Improving Early Career Dentists' Competency of Endodontic Furcal Perforation Repair: Development and Pilot Evaluation of a Simulated Model in a Quality Improvement Project
Brian M. Quinn, Thibault N. E. Colloc, Julie K. KilgariffABSTRACT
Objective
This quality improvement project aims to evaluate the perceived benefits among early‐career dentists in managing furcal perforations using a simulated clinical environment. The project focuses on the use of 3D printed models with furcal perforation and hydraulic calcium silicate‐based cement to repair it, coupled with magnification tools.
Methods
The project was conducted over 2 years with two cohorts of dental core trainees. Each cohort participated in a half‐day program. The session consisted of theoretical training on the causes, prognosis and management of perforations and was followed by hands‐on practice, where trainees repaired furcal perforations on 3D printed teeth using hydraulic calcium silicate‐based cement. Pre‐ and post‐intervention surveys were administered to assess changes in knowledge, confidence and perceived competence.
Results
Trainees reported increased confidence in managing furcal perforations post‐training. The use of 3D printed teeth provided a realistic and controlled environment for practice, with the opportunity to use hydraulic calcium silicate‐based cement and magnification for effective repairs.
Conclusion
Early‐career dentists benefit significantly from practical experience in a simulated environment. The combination of theoretical knowledge and hands‐on practice using advanced materials and tools improves their competence in managing furcal perforations, potentially leading to better clinical outcomes. This project underscores the importance of simulation‐based training in dental education and its role in enhancing procedural skills and confidence among trainees.