Assessment of suturing and scaling skills of periodontology and oral medicine residents by OSATS method: a pilot study.

INTRODUCTION: Updating the method for evaluating suturing and scaling skills in dental education has attracted relatively little attention and there is no consensus to what should be assessed and how. The purpose of this study was to investigate the applicability of the Objective Structured Assessment of Technical Skill (OSATS) method for these two basic skills, the possible association between the scores and demographic factors, and the level of satisfaction of residents with this method. METHODS: All six periodontics and three oral medicine residents were recruited by census method and video-recorded while performing a simple interrupted suture, a figure eight suture and scaling on a model. Then, the videos were evaluated independently via a checklist and a global rating scale (GRS) by two expert raters. Agreement between raters and residents' satisfaction were evaluated. Correlation between demographic factors of participants and scores was also assessed. T-test and linear regression analysis were used. RESULTS: There was no significant difference between the scores based on the views of the two raters for each of the checklist (ICC = 0.99, CI = 0.96-0.99, P < 0.001) and GRS (ICC = 0.97, CI = 0.86-0.99, P < 0.001). Linear regression showed no correlation between gender and scores but periodontics major and higher year of education showed correlation with higher scores. CONCLUSION: Considering the excellent agreement between raters in using both the checklist and GRS components of OSATS, and satisfaction of 88% the residents with this method, it seems to be able to provide a reliable assessment.

Assessment of gingival thickness in multi-ethnic subjects with different gingival pigmentation levels.

AIM: Assessment of the thickness of gingival tissues using the probe visibility test is regarded as the method of choice during routine examinations. However, the probe visibility test has not been validated for patients with gingival pigmentation and its accuracy in populations with physiological gingival pigmentation is yet unknown. This study aims to evaluate different methods for the clinical assessment of gingival thickness in participants with varying levels of gingival pigmentation. MATERIALS AND METHODS: Buccal mucosa of the maxillary right central incisor teeth of 171 participants was evaluated using four methods, which were direct measurements using calliper, transgingival probing method using an endodontic probe, and probe visibility method using Colorvue biotype probe (CBP) and UNC-15 probe. The pigmentation of the gingiva was assessed using the Dummett-Gupta oral pigmentation lesion index. RESULTS: The average gingival thickness of the selected population was 1.22 ± 0.38 mm with a distribution of 70% thick and 30% thin gingiva. Transgingival and calliper methods showed good agreement and significant correlation (r = 0.229; p = .003). Visual assessment using CBP and UNC-15 probe showed poor agreement with the direct measurement methods. Gingival pigmentation significantly affected the probe visibility assessment, reducing the visibility of both the CBP (odds ratio [OR] = 4.00; 95% confidence interval [CI], 1.83-8.74) and UNC-15 probe (OR = 1.84; 95% CI, 1.05-3.23) while controlling for thickness of the gingiva. CONCLUSION: The probe visibility method using either CBP or the UNC-15 probe is affected by the degree of gingival pigmentation. Direct measurements using either a calliper or transgingival probing are recommended as methods to measure the gingival thickness in populations with gingival pigmentation.

Periodontal diagnosis and treatment planning - An assessment of the understanding of the new classification system.

