A survey of cariology teaching in Australia and New Zealand

• Published in: BMC Medical Education
• Main Authors: Sarah L. Raphael, Lyndie A. Foster Page, Matthew S. Hopcraft, Peter J. Dennison, Richard P. Widmer, R. Wendell Evans
• Format: Article in Journal/Newspaper
• Language: English
• Published: BMC 2018
• Subjects: Cariology; Curriculum; Minimum intervention; Prevention; Education; Special aspects of education; LC8-6691; Medicine; R; New Zealand; Orca
• Online Access: https://doi.org/10.1186/s12909-018-1176-4; https://doaj.org/article/713a5d796c9a41119d786298eca4e24c

Abstract Background 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. Methods 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. Results 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. Conclusion 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.