Treatment planning processes in dental schools

Area of Science:

• Dental Education
• Clinical Dentistry
• Curriculum Development

Background:

• Treatment planning is crucial in dental education, yet under-documented in literature.
• Existing dental school curricula lack clear evaluation of treatment planning courses.
• Integration of academic clinical settings with treatment planning needs further investigation.

Purpose of the Study:

• To survey and profile current treatment planning processes in U.S. dental schools.
• To identify similarities and variations in how dental schools approach treatment planning.
• To assess the integration of treatment planning into the academic clinical setting.

Main Methods:

• A questionnaire with 29 items on treatment plan preparation, process, and outcomes was distributed.
• Surveys were mailed to 54 U.S. dental schools, with 47 (87%) returning completed responses.
• Key topics included patient assignment, planning, sequencing, presentation, informed consent, and modifications.

Main Results:

• Patient welfare is the primary determinant (92%) of treatment plans.
• Accreditation standards influence plans, alongside quantitative requirements.
• Most plans are completed by the second patient visit post-screening.
• Multidisciplinary planning approaches vary; some schools decentralize planning.
• Risk disclosure to patients during plan presentation is inconsistent (less than 50%).

Conclusions:

• Dental schools share common treatment planning procedures, prioritizing patient welfare.
• Variations in managing complex cases and disclosing risks highlight areas for improvement.
• Further research is needed on evaluating treatment planning education and its clinical integration.