Predoctoral Endodontic Education and Training in the United States and Canadian Dental Schools: A Web-Based Survey.

Abstract

Objective(s): This study aimed to evaluate endodontic education and training across United States (U.S.) and Canadian dental schools. It investigated clinical practices, curriculum structure, competency assessment methods, and program challenges in order to provide insights into improving endodontic competency among dental school graduates.

Methods: A comprehensive survey was electronically distributed to predoctoral program directors from accredited dental schools in the U.S. and Canada. The survey captured data on program characteristics, competency certification, and integration of advanced technologies. Data were evaluated and the significance level was set at P < .05.

Results: Of the 87 program directors contacted, 48 responded (response rate: 58.54%). The survey revealed variability in clinical endodontic requirements, with a mean of 4.59 root canal treatments or 4.5 canals completed per student. Nearly one-third of schools reported insufficient patient pools, with 71.43% substituting simulation exercises for clinical experience. Most programs (86.05%) used extracted teeth for training, and 42.86% permitted students to treat routine second molars. Certification methods varied, with 29.27% emphasizing live patient experiences. Notably, 54.76% of directors were uncertain about their graduates' competence to perform molar endodontics in private practice.

Conclusion: Endodontic education in the U.S. and Canada exhibits significant variability, with patient access being a key factor influencing training quality. Simulation exercises help mitigate some challenges, but their use raises concerns about the adequacy of clinical preparedness. Standardizing clinical requirements, improving patient access, and increasing integration of advanced resources could enhance educational outcomes.