ABSTRACT
Objectives: To explore the experience of and satisfaction with workplace-based assessment tools among dental postgraduate trainees. METHODS: The cross-sectional study was conducted from March to October 2022 at the Aga Khan University Hospital, Karachi, and comprised all Operative Dentistry, Prosthodontics and Orthodontics postgraduate trainees. A questionnaire with both open-ended and closed-ended questions was used to record the experiences and satisfaction level of the dental residents who had earlier been subjected to workplace-based assessment. Data was analysed using SPSS 20, while thematic analysis was used for open-ended questions. RESULTS: Of the 20 Subjects, 15(75%) were females. Also, 11(55%) participants had received prior training for workplacebased assessment. There were 16(80%) residents who were satisfied with workplace-based assessment tools in the dental residency programme, 15(75%) agreed that the tools improved their clinical skills and helped them identify their weak areas, all the 20(100%) participants said the feedback given to them was constructive, 18(90%) reported that they were allowed to put in their views. However, 7(35%) participants reported that being observed adversely affected their performance. CONCLUSIONS: Dental residents generally gave positive feedback related to workplace-based assessment tools in a clinical setting.
Subject(s)
Clinical Competence , Education, Dental, Graduate , Internship and Residency , Workplace , Humans , Female , Male , Cross-Sectional Studies , Educational Measurement/methods , Pakistan , Personal Satisfaction , Surveys and Questionnaires , Adult , Orthodontics/education , Dentistry, Operative/education , Prosthodontics/educationABSTRACT
OBJECTIVES: Dental residents experience high stress in their demanding programs and gender-based harassment/discrimination can contribute to their stress. The objectives were to compare stress, satisfaction, experienced sexual harassment and observed discrimination of women in dental graduate programs with high, medium, and low percentages of women and to explore relationships between these constructs of interest. METHODS: Note that, 112 pediatric dentistry (PD), 44 prosthodontics, and 56 oral and maxillofacial surgery (OMS) residents responded to a survey. RESULTS: PD residents had the lowest personal life-related stress (4-point scale with 4 = very stressful: PD = 2.99/P = 3.67/OMS = 3.56; p < 0.001), faculty-related stress (2.68/3.66/3.03; p < 0.001), lack of confidence-related stress (2.79/3.31/2.96; p < 0.01) and academic stress (2.65/3.24/3.02; p < 0.001), while prosthodontics residents had the highest stress levels. The average frequency of experiencing sexual harassment was highest for OMS residents and lowest for PD residents (5-point scale with 1 = never: 1.15/2.62/2.74; p < 0.001). PD residents observed least and OMS residents most frequently that female residents were treated less positively by other residents because of their gender (1.59/2.57/3.00; p < 0.001). Prosthodontics residents had the lowest job satisfaction score (5-point scale with 1 = lowest satisfaction: 4.12/3.14/4.20; p < 0.001). The more frequently male and female residents experienced sexual harassment, the higher their personal life-related stress, faculty-related stress, lack of confidence-related stress, and academic stress, and the lower their career satisfaction, specialty content satisfaction, and stress-related satisfaction. Women's frequencies of observed gender-based discrimination were associated with higher stress and lower satisfaction, while men's frequencies of these observations were not associated with stress, but associated with increased satisfaction. CONCLUSIONS: Dental residents' stress, career satisfaction, experienced sexual harassment, and observed discrimination of women residents differ depending on the dental specialty program. Both male and female residents report more stress and less satisfaction the more they experience sexual harassment. The more women observe discrimination of women, the more stressed and the less satisfied they are. For men, the frequencies of these observations are not associated with stress, but positively associated with increased satisfaction.