OBJECTIVES: Substantial variations are seen among clinicians in the diagnosis and treatment planning of periodontal diseases. Accurate diagnosis and treatment planning are fundamental requirements for effective outcome-based patient care. The aim of this study was to evaluate the understanding of the American Academy of Periodontology and the European Federation of Periodontology 2017 periodontal disease classifications in diagnoses and treatment plans across four study groups. METHODS: The study recruited at least 20 participants in each of the four study groups. These included 1) Periodontal faculty and residents at Indiana University School of Dentistry (IUSD-PF) 2) IUSD general practice faculty (IUSD-GPF), 3) private practice periodontists (PPP), and 4) general practitioners (GP). The participants were provided with 10 HIPPA de-identified case records and a link to a survey. The survey comprised five demographic questions and two questions on diagnosis and treatment plan for each case along with a fixed list of responses. The responses were then compared against gold standards that were determined by a group of three board-certified periodontists. RESULTS: Overall, for diagnostic questions, GP (69%) were correct significantly less often than IUSD-PF (86%, p < 0.001), IUSD-GPF (79%, p = 0.002), and PPP (80%, p = 0.001). No significant differences (p > 0.05) in the overall correct treatment plan responses were found among the four groups (IUSD-PF: 69%, IUSD-GPF: 62%, PPP: 68%, and GP: 60%). The multi-rater kappas for with-in-group agreement on overall diagnosis ranged from 0.36 (GP) to 0.55 (IUSD-PF) and on overall treatment plan ranged from 0.32 (IUSD-GPF) to 0.42 (IUSD-PF). Overall agreement for diagnosis and treatment plans among the four groups was relatively low and none of the groups were statistically different from each other (p > 0.05). CONCLUSION: Regular participation in calibration sessions may lead to more accurate adoption of the 2017 periodontal classification and thereby help provide consistent diagnosis and treatment.

The periodontal senior case clinical challenge: Students' opinions of a formative virtual assessment during the COVID-19 emergency.

INTRODUCTION: Due to COVID-19, innovative, virtual educational methods are being developed to provide students with learning experiences comparable to established clinical practices. Our objective was to produce the Periodontal Senior Case Clinical Challenge (PSCCC) that would provide fourth-year students an alternative for senior case presentations and would be a formative assessment for which student opinions would be provided and analysed. The PSCCC would utilise an online, case-based, written, clinical assessment and follow-up, structured discussion to challenge students to demonstrate ability to apply didactic periodontal knowledge to patient-based experiences. We hypothesised the PSCCC would provide effective learning and a formative assessment. MATERIAL AND METHODS: Relevant didactic resources were distributed to 48 students for independent review. The PSCCC was delivered in two sections, (1) a case-based assessment via a virtual classroom with written student responses, and (2) oral discussions conducted via virtual meetings that were moderated and assessed by ten periodontists, with the collaboration of nine residents. A voluntary six-statement survey was used to evaluate the students' opinions of the PSCCC. The scores for 75% (36/48) of students who participated were evaluated for statistical and clinical importance. RESULTS: The value of our PSCCC was supported by 91.7% (33/36) of the analyses (p < .0008). DISCUSSION: The PSCCC was a successful alternative pathway to assess students' clinical and didactic integrated knowledge in periodontics. It provided a unified vision of treatment of the selected case, building on all aspects of the students' periodontal education whilst allowing interaction in a simultaneous, three-tiered educational approach, involving dental students, periodontal residents and faculty. CONCLUSION: In support of our hypothesis, for each of the 6 statements, ≥94.44% (34/36) of the scores given by the students were considered exceptionally strong clinical support for our pedagogical strategy that combines educational resources and can be successfully implemented in other programmes.

Valoración del método de estudio de caso virtual en el posgrado académico / Assessment of the virtual case study method in the academic postgraduate

Introducción: El método de estudio de caso por vía virtual es una herramienta didáctica de gran valor en el proceso pedagógico del posgrado. Este método, promueve el aprendizaje activo de los residentes, y posee inestimable valor como instrumento del posgrado que se imparte, su ejecución favorece el perfeccionamiento del programa de formación académica de la especialidad. Objetivo: Valorar la satisfacción de los residentes y profesores de la especialidad de Periodoncia con el método de estudio de caso virtual como herramienta didáctica. Métodos: Se realizó una investigación descriptiva, con enfoque cualitativo, desarrollada de enero a abril del 2020, en la Facultad de Estomatología de la Universidad de Ciencias Médicas de Villa Clara y en la Universidad de Ciencias Médicas de las FAR. La población estuvo compuesta por 6 profesores y 7 residentes de la especialidad de Periodoncia y 3 profesores de otras especialidades estomatológicas. Satisfacción con la utilización del caso clínico, residentes y profesores, constituyeron variables del estudio. Resultados: Los casos clínicos preparados por cada profesor, incluían dificultades que no tenían una única solución, para favorecer la comprensión de problemas divergentes y la adopción de soluciones mediante la reflexión. En el análisis de la satisfacción, la mayoría de las respuestas seleccionadas por los residentes y profesores fue siempre. Conclusiones: La satisfacción de residentes y profesores con el uso del estudio de caso virtual fue alta(AU)

