Clinical and Preclinical Postgraduate Training in Endodontic Education: A Transnational Exploratory Survey
Bibliographic record
Abstract
INTRODUCTION AND AIMS: Endodontic postgraduate programmes should offer students a wide range of experiences and training in all facets of the specialisation. This study aimed to assess the current postgraduate education practices in endodontics across dental schools worldwide. METHODS: The current survey consisted of an online questionnaire that had been validated and piloted. It comprised 68 questions in three sections: general information about the programme, preclinical education, and clinical education. The survey included faculty members who teach postgraduate endodontics from one dental school in each participating country. The data was presented using simple descriptive statistics. RESULTS: In total, 33 faculty members, with a response rate of 85%, from different countries completed the survey. The majority of dental schools that participated in the survey offer a 3-year postgraduate programme. The postgraduate students develop abilities in various instrumentation techniques, irrigation devices, sealers/cements, root canal filling techniques, surgery, and microscope use. Most of the schools conduct a final-year exit examination. CONCLUSIONS: Postgraduate education differs globally in its preclinical and clinical training. The survey offers initial insights into postgraduate endodontic education and can help establish mutual educational standards and key focus areas. CLINICAL RELEVANCE: The curricula for preclinical and clinical education in postgraduate endodontics programmes vary globally.
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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 | 0.007 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 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".