Frontiers in dental medicine · 2025
Impact of knowledge of the 2017 classification for periodontal and peri-implant diseases on diagnostic accuracy among dental students.
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Bamashmous Shatha, Farahat Abdullaziz, Alharbi Waleed, Banjar Arwa, Jamjoom Amal, Badahdah Arwa
Аннотация
BACKGROUND: Periodontal diseases are a significant global health problem and have been associated with various systemic diseases. The American Academy of Periodontology (AAP) and the European Federation of Periodontology (EFP) introduced a new classification system for periodontal and peri-implant diseases in 2017. However, the complexity of this new classification has presented some challenges in its implementation compared to the 1999 classification system. This study evaluates the impact of dental students' knowledge of the 2017 classification on their ability to diagnose periodontal diseases accurately.
MATERIALS AND METHODS: This cross-sectional study enrolled 146 fifth- and sixth-year dental students from King Abdulaziz University in Jeddah, Saudi Arabia. A self-reported questionnaire was employed to assess students' knowledge of the 2017 periodontal classification system and their diagnostic abilities across five clinical cases. Students were classified into low, moderate, and high knowledge groups based on their knowledge questionnaire scores. Statistical analyses assessed the relationship between classification knowledge and diagnostic accuracy and compared these measures across different groups.
RESULTS: In the study, 41.10% of participants achieved high knowledge scores (14-16 correct answers), while 32.88% and 26.03% were categorized into moderate and low knowledge groups, respectively. There was no significant association between knowledge levels and diagnostic accuracy, except for one specific clinical case. While sixth-year students scored significantly higher in the knowledge assessment than fifth-year students (p = 0.005), their diagnostic accuracy did not significantly differ. The main challenge, as reported by students, was the discrepancy between case complexity and their clinical experience (28.1%).
CONCLUSION: This study found no significant impact of dental students' knowledge of the 2017 periodontal classification system on diagnostic accuracy. Challenges such as discrepancies between case complexity and clinical experience and teaching inconsistencies underscore the need for enhanced clinical simulations, case-based learning, and targeted educational training to improve diagnostic accuracy and clinical competence.
MATERIALS AND METHODS: This cross-sectional study enrolled 146 fifth- and sixth-year dental students from King Abdulaziz University in Jeddah, Saudi Arabia. A self-reported questionnaire was employed to assess students' knowledge of the 2017 periodontal classification system and their diagnostic abilities across five clinical cases. Students were classified into low, moderate, and high knowledge groups based on their knowledge questionnaire scores. Statistical analyses assessed the relationship between classification knowledge and diagnostic accuracy and compared these measures across different groups.
RESULTS: In the study, 41.10% of participants achieved high knowledge scores (14-16 correct answers), while 32.88% and 26.03% were categorized into moderate and low knowledge groups, respectively. There was no significant association between knowledge levels and diagnostic accuracy, except for one specific clinical case. While sixth-year students scored significantly higher in the knowledge assessment than fifth-year students (p = 0.005), their diagnostic accuracy did not significantly differ. The main challenge, as reported by students, was the discrepancy between case complexity and their clinical experience (28.1%).
CONCLUSION: This study found no significant impact of dental students' knowledge of the 2017 periodontal classification system on diagnostic accuracy. Challenges such as discrepancies between case complexity and clinical experience and teaching inconsistencies underscore the need for enhanced clinical simulations, case-based learning, and targeted educational training to improve diagnostic accuracy and clinical competence.