Introduction: The virtual case study method is a valuable teaching tool in the postgraduate pedagogical process that can be used for the development of meaningful and autonomous learning. The case study by virtual means, promotes the active learning of the residents, and has invaluable value as an instrument of the postgraduate course that is taught, its execution favors the improvement of the academic training program of the specialty. Objective: To assess the satisfaction of residents and teachers of the periodontics specialty with the virtual case study method as a teaching tool. Method: A descriptive research, with a qualitative approach, was carried out from January to April 2020, at the Faculty of Stomatology of Villa Clara and at the University of Medical Sciences of the FAR. The population was made up of 6 professors and 7 residents of the periodontology specialty and 3 professors from other dental specialties. Satisfaction with the use of the clinical case, residents and teachers, were study variables. Results: The clinical cases prepared by each teacher included difficulties that did not have a single solution, to favor the understanding of divergent problems and the adoption of solutions through reflection. In the analysis of satisfaction; Most of the responses selected by residents and teachers were always. Conclusions: The satisfaction of residents and teachers of the Periodontics specialty with the use of the virtual case study method was high(AU)

Quality Assessment of Randomized Clinical Trials in Periodontal Research from 2015-2018 - A Cross Sectional Analysis.

OBJECTIVES: The objective of this study was to assess the quality of randomised clinical trials (RCT) published in the field of periodontology in compliance with CONSORT guidelines and also to identify any associated influencing factors. METHODS: Quality of reporting in accordance with the 2010 CONSORT checklist was assessed and scored for RCTs published between 2015-2018 in three major periodontal journals: Journal of Periodontology (JP), Journal of Periodontal Research (JPR) and Journal of Clinical Periodontology (JCP). Descriptive statistics and linear regression with univariate analysis were carried out to identify the variables associated with mean CONSORT score. Mean scores were compared between various variables. RESULTS: 177 RCTs were identified from1875 published scientific articles accounting for 9.4% of the total publications screened. Europe (54%) produced more than half of the RCTs followed by Asia (19.2%). A large number of RCTs failed to report satisfactorily many items from the CONSORT checklist with no significant difference between three journals. The mean CONSORT score for JCP was the highest, at 70.5% (95% CI: 68.8 to 72.1), followed by JOP, at 69.9% (95% CI: 68.1 to 71.7) and 68.8% (95% CI: 65.6 to 71.9) for the JPR at p=0.631. Though, the mean CONSORT score increased from 70.4% in 2015 to 71.0% in 2018 but differences were not significant at p=0.653. RCTs reported by more than six authors had better CONSORT score compared to RCTs reported by fewer than six authors at p=0.01. CONCLUSIONS: Inadequate reporting of several items of the CONSORT statement in published periodontal RCTs highlights the shared responsibility of researchers, journal reviewers and editors in maintaining the quality of reporting of RCTs.

Is measurement of the gingival biotype reliable? Agreement among different assessment methods.

