233 - Predoctoral Minimally Invasive Pediatric Dental Curriculum: United States-United Kingdom

Abstract:

Purpose: To compare teaching methods and clinical integration of minimally invasive dentistry (MID) techniques in predoctoral pediatric dentistry curricula in the United States and United Kingdom, and to identify differences that may inform curriculum development.

Methods: An anonymous 26-question REDCap survey assessing the teaching and utilization of nonsurgical caries management techniques was distributed to U.S. predoctoral pediatric dentistry program directors and a 21-question version of the survey was distributed to the 12 U.K. dental schools. Results were calculated using Fischer’s exact two-tailed tests.

Results: The survey response rates were 41% (n=25) for U.S. programs and 50% (n=6) for U.K. programs. No significant differences were observed between U.K. and U.S. predoctoral programs in the didactic teaching of ART, ITR, SDF, or the Hall Technique. Clinical teaching of the Hall Technique differed significantly, with all U.K. programs reporting clinical instruction compared to 44% of U.S. programs (P = .02). Use in clinics did not differ for ART or the Hall Technique. However, ITR and SDF were more commonly used in U.S. clinics (P = .003 and P = .0005). Broader use of the Hall Technique across patients was more frequently reported in U.K. programs (P = .0007).

Conclusion: While didactic instruction in MID techniques was similar between the U.K. and U.S., variations in clinical teaching and application, especially for the Hall technique, highlight differences in educational emphasis and practice patterns. These findings underscore opportunities for U.S. programs to learn from U.K. programs regarding effective integration of MID techniques into clinical curricula.

Identify Supporting Agency and Grant Number: Authors received no external funding for this research.