Improving the use of Nabers probes for furcation detection during periodontal assessment in dental curricula

Abstract

Detection of furcation involvement (FI) is an integral part of full periodontal examination. The aims of this study were to: 1) investigate the extent to which furcation assessment was performed and recorded by undergraduate and postgraduate students on clinic; 2) evaluate the perceptions of teachers about possible problems in relation to furcation assessment among students; and 3) assess the impact of the dental school’s educational interventions on the improvement in furcation assessment among students. Students were interviewed after their periodontal assessment. This occurred in three different settings: undergraduate and postgraduate treatment clinics, and new patient assessment clinics. Teachers were also interviewed about their perceptions of the students’ quality of furcation assessment. Students were re-surveyed following educational interventions to improve their furcation detection. The baseline questionnaire showed that only 44% of the undergraduate students checked for FI; this compared with 83% of postgraduate students. Of those undergraduate students who assessed FI, only 13% used a Nabers probe and 63% did not record their finding in the patient’s notes. Following educational interventions, 56% of the undergraduates performed furcation assessment, with 78% of these using a Nabers probe. Furcation assessment is often missed during the full periodontal examination carried out by undergraduate dental students and Nabers probes are rarely used. However, teaching interventions have the potential to improve the students’ learning experience and therefore also patient care.