BACKGROUND: To determine agreement among the most commonly used methods for assessing the gingival biotype. MATERIAL AND METHODS: An electronic survey was sent to a sample of dentists practicing in Spain. The questionnaire was based on the evaluation of 5 cases involving different gingival biotype assessment methods. Dentists were required to classify the cases as having a "thin", "thick" or "not able to classify" biotype. Each case was assessed using a frontal intraoral photo of the anterior teeth; an enlarged photo of the buccal aspect of the tooth with a periodontal probe inserted inside the sulcus; and the real thickness measured in mm with a calibrated needle. Agreement among the classifications was assessed using Cohen's kappa coefficient. RESULTS: A total of 104 surveys were analyzed. The most commonly used assessment method was visual evaluation of the morphology of the gingiva and the teeth (62.5%). Concordance among the three different methods was weak (kappa = 0.278). Agreement among the classification methods was greater in extreme cases (thinner and thicker gingival thickness). CONCLUSIONS: The most commonly used methods for assessing gingival biotype are not reliable. The three tested methods show poor to weak agreement, which leads to non-reliable estimation of the gingival biotype.

Influence of Self-Assessment on Dental Students' Performance on Technical Assessments in Periodontics.

Self-assessments were introduced into a third-year clinical periodontics course to enable dental students to self-assess and receive faculty feedback prior to technical assessment. The aims of this study were to determine if there was an improvement in the pass rate and average grade on the technical assessments following implementation of self-assessments and to analyze the accuracy of the student self-assessments by comparing them with faculty assessments. Scores from 106 third-year dental students for four periodontal procedures were included in the analysis. Faculty and student self-assessment scores, along with self-assessment and final technical assessments scores, were compared, as were the average number of self-assessment attempts for the various procedures and the pass rates. The average number of self-assessments per student was 6.5 compared to 4.2 for the technical assessments. There was no significant difference between students' self-assessment scores and faculty scores (average difference=0.005; p=0.7894). However, there was a significant increase in overall scores between students' self-assessments and technical assessments (average difference: 0.30 out of 5; p=0.0001). There was also a significant difference in pass rate between self-assessments and technical assessments (92.3% and 99.7%, respectively). The individual technical assessment with the greatest improvement was for scaling and root planing (average difference=0.47; p=0.0001), which also had significantly more self-assessments (2.3 vs. 1.2-1.7, p=0.0001). These results suggest that self-assessment and the subsequent faculty feedback provided students with information that enabled them to improve their performance on technical assessments.

Cone Beam Computed Tomography.

In the last several decades, the need for 3D images in dentistry have developed. Computerized tomography was first introduced mainly with the advent of implantology, but its use remained limited to a small number of specialists, due to its indications, access and dose radiation. In the late 90's, a new technology using a cone-shaped beam and a reciprocating detector, which rotates around the patient 360 degrees and acquires projected data in a single rotation, namely the cone beam computerized tomography (CBCT), invaded dentistry, making the perception of 3D easily acceptable to dentists and their patients.

Periodontal education and assessment in the undergraduate dental curriculum-A questionnaire-based survey in European countries.

OBJECTIVES: This survey aimed to evaluate whether periodontal education and assessment in undergraduate dental curricula amongst the member countries of the European Federation of Periodontology (EFP) follow the competency-based curricular guidelines and recommendations developed by the Association for Dental Education in Europe. MATERIALS AND METHODS: A multiple-choice questionnaire was emailed to 244 dental institutes amongst the 24 EFP member countries between November 2014 and July 2015. RESULTS: Data were received from 16 (66.7%) EFP member countries. Out of 117 responding dental institutes, 76 (64.95%) were included as valid responders. In most of the institutes (86.3%), a minimum set of competencies in periodontology was taken into account when constructing their dental education programmes. Out of 76 responders, 98.1% included lecture-based, 74.1% case-based and 57.1% problem-based teaching in their periodontal curricula, whilst a minority (15.9%) also used other methods. A similar pattern was also seen in the time allocation for these four educational methods, that is, the highest proportion (51.8%) was dedicated to lecture-based teaching and only a small proportion (5.7%) to other methods. Periodontal competencies and skills were most frequently assessed by clinical grading on clinic, multiple-choice examination (written examination) and oral examination, whereas competency tests and self-assessment were rarely used. Only in 11 (14.5%) cases, access flap procedures were performed by students. CONCLUSION: Great diversity in teaching methodology amongst the surveyed schools was demonstrated, and thus, to harmonise undergraduate periodontal education and assessment across Europe, a minimum set of recommendations could be developed and disseminated by the EFP.

