clinical areas specifically dedicated to Endodontics (P = 0.010).
Conclusions
Undergraduate endodontic teaching in Spanish dental schools follows the key recommendations of the ESE Undergraduate Curriculum Guidelines (Int Endod J 46, 2013, 1105), being, in most respects, comparable to that carried out in the UK (Int Endod J 52, 2019, 1077). The use of magnification and ultrasonic instruments needs to be increased. Private schools reported better results than public schools in some of the variables that were analysed.</description><subject>Clinical competence</subject><subject>Curricula</subject><subject>Dental schools</subject><subject>Dentistry</subject><subject>Education, Dental</subject><subject>Educational evaluation</subject><subject>endodontic curriculum</subject><subject>endodontic teaching</subject><subject>Endodontics</subject><subject>Experiential learning</subject><subject>Humans</subject><subject>online survey</subject><subject>Root canals</subject><subject>Schools, Dental</subject><subject>Spain</subject><subject>Students</subject><subject>Surveys and Questionnaires</subject><issn>0143-2885</issn><issn>1365-2591</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp10M9LwzAUB_AgipvTg_-ABLzooTPJa9L2KGP-QvSgnkuWvm4ZXTKbVtl_b3TqQfBdAi8fvjy-hBxzNuZxLiwuxxxSYDtkyEHJRMiC75Ih4ykkIs_lgByEsGSMSQZ8nwwAmIJcySF5mL7ppted9Y76mvauwnbe6iqukE5d5SvvOmtoh9osrJtT62iFrtMNDWbhfRPou-3iD31aa-sOyV6tm4BH3--IvFxNnyc3yf3j9e3k8j4xIIElErNCzgyXShnQILIs1bpIcSYlIKuNKqSQWGCt6yITIjUMZlURjwelMBcaRuRsm7tu_WuPoStXNhhsGu3Q96EUqeS5LITIIj39Q5e-b128Lqo856mCTEV1vlWm9SG0WJfr1q50uyk5Kz9LLmPJ5VfJ0Z58J_azFVa_8qfVCC624N02uPk_qbyd3m0jPwBK6ISb</recordid><startdate>202103</startdate><enddate>202103</enddate><creator>Segura‐Egea, J. J.</creator><creator>Zarza‐Rebollo, A.</creator><creator>Jiménez‐Sánchez, M. C.</creator><creator>Cabanillas‐Balsera, D.</creator><creator>Areal‐Quecuty, V.</creator><creator>Martín‐González, J.</creator><general>Wiley Subscription Services, Inc</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QP</scope><scope>K9.</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0002-0427-9059</orcidid></search><sort><creationdate>202103</creationdate><title>Evaluation of undergraduate Endodontic teaching in dental schools within Spain</title><author>Segura‐Egea, J. J. ; Zarza‐Rebollo, A. ; Jiménez‐Sánchez, M. C. ; Cabanillas‐Balsera, D. ; Areal‐Quecuty, V. ; Martín‐González, J.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3530-5e795bc1566c3a32774aa94eb553e0fc69525e9efaf97224c03bd9503366e82a3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Clinical competence</topic><topic>Curricula</topic><topic>Dental schools</topic><topic>Dentistry</topic><topic>Education, Dental</topic><topic>Educational evaluation</topic><topic>endodontic curriculum</topic><topic>endodontic teaching</topic><topic>Endodontics</topic><topic>Experiential learning</topic><topic>Humans</topic><topic>online survey</topic><topic>Root canals</topic><topic>Schools, Dental</topic><topic>Spain</topic><topic>Students</topic><topic>Surveys and Questionnaires</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Segura‐Egea, J. J.</creatorcontrib><creatorcontrib>Zarza‐Rebollo, A.</creatorcontrib><creatorcontrib>Jiménez‐Sánchez, M. C.</creatorcontrib><creatorcontrib>Cabanillas‐Balsera, D.</creatorcontrib><creatorcontrib>Areal‐Quecuty, V.</creatorcontrib><creatorcontrib>Martín‐González, J.</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Calcium & Calcified Tissue Abstracts</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>MEDLINE - Academic</collection><jtitle>International endodontic journal</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Segura‐Egea, J. J.</au><au>Zarza‐Rebollo, A.</au><au>Jiménez‐Sánchez, M. C.</au><au>Cabanillas‐Balsera, D.</au><au>Areal‐Quecuty, V.</au><au>Martín‐González, J.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Evaluation of undergraduate Endodontic teaching in dental schools within Spain</atitle><jtitle>International endodontic journal</jtitle><addtitle>Int Endod J</addtitle><date>2021-03</date><risdate>2021</risdate><volume>54</volume><issue>3</issue><spage>454</spage><epage>463</epage><pages>454-463</pages><issn>0143-2885</issn><eissn>1365-2591</eissn><abstract>Aim
To evaluate the current situation of undergraduate endodontic teaching in Spanish dental schools.
Methodology
An online version, translated into Spanish, of a survey conducted in the UK (Int Endod J 52, 2019, 1077) was sent via email to the undergraduate endodontic programme leads in all 23 Spanish dental schools.
Results
The response rate was 96%. In 95% of dental schools, endodontics is taught in the fourth year. Students treat simple root canal treatment cases in 100% of schools and only in 40% treat moderate cases. In 65% of schools, students are supervised by full‐time professors who are specialists in Endodontics, significantly more frequently in private dental schools (P = 0.002). Spanish dental schools use both rotary and reciprocating instrumentation systems during endodontic training, with consistency on methods of working length determination, use of silicate‐based endodontic cements, irrigating solutions, inter‐visit medicaments and canal filling techniques. No type of magnification is used in 90% of dental schools, and only 25% use ultrasonic instruments. Private dental schools have a significantly better staff: student ratio during clinical practice (P = 0.041), spend significantly more hours in clinical training (P = 0.04) and have significantly greater number of clinical areas specifically dedicated to Endodontics (P = 0.010).
Conclusions
Undergraduate endodontic teaching in Spanish dental schools follows the key recommendations of the ESE Undergraduate Curriculum Guidelines (Int Endod J 46, 2013, 1105), being, in most respects, comparable to that carried out in the UK (Int Endod J 52, 2019, 1077). The use of magnification and ultrasonic instruments needs to be increased. Private schools reported better results than public schools in some of the variables that were analysed.</abstract><cop>England</cop><pub>Wiley Subscription Services, Inc</pub><pmid>33063865</pmid><doi>10.1111/iej.13430</doi><tpages>10</tpages><orcidid>https://orcid.org/0000-0002-0427-9059</orcidid></addata></record> |
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subjects | Clinical competence Curricula Dental schools Dentistry Education, Dental Educational evaluation endodontic curriculum endodontic teaching Endodontics Experiential learning Humans online survey Root canals Schools, Dental Spain Students Surveys and Questionnaires |
title | Evaluation of undergraduate Endodontic teaching in dental schools within Spain |
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