How is Endodontics taught? A survey to evaluate undergraduate endodontic teaching in dental schools within the United Kingdom

Abstract

Aim

To evaluate the delivery of undergraduate endodontic education in UK dental schools using an online survey and to compare the results with those of a previous paper‐based survey (Qualtrough & Dummer 1997). Aspects of delivery were also evaluated in comparison with Undergraduate Curriculum Guidelines of the European Society of Endodontology (de Moor et al. 2013).

Methods

An online version of an earlier paper‐based survey on undergraduate Endodontic education (Qualtrough & Dummer 1997) was created. Invitations to take part were sent via e‐mail to the undergraduate endodontic programme leads in the sixteen UK dental schools.

Results

The response rate was 94%. The current survey revealed greater convergence among dental schools than previously (Qualtrough & Dummer 1997) on methods of canal preparation, disinfection and filling. Improvements were also noted in staff: student ratios, the involvement of teachers with advanced endodontic training and a greater diversity of teaching methods; developments which align with the recommendations of ESE Undergraduate Curriculum Guidelines (de Moor et al. 2013). The majority of schools appeared to be teaching contemporary instrumentation methods and were recommending the application of calcium silicate cements. The exposure of students to advanced topics included in the ESE Undergraduate Curriculum Guidelines (de Moor et al. 2013) such as surgical endodontic treatment, root canal re‐treatment and the management of complex cases was mixed.

Conclusion

Undergraduate endodontic training in the UK has advanced in the last 20 years with more consistency between schools and more contemporary methods adopted.

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