Evaluating the integration of the International Caries Classification and Management System in undergraduate dental education: insights from staff and students

Objectives
This study evaluated the impact of integrating the International Caries Classification and Management System (ICCMS) guidelines into the undergraduate dental curriculum at Bristol Dental School.

Methods
Three audits were conducted: one before and two after ICCMS integration, assessing students' performance in recording caries risk assessments, diagnoses, and treatment plans. Additionally, self-administered surveys were distributed to students and clinical staff to explore attitudes toward ICCMS and barriers to its effective use.

Results
At baseline, 34%, 51%, and 45% of students recorded a caries risk assessment, diagnosis, and treatment plan, respectively. Post-integration, these improved to 68%, 87%, and 61% (second audit), but declined to 63%, 97%, and 49% in the final audit. Surveys showed all students were aware of ICCMS, compared to 80% of staff. Among students, 60.3%, 61.5%, 61.5%, and 49% agreed the index aided record-keeping, risk assessment, diagnosis, and treatment planning, respectively. In contrast, only 45% of staff felt it benefited student learning, 10% believed students would use it post-qualification, and 30% found it suitable for NHS practice. Key barriers included ICCMS complexity, time demands, poor clinic access, limited awareness, and lack of integration into digital systems.

Conclusions
ICCMS integration improved student caries management but benefits declined over time. Further embedding and support from artificial intelligence may enhance long-term uptake.