Awareness of Forensic Odontology and Curriculum Gaps Among Dental Professionals in Pakistan: A Cross-Sectional Study

Forensic odontology plays an important role in human identification and medico-legal investigations. This study aimed to assess self-reported awareness, attitudes, educational exposure, and perceived curriculum gaps related to forensic odontology among dental professionals and students in Pakistan.

A descriptive cross-sectional survey was conducted from April to May 2025 using an online, self-designed questionnaire. A total of 276 participants, including undergraduates, house officers, general dentists, postgraduate residents, and consultants, were recruited from public and private dental institutions. Data were analysed using SPSS version 27.0. The questionnaire primarily assessed self-reported awareness, educational exposure, perceived familiarity, and attitudes; it did not include an objective knowledge test or practical assessment.

Most participants (82.2%) reported awareness of forensic odontology, while 84.8% reported that it had not been included in their undergraduate curriculum. The internet was the most frequently reported source of information (76.1%). Age estimation (55.1%) and identification of human remains (49.3%) were the most commonly recognized applications. Most participants believed that improved forensic odontology education would strengthen dentists' medico-legal role (96.4%), supported compulsory undergraduate education (85.9%), and expressed interest in attending relevant workshops (87.0%). The most frequently reported barriers were absence from the curriculum (39.1%), limited awareness (26.8%), and lack of qualified instructors (18.1%).

Participants reported substantial awareness of forensic odontology and strong support for improved education, but limited formal curricular exposure. These findings indicate perceived educational needs and reported curriculum gaps; however, the absence of objective knowledge assessment means that the extent of actual knowledge deficits and practical competence cannot be established with confidence. Future studies should combine self-reported measures with validated objective and case-based assessments to evaluate learning outcomes and applied competence.