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Dental educators’ attitudes towards the teaching of dental amalgam
Author(s) -
Alexander George,
Hopcraft Matthew S.,
Tyas Martin J.,
Wong Rebecca H. K.
Publication year - 2020
Publication title -
european journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.583
H-Index - 41
eISSN - 1600-0579
pISSN - 1396-5883
DOI - 10.1111/eje.12496
Subject(s) - amalgam (chemistry) , dental education , curriculum , dentistry , consistency (knowledge bases) , medical education , medicine , psychology , focus group , relevance (law) , pedagogy , sociology , political science , chemistry , electrode , geometry , mathematics , anthropology , law
Objective To ascertain dental educators’ attitudes towards the teaching of dental amalgam at dental schools in Australia and identify preferred curricular approaches in a potentially “amalgamless” profession. Methods A mixed methods analysis was employed based on an open‐ended response survey followed by a closed‐ended questionnaire. Identification of key issues from the survey helped frame the questionnaire. Participants included those with expertise in operative and restorative dentistry, with direct involvement in curriculum development or delivery, at Australian dental schools. Results Participants numbered fifteen and represented seven of the nine dental schools in Australia. Key themes identified and explored included the following: (in)consistency of approach to teaching restorative dentistry; a perceived disconnect between undergraduate study and the “real world”; a need for a focus on teaching of alternatives to dental amalgam (80 per cent (strongly) agreeing); the contradictory nature of the evidence base and literature that is not readily understood; the need for more post‐graduate education relating to adhesive restorative materials (86 per cent (strongly) agreeing); the need for dental amalgam to continue to be available; formal understandings (guidelines) as to the use of dental amalgam; dental schools in Australia being heard on these issues; and the relevance of this issue (100 per cent (strongly) agreeing the issue is topical and important). Conclusion There is a broad consensus of dental educators at Australian dental schools as how best to approach the teaching of amalgam if a phase‐down is to occur and the issues any such approach may face.