Teaching of composite resin repair in dental schools in the Dominican Republic
Keywords:
Dental restoration repair, education, dental, composite resins, dentistry, operative, Dominican RepublicAbstract
Introduction: Composite resin is the most widely used material in dentistry for direct restorations, but its long-term performance can be affected by a variety of factors. Repair of failed restorations is a viable alternative that preserves tooth structure and prolongs treatment longevity.
Objective: To describe the current status of teaching composite resin repair in dental schools in the Dominican Republic.
Methods: A descriptive cross-sectional study was conducted that included all the universities teaching dentistry in the Dominican Republic, registered with the Ministry of Higher Education, Science and Technology. A validated 14-item questionnaire was sent to the professors of dental surgery/restoration at all dental schools in the country. Data were collected on the inclusion of composite resin restoration repair in the academic curriculum, techniques and indications taught, materials used, and patient acceptance. Data were analyzed descriptively.
Results: All universities (n = 12) participated in the study. Fifty percent already taught composite resin repair, and of the remaining 50%, 83.3% planned to include it in the future based on available scientific evidence. The most commonly taught technique was aluminum oxide abrasion, and the most commonly used materials were adhesive systems and composite resins. However, 81.8% of the institutions did not have a follow-up system to evaluate the effectiveness of the repairs.
Conclusions: The teaching of the repair of composite resin restorations is on the rise in universities in the Dominican Republic dental schools, driven by scientific evidence. This trend may improve the longevity of restorations and optimize clinical practice, by reducing the need for total replacement. However, the lack of follow-up systems makes it difficult to evaluate its effectiveness. It is imperative that institutions incorporate databases as a monitoring strategy to strengthen teaching and ensure the clinical success of this technique.
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Copyright (c) 2025 Patricia Grau, Françoise Hélène van de Sande, Christopher Lynch, Igor Blum, Nairn Wilson, Luiz Alexandre Chisini, Rodrigo Varella de Carvalho
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