Subject(s)
Internship and Residency , Job Satisfaction , Pediatric Dentistry , Prosthodontics , Sexism , Surgery, Oral , Humans , Female , Male , Sexism/psychology , Surgery, Oral/education , Pediatric Dentistry/education , Prosthodontics/education , Sexual Harassment/psychology , Sexual Harassment/statistics & numerical data , Stress, Psychological , Adult , Surveys and QuestionnairesABSTRACT
Technological progress leads to new advances in dental education. One of the applications involves the use of virtual and augmented reality as educational aids. The emerging question is to establish if and how these enhancements may prove beneficial to the overall student learning process. A review of recent literature was conducted with the aim of providing evidence for the development of relevant clinical guidelines. The proposed topic attempted to provide answers to the questions of (a) how participants perform when using haptic devices compared to traditional tooth preparation methods on typodonts, (b) how the use of simulators is perceived by both students and educators, and (c) what added value simulators may have in prosthetic dentistry training. The main findings of this study showed that participants expressed satisfaction with the educational experience, finding it both stimulating and very similar to the actual clinical environment. However, differences between haptic and conventional methods were also apparent. Haptics was a significant predictor of clinical crown performance. Significantly better results and shorter preparation times tended to increase with experience. In conclusion, self-directed learning appears to be beneficial in the clinical education that follows data-driven approach. At the pre-laboratory level, simulators may act as an initial familiarization instrument. At the preclinical level, they may aid in detecting students who require extra assistance, or to provide extra training hours for students lacking adequate competency to enter the clinical training phase.
Subject(s)
Education, Dental , Prosthodontics , Education, Dental/methods , Prosthodontics/education , Humans , Students, Dental/psychology , Clinical CompetenceABSTRACT
PURPOSE: Item analysis of multiple-choice questions (MCQs) is an essential tool for identifying items that can be stored, revised, or discarded to build a quality MCQ bank. This study analyzed MCQs based on item analysis to develop a pool of valid and reliable items and investigate stakeholders' perceptions regarding MCQs in a written summative assessment (WSA) based on this item analysis. METHODS: In this descriptive study, 55 questions each from 2016 to 2019 of WSA in preclinical removable prosthodontics for fourth-year undergraduate dentistry students were analyzed for item analysis. Items were categorized according to their difficulty index (DIF I) and discrimination index (DI). Students (2021-2022) were assessed using this question bank. Students' perceptions of and feedback from faculty members concerning this assessment were collected using a questionnaire with a five-point Likert scale. RESULTS: Of 220 items when both indices (DIF I and DI) were combined, 144 (65.5%) were retained in the question bank, 66 (30%) required revision before incorporation into the question bank, and only 10 (4.5%) were discarded. The mean DIF I and DI values were 69% (standard deviation [Std.Dev] = 19) and 0.22 (Std.Dev = 0.16), respectively, for 220 MCQs. The mean scores from the questionnaire for students and feedback from faculty members ranged from 3.50 to 4.04 and from 4 to 5, respectively, indicating that stakeholders tended to agree and strongly agree, respectively, with the proposed statements. CONCLUSION: This study assisted the prosthodontics department in creating a set of prevalidated questions with known difficulty and discrimination capacity.
Subject(s)
Education, Dental , Educational Measurement , Prosthodontics , Prosthodontics/education , Humans , Education, Dental/methods , Educational Measurement/methods , Students, Dental/psychology , Surveys and Questionnaires , Stakeholder ParticipationABSTRACT
INTRODUCTION: The purpose of this study was to explore the students' perceptions and performance in prosthodontics theory exam. METHODS: A cross-sectional descriptive study was conducted on 560 (80.82%) students of different levels (third, fourth and fifth years) to explore their opinions and performance with regard to a number of issues on a prosthodontics theory exam (exam evaluation, exam preparation, exam material, exam timing). Demographic data were also collected. Descriptive statistics were generated and Chi-square test, independent sample t-test, ANOVA test and Pearson's correlation coefficient were used to examine the associations between different variables. The significance level was set at p < .05. RESULTS: Students' responses regarding exam evaluation was influenced by their gender, study level, high-school Grade Point Average (GPA) and undergraduate cumulative GPA. Perceived exam difficulty was significantly affected by gender (p = .03) and study level (p < .001), and negatively correlated to both high-school GPA (p < .001) and university GPA (p = .03). The vast majority (88.2%) depended on lecture hand-outs and lecture notes for study. Exam material and preparation were not significantly affected by any of the demographic variables with most respondents (76.8%) thinking that the lectures blended with prosthodontics laboratories/clinics would improve their understanding of the exam material. The suggested best time to conduct the exam was early afternoon (31.6%). Student performance was significantly affected by the study level (p < .001) and cumulative GPA (p < .001) with significant positive correlation between the high-school GPA and the mark in the exam (r = .29, p < .001) and by the amount of time students spent for exam preparation (p < .001). Those students who reported using textbooks to prepare for the exam got significantly higher marks (66.1 ± 8.7) compared to the students who did not (62.8 ± 9.7) (p = .03). CONCLUSIONS: Course level, GPA and gender were identified as the most influential factors in different aspects of exam evaluation and students' performance. Regular study and use of textbooks were demonstrated to improve academic performance. Additional orientation and guidance relating to the exam (especially for third year students) would be welcomed, as would alternate teaching methods such as small group discussions or study groups.