Professional competencies and work-related support in relation to periodontal therapy and work satisfaction: A questionnaire study among Swedish Dental Hygienists.

OBJECTIVES: To analyse dental hygienists' (DHs) views on professional competencies and behavioural interventions in the treatment of periodontitis patients, perceived work-related support and work satisfaction. METHODS: A Web-based questionnaire was distributed to all DHs employed at the public dental service in the county of Västra Götaland, Sweden. 302 (83%) responded to the questionnaire; 291 of these DHs stated that they on regular basis treated periodontitis patients and thus constituted the sample for analyses. Based on initial correlation and bivariate analyses of the questionnaire data, multiple logistic regression models were formulated to estimate perceived competencies to treat patients with periodontitis and work satisfaction. RESULTS: The multiple analyses revealed that DHs who worked with specific methods for behavioural intervention, like motivational interviewing, were more likely to rate themselves as "definitely possessing the competencies required to treat patients with periodontitis" (OR 4.0). Likewise, this group of DHs did not consider it more difficult to charge their patients the financial costs for such a behavioural intervention than for scaling therapy (OR 3.1). The perception that one's professional competencies were utilized well in daily practice was associated with high work satisfaction (OR 4.1). More years in the profession (OR 1.03) and a good support by colleagues (OR 1.9) had also a positive impact on work satisfaction. CONCLUSIONS: Dental hygienists' considered that competencies in the treatment of periodontitis patients were related to the practice of behavioural interventions as part of therapy. A stimulating and supportive work environment, with opportunities for professional development, is important for work satisfaction.

Methodological Quality Assessment of Systematic Reviews on Autologous Platelet Concentrates for the Treatment of Periodontal Defects.

OBJECTIVES: Evaluation of the methodological quality of systematic reviews (SRs) on the effectiveness of autologous platelet concentrates as an adjunct to regenerative procedures for the treatment of periodontal defects. MATERIAL AND METHODS: After a literature screening, eligible SRs were qualitatively assessed using 2 validated instruments: A Measurement Tool to Assess systematic Reviews checklist and Overview Quality Assessment Questionnaire. The characteristics and findings of SRs were also reported. RESULTS: Ten SRs fulfilled the inclusion criteria and were evaluated. With A MeaSurement Tool to Assess systematic Reviews tool, SRs displayed a generally satisfying quality. Six SRs satisfied ≥8 items of 11 (high-quality score), and 4 were classified of medium quality (score 4-7). Using Overview Quality Assessment Questionnaire instrument, more than half SRs (N = 6) satisfied ≥7 items of 9, resulting to be of high quality; 3 were classified as medium quality (4-6 criteria met); and only 1 of low quality (3 items satisfied). A significant correlation between the results of the 2 questionnaires was found (Spearman's r = 0.915, P = .0005). CONCLUSIONS: SRs considered had an overall high methodological quality. However, some areas were not systematically addressed, like a thorough research strategy or publication bias assessment. Standard guidelines for designing, performing, and reporting SRs should always be followed. The use of platelet concentrates as an adjunct to periodontal surgery procedures may have beneficial effects for the treatment of periodontal defects.

The impact of education on the probability of receiving periodontal treatment. Causal effects measured by using the introduction of a school reform in Norway.

