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Pre‐clinical endodontics: a survey amongst German dental schools
Author(s) -
Sonntag D.,
Bärwald R.,
Hülsmann M.,
Stachniss V.
Publication year - 2008
Publication title -
international endodontic journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.988
H-Index - 119
eISSN - 1365-2591
pISSN - 0143-2885
DOI - 10.1111/j.1365-2591.2008.01438.x
Subject(s) - endodontics , german , dentistry , phone , medicine , dental education , medical education , family medicine , geography , linguistics , philosophy , archaeology
Aim To evaluate the state and level of pre‐clinical endodontic education in German dental schools and to evaluate differences with regard to intensity and extent of teaching, time devoted to teaching pre‐clinical endodontics, personnel resources in teaching and technical equipment. Methodology Twenty‐eight questionnaires were e‐mailed to those in charge of pre‐clinical endodontic education in German dental schools. The extent of education, the student–teacher ratio, the teaching content as well as the application of teaching materials and technologies were asked. If, after 4 weeks, no response had been received, the questionnaire was sent out by e‐mail again. In the absence of a reply, a phone call was made to the corresponding university to conduct the survey by phone. Results With feedback from 27 of 28 dental schools, the response rate was 96%. Pre‐clinical endodontic education at German universities varied considerably. Theory classes ranged from 5 to 30 h (13.3 h mean), practical classes from 12.5 to 60 h (45.4 h mean). The student to staff ratio varied between 9 : 1 and 30 : 1 (16 : 1 mean). Forty‐eight per cent of the universities had a specialist in endodontics or a teacher with a special interest. A dental microscope was available for pre‐clinical teaching purposes in 38% of the universities. The majority (63%) of universities taught root canal preparation with rotary nickel titanium instruments. Conclusion Pre‐clinical endodontic education varied considerably between German universities because of differences in programme design, staff and course content.