Dentists' knowledge, skills, attitudes and barriers towards minimal intervention dentistry

This cross-sectional study evaluated the knowledge, skills, attitudes, and perceived barriers of dentists from the Federal District, Brazil, regarding Minimal Intervention Dentistry (MID). A validated online questionnaire was administered using non-probabilistic snowball sampling, and 404 dentists participated (74% female; mean professional experience: 12 ± 10.9 years). Data were analyzed using descriptive and inferential statistics, including multiple linear regression (p < 0.05). The dependent variables were knowledge, skills, attitudes, and barriers, while the independent variables included administrative region, years of professional experience, type of graduation institution, academic qualification, professional role, and information-seeking behavior. Overall, participants demonstrated high levels of competency in MID, particularly in the preventive and diagnostic domains; however, selective carious tissue removal was the procedure performed least frequently (38.6%). Regression analyses showed that dentists involved in teaching or research reported significantly fewer barriers (β = -2.56; 95% CI: -3.90 to -1.23; p < 0.001). Dentists who had received formal training in MID achieved higher scores in knowledge (β = 2.95; 95%CI: 2.31 to 3.59; p < 0.001) and in skills and attitudes (β = 3.40; 95%CI: 2.18 to 4.62; p < 0.001), as well as fewer perceived barriers (β = -1.52; 95%CI: -2.35 to -0.68; p < 0.001). Information-seeking behavior was positively associated with greater knowledge (β = 2.35; 95%CI: 1.56 to 3.14; p < 0.001) and improved skills and attitudes (β = 3.06; 95%CI: 1.55 to 4.56; p < 0.001). Graduates from public universities presented higher scores for skills and attitudes (β = 2.17; 95%CI: 1.15 to 3.18; p < 0.001) and reported fewer barriers (β = -0.88; 95%CI: -1.61 to -0.15; p < 0.01). Brazilian dentists demonstrated a strong theoretical understanding of MID; however, practical implementation remains limited. Academic background, involvement in education and research, and proactive learning behaviors were key determinants of higher competency levels and reduced barriers to the adoption of MID.