Abstract
Introduction:
The United Kingdom (UK) General Dental Council's (GDC's) learning outcomes for undergraduate dental students briefly mention critical appraisal but not statistics. Hence, wide variation in statistics teaching across the dental schools is likely but has not yet been well-documented.
Methods:
A survey was conducted to capture the main features of each of the dental degrees in the 18 UK and Ireland dental schools in terms of statistics-related (standalone or as part of other courses/modules) teaching.
Results:
Representatives from all 18 dental schools completed the survey. There were some similarities, such as most using teaching materials specifically developed for their school, and aiming to teach students to understand/interpret but not generate statistics. However, the number/type of staff delivering the teaching, student contact hours, number of statistical concepts taught, whether statistical theory/formulae/packages were used and inclusion in summative assessments varied extensively. Most reported that this teaching was negatively perceived by the students and many felt that changes were needed.
Discussion and conclusion:
This comprehensive review of undergraduate dental statistics-related provision allows dental schools to compare and contrast their own teaching, which is very timely given the imminent need to implement a new GDC framework. Guidelines to encourage more standardised teaching should be developed to improve the ability of newly qualified dentists to practise evidence-based dentistry.
The United Kingdom (UK) General Dental Council's (GDC's) learning outcomes for undergraduate dental students briefly mention critical appraisal but not statistics. Hence, wide variation in statistics teaching across the dental schools is likely but has not yet been well-documented.
Methods:
A survey was conducted to capture the main features of each of the dental degrees in the 18 UK and Ireland dental schools in terms of statistics-related (standalone or as part of other courses/modules) teaching.
Results:
Representatives from all 18 dental schools completed the survey. There were some similarities, such as most using teaching materials specifically developed for their school, and aiming to teach students to understand/interpret but not generate statistics. However, the number/type of staff delivering the teaching, student contact hours, number of statistical concepts taught, whether statistical theory/formulae/packages were used and inclusion in summative assessments varied extensively. Most reported that this teaching was negatively perceived by the students and many felt that changes were needed.
Discussion and conclusion:
This comprehensive review of undergraduate dental statistics-related provision allows dental schools to compare and contrast their own teaching, which is very timely given the imminent need to implement a new GDC framework. Guidelines to encourage more standardised teaching should be developed to improve the ability of newly qualified dentists to practise evidence-based dentistry.
| Original language | English |
|---|---|
| Article number | 238 |
| Pages (from-to) | 265–270 |
| Number of pages | 6 |
| Journal | British Dental Journal |
| Volume | 238 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 28 Feb 2025 |
Bibliographical note
Publisher Copyright:© The Author(s) 2025.