Subject(s)
Educational Measurement , Prosthodontics , Humans , Cross-Sectional Studies , Prosthodontics/education , Education, Dental/methods , StudentsABSTRACT
Dental academia in Pakistan has recently achieved an important milestone. The name of Operative Dentistry speciality has been changed to Operative Dentistry & Endodontics (ODE). It was a much-needed change that was first felt about two decades ago. However, with the correction of name, there are certain challenges that this speciality has to manage now. These include improving the curriculum, setting up standards, and lastly, setting up its boundaries and scope of practice as some of its scope overlaps with a sister speciality called Prosthodontics. This overlapping of the boundaries of dental disciplines is a problem that is unique to Pakistan, India, and some East Asian countries where Operative Dentistry or Conservative Dentistry is combined with Endodontics. This paper aims to discuss the objective delineation of dental procedures and suggest a model of peaceful co-existence of sister dental specialities.
Subject(s)
Dentistry, Operative , Endodontics , Humans , Dentistry, Operative/education , Prosthodontics/education , Scope of Practice , Education, Dental/methods , Endodontics/educationABSTRACT
INTRODUCTION: This study evaluated the self-assessment skills of third-year dental students regarding their performance in complete removable prosthodontics (CRP) preclinical course. METHODS AND MATERIALS: This cross-sectional study was conducted on all third-year dental students attending the International Dental College of Tehran University of Medical Sciences. The students were requested to self-assess their performance in primary impression making, custom tray fabrication, border moulding, final impression making, master cast fabrication, record-base fabrication and tooth arrangement in CRP preclinical course. The performance of dental students in each step was scored by themselves and their mentors. Data were analysed by the Mann-Whitney U, Pearson's correlation and t-tests (α = 0.05). RESULTS: Totally 25 male (55.6%) and 20 female (44.4%) dental students were evaluated. Significant differences were noted between male and female dental students in self-assessment scores regarding adequate extension of the custom tray (p = .027), the correct position of tray handle (p = .020), visibility of vestibular width and depth on the cast (p = .011), the coincidence of upper and lower midlines (p = .005) and correct orientation of maxillary and mandibular planes in the articulator (p = .036). The mean self-assessment score of female students was significantly higher than that of male students (p = .01). The scores given by the mentors were not significantly different for male and female students (p = .975). The difference between the self-assessment score of students and the mentor score was not significant (p = .067) either in males or in females (p > .05). CONCLUSION: Undergraduate dental students favourably self-assessed their performance in all steps of the preclinical course of CRP, comparable with their mentor assessment.
Subject(s)
Self-Assessment , Students, Dental , Humans , Male , Female , Prosthodontics/education , Cross-Sectional Studies , Education, Dental/methods , IranABSTRACT
INTRODUCTION: In fixed prosthodontics, simulators are essential to students for a progressive transition from preclinical to clinical condition. With the 3D printing technology, we developed resin bars allowing students to better visualise by motor chunking technique. Main objectives of this work were to describe this teaching methodology used in preclinic among different promotions of second, third and fourth dental years and to evaluate students' feedback. MATERIALS AND METHODS: Two hundred seventy resin strips were digitally designed and printed in resin. All participants from second, third and fourth had to fulfil a User Experience Questionnaire (UEQ) after the preclinical work. The scales of this questionnaire covered the complete impression of the user experience. Both classical aspects of usability (efficiency, insight and reliability) and aspects of user experience (originality, stimulation) were measured. RESULTS: For the second dental years, 'Attractiveness', 'Stimulation' and 'Novelty' were considered 'Excellent'. For the third dental year, novelty average was considered as 'Excellent'. For the fourth dental year, 'novelty' was considered as 'Good'. DISCUSSION: The resin plates used in this study are original and stimulating for the students, especially for the second-year dental students who found the exercises useful for their learning. This method can also be used by creating scenarios close to the clinical situations encountered in dentistry departments (more dilapidated teeth, preparation of inlays, post and core, etc.). This 3D printed simulation model is not intended to replace the Frasaco® models but is a complement to the learning process.
