Alignment Between Classroom Education and Clinical Practice of Root Canal Treatment Among Dental Practitioners in China: Cross-Sectional Study

Background This cross-sectional study assessed the perceived alignment between preclinical education and clinical practice in root canal treatment (RCT) among dental practitioners in China, aiming to identify systemic gaps in dental curricula and their clinical implications. Objective Dental professionals in Eastern Coastal China. This study distributed questionnaires through hospital dental specialties and medical forums, covering the Southeastern Region of China. Methods A validated, web-based survey was distributed to 90 dental professionals in Eastern Coastal China, focusing on 9 key stages of RCT, preoperative preparation, intraoperative procedures, postoperative care, and clinician-patient communication. Responses were measured using a 7-point Likert scale to evaluate perceived discrepancies between education and clinical practice. Results A total of 83 valid questionnaires were recovered, which revealed significant disparities between academic training and clinical demands. The survey showed that the specialized practitioners identified pronounced mismatches in RCT operative techniques and doctor-patient communication ( P <.05). Participants aged ≤29 years demonstrated heightened awareness of discrepancies in disinfection protocols and temporary filling procedures ( P <.05). Shanghai-trained practitioners reported fewer educational-clinical gaps across multiple procedural stages ( P <.05). Notably, 82% of respondents rated comprehensive RCT implementation as more challenging than individual procedural components. Curriculum deficiencies were identified in treatment indication diagnostics (56.6% agreement) and communication training (43.4% agreement). Emerging technologies like virtual reality and augmented reality (VR and AR) showed minimal educational penetration (3.7% exposure rate). In the free-response section, qualitative feedback highlighted equipment accessibility issues (eg, thermal gutta-percha tools) and instructor-dependent learning outcomes. Conclusions Structural discrepancies exist in Chinese preclinical RCT education, influenced by factors such as experience level, age, and region. These findings underscore the need for curriculum reforms, emphasizing competency-based training, enhanced simulation technologies, and standardized clinical protocols, particularly in areas like periodontal pathology and communication skills.

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