| Title |
A survey of cariology teaching in Australia and New Zealand
|
|---|---|
| Published in |
BMC Medical Education, April 2018
|
| DOI | 10.1186/s12909-018-1176-4 |
| Pubmed ID | |
| Authors |
Sarah L. Raphael, Lyndie A. Foster Page, Matthew S. Hopcraft, Peter J. Dennison, Richard P. Widmer, R. Wendell Evans |
| Abstract |
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. |
X Demographics
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Spain | 1 | 50% |
| United Kingdom | 1 | 50% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 2 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 58 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 58 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Researcher | 7 | 12% |
| Student > Master | 7 | 12% |
| Professor | 4 | 7% |
| Student > Bachelor | 3 | 5% |
| Lecturer > Senior Lecturer | 2 | 3% |
| Other | 10 | 17% |
| Unknown | 25 | 43% |
| Readers by discipline | Count | As % |
|---|---|---|
| Medicine and Dentistry | 16 | 28% |
| Engineering | 5 | 9% |
| Psychology | 3 | 5% |
| Unspecified | 2 | 3% |
| Social Sciences | 2 | 3% |
| Other | 9 | 16% |
| Unknown | 21 | 36% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 14 April 2018.
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#17,944,820
of 23,041,514 outputs
Outputs from BMC Medical Education
#2,636
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#238,968
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Outputs of similar age from BMC Medical Education
#69
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