European journal of dental education : official journal of the Association for Dental Education in Europe · 2026
A Multicentre Evaluation of Web-Based Dental Practicality Index Training for Undergraduate Treatment-Planning Education.
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Parolia Abhishek, Kanagasingam Shalini, Masiero Anelise, Qian Fang, Teixeira Fabricio, Miller Sara, Patel Shanon, Research Workgroup Members
Аннотация
AIM: To evaluate whether a web-based Dental Practicality Index (DPI) training improves treatment-planning decision-making skills and confidence among undergraduate dental students.
METHODOLOGY: A multicentre, randomized, prospective interventional study was conducted across 12 dental schools in 10 countries and included 426 final-year undergraduate dental students. Participants were allocated to either a control group (no DPI training) or an experimental group that received DPI training prior to assessment. The intervention consisted of an interactive web-based module introducing the principles and application of the Dental Practicality Index. Following the intervention, both groups completed 15 validated clinical scenarios and a 10-point decision-making confidence questionnaire. Primary outcomes were agreement with expert-referenced scenario decisions and confidence scores. Statistical analysis was performed using non-parametric tests (Wilcoxon; Kruskal-Wallis with DSCF adjustments) and ordinal logistic regression, accounting for the ordinal structure of the confidence measure.
RESULTS: Students who received DPI training showed significantly higher performance, demonstrated by greater agreement with expert-referenced decisions (median score 7 vs. 6; p = 0.009), as well as higher decision-making confidence (median 8 vs. 7; p = 0.002). These effects remained significant after adjusting for geographic context, with DPI training independently associated with improved performance (OR = 1.65; 95% CI: 1.10-2.49) and higher confidence (OR = 2.51; 95% CI: 1.46-4.31). Although regional variations were observed, the benefit of DPI training was consistent across schools. Model calibration and discrimination were acceptable (Hosmer-Lemeshow p ≥ 0.56; c-statistic ~0.64-0.73).
CONCLUSIONS: Web-based DPI training improved agreement with expert-referenced treatment-planning decisions and increased decision-making confidence among senior undergraduate dental students. These findings suggest that incorporating DPI into undergraduate dental curricula may help standardise treatment-planning education, although further research is needed to determine the readiness for practice.
CLINICAL SIGNIFICANCE: DPI provides a structured and holistic decision-making framework that can help reduce uncertainty during treatment planning, support more appropriate and timely referral decisions, and ultimately enhance the quality of patient-centered care.
METHODOLOGY: A multicentre, randomized, prospective interventional study was conducted across 12 dental schools in 10 countries and included 426 final-year undergraduate dental students. Participants were allocated to either a control group (no DPI training) or an experimental group that received DPI training prior to assessment. The intervention consisted of an interactive web-based module introducing the principles and application of the Dental Practicality Index. Following the intervention, both groups completed 15 validated clinical scenarios and a 10-point decision-making confidence questionnaire. Primary outcomes were agreement with expert-referenced scenario decisions and confidence scores. Statistical analysis was performed using non-parametric tests (Wilcoxon; Kruskal-Wallis with DSCF adjustments) and ordinal logistic regression, accounting for the ordinal structure of the confidence measure.
RESULTS: Students who received DPI training showed significantly higher performance, demonstrated by greater agreement with expert-referenced decisions (median score 7 vs. 6; p = 0.009), as well as higher decision-making confidence (median 8 vs. 7; p = 0.002). These effects remained significant after adjusting for geographic context, with DPI training independently associated with improved performance (OR = 1.65; 95% CI: 1.10-2.49) and higher confidence (OR = 2.51; 95% CI: 1.46-4.31). Although regional variations were observed, the benefit of DPI training was consistent across schools. Model calibration and discrimination were acceptable (Hosmer-Lemeshow p ≥ 0.56; c-statistic ~0.64-0.73).
CONCLUSIONS: Web-based DPI training improved agreement with expert-referenced treatment-planning decisions and increased decision-making confidence among senior undergraduate dental students. These findings suggest that incorporating DPI into undergraduate dental curricula may help standardise treatment-planning education, although further research is needed to determine the readiness for practice.
CLINICAL SIGNIFICANCE: DPI provides a structured and holistic decision-making framework that can help reduce uncertainty during treatment planning, support more appropriate and timely referral decisions, and ultimately enhance the quality of patient-centered care.