ArticleJMIR medical education2025
Alignment Between Classroom Education and Clinical Practice of Root Canal Treatment Among Dental Practitioners in China: Cross-Sectional Study.
Article in JMIR medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: This cross-sectional study assessed the perceived alignment between preclinical education and clinical practice in root canal treatment (RCT) among dental practitioners in China, aiming to identify systemic gaps in dental curricula and their clinical implications. Objective: Dental professionals in Eastern Coastal China. This study distributed questionnaires through hospital dental specialties and medical forums, covering the Southeastern Region of China. Methods: A validated, web-based survey was distributed to 90 dental professionals in Eastern Coastal China, focusing on 9 key stages of RCT, preoperative preparation, intraoperative procedures, postoperative care, and clinician-patient communication. Responses were measured using a 7-point Likert scale to evaluate perceived discrepancies between education and clinical practice. Results: A total of 83 valid questionnaires were recovered, which revealed significant disparities between academic training and clinical demands. The survey showed that the specialized practitioners identified pronounced mismatches in RCT operative techniques and doctor-patient communication (P<.05). Participants aged ≤29 years demonstrated heightened awareness of discrepancies in disinfection protocols and temporary filling procedures (P<.05). Shanghai-trained practitioners reported fewer educational-clinical gaps across multiple procedural stages (P<.05). Notably, 82% of respondents rated comprehensive RCT implementation as more challenging than individual procedural components. Curriculum deficiencies were identified in treatment indication diagnostics (56.6% agreement) and communication training (43.4% agreement). Emerging technologies like virtual reality and augmented reality (VR and AR) showed minimal educational penetration (3.7% exposure rate). In the free-response section, qualitative feedback highlighted equipment accessibility issues (eg, thermal gutta-percha tools) and instructor-dependent learning outcomes. Conclusions: Structural discrepancies exist in Chinese preclinical RCT education, influenced by factors such as experience level, age, and region. These findings underscore the need for curriculum reforms, emphasizing competency-based training, enhanced simulation technologies, and standardized clinical protocols, particularly in areas like periodontal pathology and communication skills.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.