The aim of the present study was to estimate the causal effect of education on the probability of receiving periodontal treatment in the adult Norwegian population. In Norway, a substantial part of the cost of periodontal treatment is subsidized by the National Insurance Scheme. In that case, one might expect that the influence of individual resources, such as education, on receiving treatment would be reduced or eliminated. Causal effects were estimated by using data on a school reform in Norway. During the period 1960-1972, all municipalities in Norway were required to increase the number of compulsory years of schooling from seven to nine years. The education reform was used to create exogenous variation in the education variable. The education data were combined with large sets of data from the Norwegian Health Economics Administration and Statistics Norway. Since municipalities implemented the reform at different times, we have both cross-sectional and time-series variation in the reform instrument. Thus we were able to estimate the effect of education on the probability of receiving periodontal treatment by controlling for municipality fixed effects and trend variables. The probability of receiving periodontal treatment increased by 1.4-1.8 percentage points per additional year of schooling. This is a reasonably strong effect, which indicates that policies to increase the level of education in the population can be an effective tool to improve oral health, including periodontal health.

Factors Influencing Dental Students' Interest in Advanced Periodontal Education: Perspectives of Department Chairs.

The number of graduates of U.S. dental schools enrolled in U.S. postdoctoral programs in periodontics has been decreasing. The aims of this study were to determine the perspectives of periodontics department chairs regarding 1) features of a school's predoctoral curriculum that promote student interest in advanced periodontal education and 2) characteristics of a periodontal residency program that make it more attractive to dental students over other specialty programs. In 2015, a 14-question survey was designed and sent to chairs of periodontics departments at all 65 U.S. dental schools at the time. Questions addressed number of instructional hours; specialty clinic rotations; elective courses; number of applicants to periodontal residency; existence of a residency program; length of the residency program; and externships, fellowships, and financial stipends offered. The survey response rate was 73.8%. The results showed that departments offering more than seven clinical credit hours in periodontics to predoctoral students had the greatest number of residency applicants. Most of the applicants were from institutions that offered specialty clinic rotations, elective courses, and residency programs in periodontics. The number of applicants did not change significantly if a stipend or fellowship was offered. However, the availability of an externship was significantly associated with a greater number of applicants (p=0.042). These results suggest that offering periodontal clinical rotations, elective courses, and especially externships in periodontics during predoctoral education may encourage more graduating students to pursue postdoctoral periodontal education.

A comprehensive clinical competency-based assessment in periodontics.

Traditional periodontics clinical examinations in dental education frequently assess a narrow set of clinical skills and do not adequately assess the ability of students to independently manage a periodontal patient. As an alternative, the authors developed a comprehensive periodontics competency case experience (CCCE) for senior dental students and surveyed students regarding their experience with the CCCE. Students challenging the CCCE must treat a patient with moderate periodontitis and must independently decide when a state of periodontal and oral health has been achieved. Students are also required to conduct an oral presentation to periodontology faculty. Dental students who completed the CCCE had a favourable impression of the experience, compared with the traditional clinical examinations taken in the junior year. The majority of students rated all the components of the CCCE as 'somewhat' or 'very helpful'. About 72.4% of students felt that being able to work independently on the examination was very helpful for learning about the clinical management of patients with periodontal disease, followed by 'simulation of care in private practice' (65.5%), and oral photography experience (55.2%). The greatest difficulty reported by students was finding an acceptable patient. About 62.1% of students rated 'finding the right patient' as very difficult. Students reported having to screen a mean of 5.9 patients (SD: 4.5) to find a qualified patient. The results of the survey will be useful in improving the examination as an assessment tool in periodontal therapy.

Comparative Analysis of User-Generated Online Yelp Reviews for Periodontal Practices in Multiple Metropolitan Markets.