Subject(s)
Prosthodontics , Students, Dental , Humans , Prosthodontics/education , Motor Skills , Reproducibility of Results , Education, Dental/methods , Printing, Three-Dimensional , Personal SatisfactionABSTRACT
INTRODUCTION: At the moment, no commercial model solution is available for the individualisation of the dentition depending on the clinical case scenario. Furthermore, the realistic training of most restorative and prosthodontic procedures on a single dental study model is not possible. The aim of this study was the creation of a new training model to fill this gap. MATERIALS AND METHODS: Complete upper and lower jaw models were created based on existing scans and radiological data from a patient. All components for 100 complete models and 1128 teeth for the training were produced with a SLA-printer. Overall, 94 voluntary students attending the first and second preclinical course in prosthodontics tested the functionality of the model with three different tooth types against a standard dental study model and real teeth. After the training, the model was rated in a questionnaire. RESULTS: The production of the models and teeth was feasible. The overall rating of the different teeth was worse for type I (Ø 3.6 ± 1.1), significantly better for type II (Ø 2.5 ± 1.0) and type III (Ø 2.4 ± 1.0) than a standard typodont tooth (Ø 2.7 ± 1.1). The new model was rated significantly better overall (Ø 2.6 ± 1.0) than the standard training model (Ø 3.0 ± 1.1). CONCLUSIONS: The aim of this study was fulfilled. A superior training model was created with equivalent and better tooth types. The new teeth were outstanding in terms of cost-efficiency, appearance and feeling during preparation.
Subject(s)
Crowns , Prosthodontics , Humans , Prosthodontics/education , Education, Dental , Educational Measurement , Students, DentalABSTRACT
The prosthodontics preclinical training modules involve textbook-based two-dimensional (2D) ideal images and practicing on manikin models to emulate ideal tooth preparations and teeth arrangements. Relying solely on 2D images as objectives for preclinical exercises limits the trainee's creative skills to instructions of textbooks and clinical instructions received. With advancements in digital dentistry, dental trainees should have early exposure to the three-dimensional (3D) rendering of ideal preclinical objectives. A dental education technique using computer-aided design software and smartphones is described that will allow 3D rendering of ideal prosthodontic training assignments allowing early exposure to digital dentistry for dental training students.
Subject(s)
Prosthodontics , Tooth Preparation, Prosthodontic , Humans , Prosthodontics/education , Tooth Preparation, Prosthodontic/methods , Software , Computer-Aided Design , Educational Measurement/methodsABSTRACT
PURPOSE: Gaining knowledge on the extent of digital technology implementation in dental education and the barriers to it will help inform future directions to promote the use of such technology and will enhance dental education. This study aimed to investigate the utilization of digitally fabricated removable prostheses and the potential obstacles to implementing such technology in US dental schools. METHODS: A survey was developed and distributed to the restorative dentistry department chairs and postdoctoral prosthodontic program directors. The survey delivery protocol included follow-up emails 1 week, 3 weeks, and 4 weeks after the initial email. The collected data were analyzed descriptively. RESULTS: The response rate was 85% and 45% for predoctoral and postdoctoral prosthodontic programs, respectively. The results showed that 88.06% of the predoctoral programs and 95.65% of the postdoctoral prosthodontic programs implement digital complete dentures in the curriculum; however, the digital removable partial dentures implementation rate was recorded at 70.77% in predoctoral programs and 61.9% in postdoctoral prosthodontic programs. CONCLUSIONS: Dental schools are challenged by cost, design software limitations, IT and laboratory support, and faculty training. Multifaceted support is instrumental in further implementing digital removable prosthodontics into dental education.
