MATERIALS AND METHODS: The investigation was a cross-sectional study, using a validated questionnaire. The questionnaire sought information on both preclinical and clinical instruction, number and duration of modules, logistics of teaching, clinical requirements and teaching challenges. The data was collected and entered in an MS Excel spreadsheet. The results were collated and analysed.

RESULTS: A survey of all 10 Canadian dental schools revealed a 100% response rate, with all schools confirming they perform composite restoration repairs to extend clinical service. Currently, 70% of schools teach repair techniques in undergraduate clinical training, and 20% plan to introduce such techniques within five years. Furthermore, 100% of schools noted patient willingness to accept repairs. While 70% view repair as a definitive treatment, others see it as temporary (10%) or transitional (20%). Primary reasons for teaching repairs include tooth preservation, pulp protection, marginal defects, and secondary caries. For procedures, 70% teach rubber dam isolation, and 70% use diamond-finishing instruments. Most schools (60%) do not teach bevelling or review repaired restorations, while 60% utilise phosphoric acid etching, adhesive bonding, and nano-filled composites.

CONCLUSION: Undergraduate dental students at most Canadian dental schools are taught repair as an alternative to replacement in the management of defective composite resin restorations. Arrangements to harmonise the teaching of composite repair across Canada and beyond would greatly benefit patients and students nationally and internationally.