Assessment of dental student education and preparedness in periodontics in two different models: Discipline‐based and general practice‐based learning

Abstract

AbstractPurposeTo compare dental students’ preparedness in clinical periodontal education following their participation in a discipline‐based predoctoral periodontics clinic with dental students that received a general practice‐based periodontal education.Methods114 third‐year dental students and 112 fourth‐year dental students at the University of Texas Health Science Center in San Antonio, were emailed an online survey consisting of questions on their proficiency and confidence levels in diagnosing periodontal diseases and conditions, treatment planning, performing non‐surgical periodontal treatment, identifying the need for referral, and their perceived impediments on their clinical periodontics education.ResultsApproximately 97% of third‐year dental students that participated in discipline‐based predoctoral periodontics agree that they are overall confident in providing excellent periodontal care to their patients, and 91% of these students feel that their participation in the predoctoral periodontics clinic has enhanced their knowledge in periodontics as well as their confidence level when providing periodontal patient care. While 95% of fourth‐year dental students agree that they feel confident in providing excellent periodontal care to their patients, only 83% felt that level of confidence during their third‐year in dental school, and 77% believe that given the option to participate in the pre‐doctoral periodontics clinic, their periodontal education would have been strengthened.ConclusionsOur results show that the integration of a discipline based predoctoral periodontics clinic has benefited the dental students and boosted their knowledge and confidence in diagnosing and treating periodontal patients. This model can be improved by addressing space and time limitations.