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Repair versus Replacement of Defective Composite Restorations: Teaching in Dental Schools in Canada
Umer Daood1, Normaliza Ab Malik2, Preena Sidhu3
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; Centre for Translational Research (CTR), Institute for Research, Development and Innovation, (IRDI), IMU University, 126, Jalan Jalil Perkasa 19, Bukit Jalil, 57000 Bukit Jalil, Wilayah Persekutuan Kuala Lumpur, Malaysia.
Objective:
The purpose of this paper is to report the outcome of an investigation of the teaching of repair versus replacement in the management of defective composite restorations in dental schools in Canada.
Materials And Methods:
The investigation was a cross-sectional study, using a validated questionnaire. The questionnaire sought information on both preclinical and clinical instruction, number and duration of modules, logistics of teaching, clinical requirements and teaching challenges. The data was collected and entered in an MS Excel spreadsheet. The results were collated and analysed.
Results:
A survey of all 10 Canadian dental schools revealed a 100% response rate, with all schools confirming they perform composite restoration repairs to extend clinical service. Currently, 70% of schools teach repair techniques in undergraduate clinical training, and 20% plan to introduce such techniques within five years. Furthermore, 100% of schools noted patient willingness to accept repairs. While 70% view repair as a definitive treatment, others see it as temporary (10%) or transitional (20%). Primary reasons for teaching repairs include tooth preservation, pulp protection, marginal defects, and secondary caries. For procedures, 70% teach rubber dam isolation, and 70% use diamond-finishing instruments. Most schools (60%) do not teach bevelling or review repaired restorations, while 60% utilise phosphoric acid etching, adhesive bonding, and nano-filled composites.
Conclusion:
Undergraduate dental students at most Canadian dental schools are taught repair as an alternative to replacement in the management of defective composite resin restorations. Arrangements to harmonise the teaching of composite repair across Canada and beyond would greatly benefit patients and students nationally and internationally.
Clinical Significance:
Teaching composite restoration repair supports minimally invasive dentistry by promoting preservation of sound tooth structure and reducing unnecessary restoration replacement. Greater harmonisation of undergraduate teaching across Canadian dental schools could enhance consistency in clinical practice and improve long-term patient care.
