Abstract
BACKGROUND/AIMS: Studies highlighted the limited confidence of general dentists to effectively manage dental trauma (DT) cases. DT education at the predoctoral level varies globally; however, little is known about it in North American dental schools. This gap in understanding could explain deficiencies in general dentists' treatment of DT cases. Therefore, this study aimed to gain insights into the existing predoctoral DT education across North American dental schools, identify gaps, and recommend improvements to refine and unify DT education. METHODS: Interviews were conducted with DT instructors and curriculum coordinators from North American dental schools. A validated questionnaire was used for the interviews. The questionnaire was divided into three sections: DT curriculum, student assessments, and clinical exposure during predoctoral training. Qualitative data were analyzed individually and grouped for common findings. RESULTS: The overall response rate was 62.6% (n = 52 universities). Sixty-three instructors from 48 dental schools participated in the analysis. Four schools opted out of the study. DT education was found to be fragmented in 47 schools, with a mean of 5.7 ± 1.57 h allocated to DT teaching. Only nine schools assessed students after completing DT coursework, and just one conducted a final examination solely on DT. All instructors reported insufficient clinical exposure to DT cases during rotations. CONCLUSIONS: Dental educators reported significant deficiencies in DT education in North American dental schools. Limited clinical exposure and an inconsistent curriculum may leave students ill prepared for managing DT cases. Increased hands-on experience and curriculum standardization across schools could improve DT education and preparedness.