BACKGROUND: Previously published research for a single metropolitan market (Austin, Texas) found that periodontists fare poorly on the Yelp website for nearly all measured metrics, including average star ratings, number of reviews, review removal rate, and evaluations by "elite" Yelp users. The purpose of the current study is to confirm or refute these findings by expanding datasets to additional metropolitan markets of various sizes and geographic locations. METHODS: A total of 6,559 Yelp reviews were examined for general dentists, endodontists, pediatric dentists, oral surgeons, orthodontists, and periodontists in small (Austin, Texas), medium (Seattle, Washington), and large (New York City, New York) metropolitan markets. Numerous review characteristics were evaluated, including: 1) total number of reviews; 2) average star rating; 3) review filtering rate; and 4) number of reviews by Yelp members with elite status. Results were compared in multiple ways to determine whether statistically significant differences existed. RESULTS: In all metropolitan markets, periodontists were outperformed by all other dental specialties for all measured Yelp metrics in this study. Intermetropolitan comparisons of periodontal practices showed no statistically significant differences. CONCLUSIONS: Periodontists were outperformed consistently by all other dental specialties in every measured metric on the Yelp website. These results were consistent and repeated in all three metropolitan markets evaluated in this study. Poor performance of periodontists on Yelp may be related to the age profile of patients in the typical periodontal practice. This may result in inadvertently biased filtering of periodontal reviews and subsequently poor performance in multiple other categories.

In vivo assessment of periodontal structures and measurement of gingival sulcus with Optical Coherence Tomography: a pilot study.

There has been increasing interest on the development of clinically acceptable, more sensitive and specific methods for non-invasive diagnosis in Periodontics. In this pilot study, the performance of an Optical Coherence Tomography (OCT) system in imaging periodontal structures in humans was evaluated. Gingival sulcus depth measurements were obtained and compared with traditional probes. In total, 445 sites of 23 periodontally healthy individuals were measured by 3 instruments: North Carolina manual probe, Florida automated probe and OCT at 1325 nm. To obtain quantitative measurements from OCT images, the gingival refractive index was also determined. Discomfort/pain perception and the duration of examinations were compared among the instruments. The analysis of OCT images allowed the identification of relevant anatomic dental and periodontal regions. The average sulcus depth measured by OCT, 0.85 ± 0.27 mm and 0.87 ± 0.28 mm, was lower than the values obtained by manual and automated probing. Discomfort/pain were prevalent for traditional probes, which are invasive methods, than for the non-invasive OCT technique. OCT has the potential to be a reliable tool for in vivo periodontal tissues evaluation and for reproducible sulcus depth measurements in healthy sites. Further technological advances are required to reduce the procedure time and promote evaluation of posterior oral regions. Photonic assessment of periodontal tissue with OCT (top) in a clinical environment, showing tooth/gingiva features (bottom).

LGBT Coverage in U.S. Dental Schools and Dental Hygiene Programs: Results of a National Survey.

The aims of this study were to assess curricular coverage of lesbian, gay, bisexual, and transgender (LGBT) content in U.S. and Canadian dental schools and U.S. dental hygiene programs, including hours of LGBT content, pedagogy used, and assessment methods, and to determine whether respondents perceived their institution's coverage as adequate. Data were collected from academic deans at 32 U.S. and two Canadian dental schools and from program directors at 71 U.S. dental hygiene programs (response rates 49%, 20%, 23%, respectively). The results showed that 29% of responding dental schools and 48% of responding dental hygiene programs did not cover LGBT content. Among the respondents, dental schools dedicated on average 3.68 hours and dental hygiene programs 1.25 hours in required settings to LGBT content. Lectures (dental schools 68%, dental hygiene programs 45%) and small group instruction (43%, 25%) were reported as the most common methodology used in teaching this content. Most of the responding dental schools and dental hygiene programs covered HIV (85%, 53%), oral disease risk (63%, 54%), and barriers to accessing health care for LGBT people (58%, 38%). Up to a third reported no need for coverage of topics such as sexual orientation (21%, 32%), coming out (29%, 37%), transitioning (29%, 38%), and sex reassignment surgery (32%, 35%). Assessment was through written examinations (41%, 30%) and faculty-observed patient interactions (21%, 23%); some respondents (20%, 33%) reported no assessment of learning outcomes. The most frequently endorsed strategies for increasing LGBT content were receiving curricular material focusing on LGBT-related health issues and health disparities and having trained faculty to teach LGBT content.