Subject(s)
Dental Implants , Prosthodontics/education , Surveys and Questionnaires , Curriculum , Education, DentalABSTRACT
BACKGROUND: The traditional Chinese dentistry classroom teaching model focuses on the instruction of knowledge details, but less on the frameworks and learners' motivation. Here, we introduced a combination of mind mapping and PBL instruction (MBL)into the prosthodontics course for Chinese dental students. This study aimed to evaluate the effectiveness and efficiency of MBL in prosthodontics and make observations from the students' perspectives, based on their response with the learning process. METHODS: We prospectively enrolled 56 fourth-year undergraduates of stomatology, and these participants were randomly allocated into either the combined mind map teaching group (MBL) or the problem-based learning group (PBL) to attend the prosthodontics course. An anonymous questionnaire was also administered to both groups to evaluate the students' perceptions and experiences, using closed and open-ended items. Data were analyzed using descriptive statistics and thematic analysis. RESULTS: The students' responses to closed items indicate their experience in PBL and MBL to be positive, including increased motivation, improved memory of knowledge, enhanced discipline connection and raised teamwork, with fairly higher ratings for the MBL group. However, the tutor-guided competence scores including the memory and framework part, were significantly higher for MBL group than PBL group (two-way ANOVA, p < 0.01, p < 0.001, respectively). Meanwhile, the self-perceived competence scores including the motivation, framework and teamwork part, were significantly higher for MBL group than PBL group (two-way ANOVA, p < 0.01, p < 0.001, p < 0.05, respectively). CONCLUSION: Our findings suggest that MBL teaching approach can help in integration of knowledge structure and enhance clinical reasoning. MBL is an effective and well-organized method in prosthodontics course for dental students.
Subject(s)
Problem-Based Learning , Prosthodontics , Students, Dental , Humans , East Asian People , Learning , Problem-Based Learning/methods , Prosthodontics/education , Surveys and Questionnaires , China , Models, EducationalABSTRACT
BACKGROUND: Quality assurance (QA) of predoctoral dental student laboratory work is an essential part of the learning process that involves evaluating the student's ability, providing constructive feedback, helping develop the students' ability to self-assess, and promoting collegiality and communication among students, faculty, and laboratories. Faculty calibration, while often difficult to coordinate, is also necessary to providing consistent student feedback. AIM: The purpose of this study was to evaluate whether periodic calibration exercises with the fourth-year dental students and faculty impacted the number of student cases rejected during Quality Assurance evaluation of fixed prosthodontic cases submitted to The Dental College of Georgia laboratory tracking. CONCLUSION: Findings from this study provided evidence that ongoing calibration did result in a reduced number of incoming QA rejections in all periods reviewed except for one in which there was significant turnover among department faculty affecting QA calibration for that time period.
Subject(s)
Education, Dental , Prosthodontics , Humans , Prosthodontics/education , Schools, Dental , Calibration , Students, Dental , Faculty, DentalABSTRACT
Aim: This study aims to evaluate and compare the knowledge of prosthodontic diagnostic aids among interns and postgraduates. Settings and Design: A questionnaire survey was conducted to assess and compare the knowledge of prosthodontic diagnostic aids among interns and postgraduates. Based on the pilot study with alpha error 5% and a power of study 80%, the sample size was estimated to be 858 for each group. Materials and Methods: The self constructed questionnaire consisted of 3 sections, of which each section had 5 questions, a total of 15 questions validated by a team of 6 experts. The questionnaire was distributed electronically among interns and postgraduates in various dental colleges across India. Data were collected and subjected to statistical analysis. Statistical Analysis: All outcomes of this survey were analyzed using an independent t test. The Mann- Whitney test was used to determine the significance of two groups. Results: From the results obtained, it was found that interns (mean: 6.90; standard deviation: 2.442) had less knowledge regarding diagnostic tools than postgraduate students (mean: 8.76; standard deviation: 1.818). Conclusion: Diagnostic aids simplifies the process of diagnosis and treatment planning. Moreover, the knowledge of diagnostic aids among younger generation permits them to redefine the way dentistry is practiced and at the same time helps to provide better treatment results and achieve the utmost for the profession. Adequate knowledge of diagnostic aids is the need of the hour. Dental professionals should constantly update knowledge regarding various diagnostic aids in Prosthodontics, so as to arrive at optimum diagnosis and treatment plan with longer prognosis.
