Evaluation of Clinical and Theoretical Knowledge of Scaling and Root Planing in Northern Brazil Dental Schools
Mário Andrade da Silva, Manoella Santiago Almeida Lima, Felipe Jailson Souza Oliveira Florêncio, Paula Gabriela Faciola Pessoa de Oliveira, Rogério Valois Laurentino, Ricardo Roberto de Souza Fonseca, Silvio Augusto Fernandes de MenezesABSTRACT
Introduction
Scaling and root planing (SRP) is traditionally the initial therapy in the treatment of periodontitis. So, clinicians should develop a solid theoretical knowledge of instrumentation and the required clinical skills. This study aimed to evaluate the educational exposure, pedagogical perceptions, and the level of clinical and technical knowledge of undergraduate dental students regarding SRP to identify knowledge gaps.
Methods
A cross‐sectional study was conducted between January and August 2025 with 105 students distributed into G1 (1st–3rd semester), G2 (4th–7th semester) and G3 (8th–10th semester). Data were collected using a digital form containing epidemiological and technical questions in dichotomous and multiple‐choice formats, addressing identification of periodontal instruments, specific clinical indications for SRP instruments, operative principles, post‐SRP clinical effects, grasp techniques and professional‐patient ergonomics. Statistical analyses were performed using Chi‐square and G tests ( p ≤ 0.05).
Results
Significant differences in theoretical and practical exposure to SRP were observed ( p < 0.0001). Technical performance demonstrated significant knowledge gaps; for instance, only 63.8% correctly identified Gracey curettes, and approximately half demonstrated mastery over sickle scalers (52.4%) and less than half for hoes (46.7%). There were significant differences among groups in distinguishing between surgical and non‐surgical instruments ( p < 0.0001). A deficit in operative skills was noted, particularly in professional‐patient ergonomics, with 53.3% correct answers, and in grasp technique, with a correct response rate of 6.7%, indicating gaps in preclinical psychomotor training.
Conclusion
The study reveals potential gaps in the retention of technical‐scientific knowledge among students, suggesting that exploring continuous reinforcement strategies may benefit the teaching of scaling and root planing in northern Brazilian dental schools.