Gender Inequalities in the Dental Workforce: Global Perspectives.

The aim of this review is to investigate the growth of diversity and inclusion in global academic dental research with a focus on gender equality. A diverse range of research methodologies were used to conduct this review, including an extensive review of the literature, engagement of key informants in dental academic leadership positions around the world, and review of current data from a variety of national and international organizations. Results provide evidence of gender inequalities that currently persist in dental academics and research. Although the gender gap among graduating dental students in North America and the two most populous countries in Europe (the United Kingdom and France) has been narrowed, women make up 30% to 40% of registered dentists in countries throughout Europe, Oceania, Asia, and Africa. In academic dentistry around the globe, greater gender inequality was found to correlate with higher ranking academic and leadership positions in the United States, United Kingdom, several countries in European Union, Japan, and Saudi Arabia. Further disparities are noted in the dental research sector, where women make up 33% of dental researchers in the European Union, 35% in North America, 55% in Brazil, and 25% in Japan. Family and societal pressures, limited access to research funding, and lack of mentoring and leadership training opportunities are reported as also contributing to gender inequalities. To continue advancing gender equality in dental academia and research, efforts should be geared toward the collection and public dissemination of data on gender-specific distributions. Such evidence-driven information will guide the selection of future strategies and best practices for promoting gender equity in the dental workforce, which provides a major pipeline of researchers and scholars for the dental profession.

Technical quality of root fillings performed by undergraduate students in Saudi Arabia.

AIM: To evaluate the technical quality of root fillings performed in the undergraduate clinic of the Dental College, King Saud University, Saudi Arabia and to compare the technical quality of root canal treatment between the 4th- and 5th-year students. METHODOLOGY: A random sample of 710 records of patients who had received dental treatment by undergraduate students at the College of Dentistry (Malaz University Campus), between the years of 2005-2008, was investigated. The final sample consisted of 550 root filled teeth in 459 patients. For each root filled tooth, at least three periapical radiographs were examined: preoperative, working length determination and postoperative. The length, density and taper of root fillings, as well as the presence of procedural errors, were recorded. 'Acceptable' filling quality was defined as having adequate length, density and taper with the absence of any procedural error. Results were evaluated statistically using chi-square test. RESULTS: One hundred and twenty-five of 550 root filled teeth (23%) had a root filling that was classified as 'acceptable'. There was no statistical significant association between the 4th- and 5th-year students in terms of length (P = 0.134), density (P = 0.081) and taper (P = 0.590). Seventy-five (14%) treated teeth had ledges, 40 (7%) had apical transportation and 37 (7%) had apical root perforation. Ledges had significant association with the level of student (P < 0.0001) and were greater in the cases of 4th-year students (18%) compared to the 5th-year students (8%), whilst root perforations had also significant association with level of students (P = 0.016) and were more in the 5th-year cases (3%) compared to the 4th-year cases (0.3%). CONCLUSIONS: The technical quality of root fillings placed by undergraduate dental students was classified as 'acceptable' in 23% of cases. There was little difference between 4th- and 5th-year students in the overall quality of root fillings.