| Autor: |
Fareed, Muhammad Amber, Bashir, Anam Fayyaz, Yousaf, Usman, Baig, Qaiser Ali, Jatala, Ussamah Waheed, Zafar, Muhammad Sohail |
| Předmět: |
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| Zdroj: |
European Journal of General Dentistry; 2021, Vol. 10 Issue 1, p14-18, 5p |
| Abstrakt: |
Objective The paradigm shift from replacement to repair of defective resin composite restorations to implement minimal intervention approaches has been popular. Therefore, the teaching of composite repair strategies is included in contemporary dental curricula across the globe. Methods A validated 18-item questionnaire pertaining to existing educational practices related to the teaching of defective composite restorations repair was acquired form dental colleges in Pakistan. Results The response rate was 63% and the majority of dental colleges (67%) reported that they have included the teaching of composite restorations repair in the curricula, where four colleges (33%) implemented only didactic teaching and eight colleges (66%) reported a combination of didactic teaching and clinical training. The composite repair indications taught included tooth substance conservation 100% (12), reduced cost to patient 84.3% (10) and dentist 100% (12), reduced iatrogenic pulpal damage 100% (12), and reduced chair side treatment time 91.3% (11), restoration-related defects (66% preferred repair), anterior tooth fracture from incisal/proximal margin (80% teach repair), and in case of posterior tooth cusp fracture (20% teach repair). Our results revealed that the choice of mechanical and adhesive substrate surface conditioning depended on case selection. Conclusion The teaching of defective composite restorations repair was less widespread and certain variations in teaching were identified. Nearly all dental colleges reported to incorporate current evidence of minimum invasive strategies of composite repair in curricula in future. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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