ArticleHeliyon2024
Teaching posterior composite restorations: A survey of dental schools in Palestine.
Article in Heliyon, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
- Erratum issued
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Aim: This study aimed to assess different aspects of teaching posterior composite restorations in two dental schools in Palestine. Materials and methods: 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. Results: 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. Conclusion: 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.
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Registered trials
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