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Removable partial denture education in U.S. dental schools.
Vicki C Petropoulos1, Behnoush Rashedi
1Department of Restorative Dentistry, University of Pennsylvania School of Dental Medicine, 240 South 40th Street, Philadelphia, PA 19104-6003, USA. vp718@comeast.net
Summary
A 2001 survey revealed that most U.S. dental schools use similar materials and techniques for removable partial denture (RPD) education, though some programs are adopting new materials or have flexible graduation requirements.
Area of Science:
- Dental Education
- Prosthodontics
- Removable Partial Dentures
Background:
- Predoctoral clinical education in removable partial dentures (RPDs) is crucial for dental students.
- Understanding current teaching practices, materials, and techniques is essential for curriculum development.
Purpose of the Study:
- To survey U.S. dental schools regarding their predoctoral clinical removable partial denture (RPD) programs.
- To identify common curricular structures, techniques, and materials used in RPD education.
Main Methods:
- A questionnaire was distributed to prosthodontic/restorative department chairpersons at 54 U.S. dental schools in 2001.
- A response rate of 82% was achieved, with 44 schools completing the survey.
Main Results:
- A majority of schools utilize consistent materials (e.g., modeling compound for border molding, semi-adjustable articulators) and techniques (e.g., altered cast impression) in RPD programs.
- Most schools (93%) have post-insertion protocols for patients receiving partial dentures.
- Only 25% of schools incorporate novel educational materials, and 18% permit graduation without set RPD clinical requirements.
Conclusions:
- While predoctoral clinical RPD programs exhibit variations across dental schools, significant consensus exists on numerous aspects of RPD education.
- Standardization in core RPD curriculum elements may be beneficial, while flexibility in adopting new educational materials and graduation criteria warrants further consideration.