METHODS: A 24-item validated questionnaire including closed and open questions on the teaching of posterior composites was emailed to faculty members in all 13 Dental Schools in Malaysia. Responses were compiled on Excel and analysed.

RESULTS: All 13 dental schools responded to the survey yielding a 100 % response. All schools indicated the use of posterior composites for 2- and 3-surface cavities in premolars and molars. The didactic teaching time devoted to composites was greater than for amalgam (38 h vs 29 h). Clinically, most posterior restorations placed by students were composites (average 74.1 %, range 10 %-100 %); the remaining 25.9 % were amalgams (range, 0 %-50 %). Slot-type cavities were the preparation techniques most commonly taught (n = 11,84.6 %). The use of rubber dam for moisture control was mandatory in most schools (n = 11, 84.6 %). History of adverse reaction to composites was found to be the most common contraindication to composite placement. The phase down of teaching and use of amalgam in Malaysia is expected to occur within the next six years.

CONCLUSION: The trend to increase the teaching of posterior composites reported for other countries is confirmed by the findings from Malaysian dental schools. Notwithstanding this trend, the use of amalgam is still taught, and future studies are required to investigate the implications of the phase down of amalgam in favour of posterior composites.

MATERIALS AND METHODS: A 23-item validated questionnaire including closed and open questions pertaining to the teaching of posterior composites was emailed to faculty members of all 38 dental schools in Indonesia. Responses were compiled on Excel and analyzed.

RESULTS: The questionnaire response rate was 84%. All schools instructed placement of occlusal, and two, and three-surface occluso-proximal composite restorations in premolar and molar teeth. Nine dental schools (n = 9; 28%) taught posterior composites first, whereas 13 schools (n = 13; 41%) taught the use of dental amalgam first. Most dental schools (n = 26; 81.25%) taught removal of residual caries, prior to placement of restorations. Most schools (n = 10; 31%) taught rubber dam before the placement of composites. Students were taught use of clear matrix, sectional metal matrix systems (n = 24; 75%), or use a circumferential metal system such as Tofflemire (n = 20; 62%). Most institutions reported teaching Solventum composites (n = 25; 78%). Twenty-eight dental schools (88%) taught the use of water cooling while finishing.

CONCLUSION: Instruction in posterior composite restorations is well-established and growing in Indonesian dental schools. Differences in the teaching between dental schools in Indonesia and the teaching in dental schools in other countries and regions of the world should be the subject of review. It is anticipated that the teaching and limited use of dental amalgam by students in Indonesian dental schools will continue to be phased down.

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.