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Removable partial denture teaching in Indonesian dental schools: A cross-sectional study
Preena Sidhu1, Normaliza Ab Malik2, Ratna Sari Dewi3
1Restorative Dentistry Division, School of Dentistry, IMU University Kuala Lumpur, 126, Jalan Jalil Perkasa 19, Bukit Jalil, 57000 Bukit Jalil, Wilayah Persekutuan Kuala Lumpur, Malaysia.
Objectives:
To investigate current practices in teaching removable partial dentures (RPDs) in dental schools in Indonesia, using a validated questionnaire.
Materials And Methods:
The survey questionnaire, originally designed to investigate instruction in RPDs in Oceania, was emailed to the Head of Restorative Dentistry, Prosthodontics, or RPD course coordinator at all 37 dental schools in Indonesian. The questionnaire sought information on preclinical and clinical teaching, including curriculum content, teaching methods, staff, facilities, techniques, clinical requirements, assessments, and challenges. Participants were given six weeks to respond, with reminders sent. Responses were compiled and analyzed using Excel.
Results:
A total of 32 responses were received -a response rate of 84%. All participating schools reported offering a preclinical course on RPD design. Some schools (n = 10,31%) began clinical training in RPDs in the fourth year of study. Regarding clinical case requirements before graduation, 31% of schools (n = 10) required students to complete two cases, while 47% (n = 15) mandated only one. The use of dental surveyors in clinical cases was compulsory in 59% (n = 19) of the schools. The most frequently reported supervisor: student ratio was 1:5 (n = 11,34%), though 20% (n = 6) of the schools reported a higher ratio of 1:10. Approximately 47% of schools (n = 15) relied on external commercial laboratories, often resulting in delays in treatment completion and limited student exposure to laboratory procedures. In contrast, 53% of the schools (n = 17) had access to in-house laboratory facilities for the production of RPDs.
Conclusion:
The teaching of RPDs is well integrated into the curricula in dental schools in Indonesia, but marked variation exists in teaching methods, supervision, clinical exposure, and assessment. Clinical case requirements in nearly 50% of schools are minimal. Harmonization of learning, teaching, instruction and assessment in RPDS could enhance graduate competence in RPD provision in Indonesia.
Clinical Significance:
As more patients requiring complex RPDs seek care from general dental practitioners, it is essential that undergraduate programs equip graduates with the skills and knowledge needed to manage these cases to a high standard.
