Current and future trends in the teaching of direct posterior composites restorations at dental schools in Canada: A cross-sectional study
Bibliographic record
Abstract
OBJECTIVE: To investigate the current and future teaching of posterior composite restorations in undergraduate curricula at dental schools in Canada. METHODS: A 23-item validated questionnaire including closed and open questions pertaining to the teaching of posterior composites was emailed to faculty members of all 10 dental schools in Canada. Responses were compiled on Excel and analysed. RESULTS: Nine dental schools responded to the survey, resulting in a response rate of 90 %. All respondent schools taught the use of posterior composites for two- and threesurface cavities in premolars and permanent molar teeth. The didactic teaching time devoted to composites was greater than for amalgam (38 % vs 29 %). Most schools were teaching to round internal angles (n = 9, 100 %), to make slot-type cavity preparations (n = 9, 100 %), and to avoid additional preparation for mechanical retention (n = 7, 78 %). All dental schools taught the use of rubber dam for moisture control, though 4 (44 %) said that it was not always mandatory. The most common contraindications to posterior composites reported were a history of adverse reaction to composites (n = 9), poor oral hygiene (n = 6), and inability to place a rubber dam (n = 5). CONCLUSION: The teaching of posterior composites in dental schools in Canada is wellestablished. Differences were observed in the teaching methods between dental schools in Canada and those in other countries and regions around the world. The diverse materials and techniques used across different regions may highlight a gap between clinical practice and research. Differences in the teaching between dental schools in Canada and the teaching in dental schools in other countries and regions of the world should be the subject of review. CLINICAL SIGNIFICANCE: Graduates from dental schools in Canada may be found to be well equipped with the knowledge and skills to perform posterior composite restorations in clinical practice. However, marked variation exists in the teaching between dental schools in Canada and teaching in other countries which should be the subject of review.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".