Subject(s)
Prosthodontics , Students, Dental , Humans , Prosthodontics/education , Cross-Sectional Studies , Pilot Projects , Surveys and QuestionnairesABSTRACT
PURPOSE: To develop a current profile of prosthodontics program directors (PPDs) in United States dental schools and describe the current challenges and responsibilities of those serving in the position and assess the professional needs of the program directors (PDs) to better support them in their roles. MATERIALS AND METHODS: A survey was sent to 51 participants who were identified as PPDs in North America via Qualtrics in 2019 to assess the professional needs of PDs to better support their roles. The survey consisted of 29 items organized into six sections: (1) demographic information; (2) hours and time spent in various areas of the job; (3) greatest challenges; (4) perceived importance of specific competencies; (5) opinions on the greatest rewards of the position; (6) their needs for support from the American College of Prosthodontists and advice for the future PD. RESULTS: The response rate for this survey was 88.3%. Of the 45 respondents, the majority were white/non-Hispanic, followed by Asian/Pacific Islanders. The two largest and equal numbers of participants who worked for more than 10 years and between 1 and 3 years were observed with approximately 29% each, and PDs who worked less than a year occupied the least amount. Overall, 34% of PDs are on the tenure track and 80% of those are tenured. Teaching and clinical services took away the greatest time with approximately 42% and 22.1%, respectively. Thirty-five (78%) PDs listed the greatest challenge they encountered was the workload of the role. Skills listed in leadership and personnel competencies were all rated more important than most of the skills listed in management. CONCLUSIONS: There is a wide gender gap and a lack of racial diversity among the PPDs. The biggest challenge faced by them is the amount of workload followed by budget and fiscal constraints. And for their improved efficiency, they gave emphasis on learning time management and continuous clinical training of newer advances.
Subject(s)
Internship and Residency , Prosthodontics , United States , Humans , Prosthodontics/education , North America , Surveys and Questionnaires , CurriculumSubject(s)
Denture, Partial, Removable , Prosthodontics , Prosthodontics/education , Curriculum , Education, Dental , TeachingABSTRACT
INTRODUCTION: Providing undergraduate dental students with a range of clinical experiences in fixed prosthodontics procedures is an important component of dental education. The aim of this retrospective study was to analyse the types of laboratory-fabricated fixed prosthodontics clinical units completed by undergraduate students over 10 consecutive years and determine any significant trends. MATERIALS AND METHODS: The fixed prosthodontics treatment registers from 2012 to 2021 were reviewed and the different types of completed fixed prosthodontics units and total number of fixed prosthodontics units were recorded for each year. Completed units were categorised according to the type of restoration and expressed in whole numbers and as a percentage of the total number of units completed in each year. The data were presented in table and graph form. Mann-Kendall tests were performed to statistically analyse for trends in the different restoration types. RESULTS: Throughout all study years, porcelain bonded to metal (PBM) crowns (48.25%, range 35.70%-59.91%) were the most frequently completed fixed prosthodontics unit followed by full gold crowns (FGC) (20.84%, range 14.89%-27.30%) and all-ceramic crowns (ACC) (12.70%, range 3.67%-24.41%). Collectively, PBM, FGC and ACC comprised 81.80% of all completed fixed prosthodontics units. There were observed trends of increased use of all types of all-ceramic containing restorations, all types of all-gold containing restorations, all types of partial coverage restorations and specifically ceramic onlays and gold onlays. There were observed trends of reduced use of cast gold post-cores and all types of bridges. CONCLUSION: PBM crowns were the mainstay laboratory-fabricated fixed prosthodontic unit completed over 10 years of undergraduate student fixed prosthodontics clinical practice.
Subject(s)
Crowns , Prosthodontics , Humans , Retrospective Studies , Prosthodontics/education , Education, Dental , Students , CurriculumABSTRACT
INTRODUCTION: Research is limited in measuring the effectiveness of pre-clinical programmes in preparing students for fixed prosthodontics clinical practice. The aim of this retrospectively study was to assess the influence of a major pre-clinical programme restructure on undergraduate student fixed prosthodontics clinical unit completions. MATERIALS AND METHODS: The fixed prosthodontics treatment registers from 2011 to 2020 were reviewed, and units completed per student (UCS) and units completed per student per session (UCSS) were calculated in the years before (2011-2013) and after (2014-2020) a major pre-clinical programme restructure (PR). Data were summarised in Microsoft Excel software (version 2016), and Student's t-test and paired t-tests were performed to determine the significance of difference in UCS and UCSS in the years before and after the PR. RESULTS: There was a significant difference in the UCS (p < .05) and UCSS (p < .01) in the years before and after the PR. The average UCS in the years before the PR was 2.20 units compared with 3.86 units after the PR, an increase of 75% per student. The average UCSS in the years before the PR was 0.15 units compared with 0.28 units after the PR, an increase of 87% per session. CONCLUSION: The fixed prosthodontics pre-clinical programme restructure resulted in statistically significantly increased student clinical unit completions.