Development of a consensus guideline for teaching Endodontics in undergraduate dental programs

Abstract

This study aimed to map and characterize the content covered in undergraduate Endodontics education in Brazil by analyzing institutional teaching plans. The study also sought to elicit teachers’ perceptions of essential topics, develop a consensus-based guideline using the Delphi technique, and compare the resulting framework of essential topics with those identified in the submitted syllabi. The study was conducted in three sequential stages. First, a diagnostic analysis of Endodontics teaching plans from Brazilian public and private dental schools was conducted via email with course coordinators. Second, a consensus-based guideline was developed using the Delphi Technique with experts in Endodontics education. Third, the experts defined the expected level of student competence for each essential topic, and the resulting guideline was compared with the teaching plans provided by participating institutions. Data were analyzed using descriptive methods. The results revealed marked heterogeneity among the analyzed teaching plans. Differences were found in curricular organization and in content selection. However, most institutions maintained pre-clinical, clinical, and integrated clinical components. A predominance of technical and procedural content was observed, with variable inclusion of revisited content and contemporary topics. After three Delphi rounds, expert consensus was achieved on 40 essential topics for undergraduate Endodontics education. The experts agreed that students should be competent in diagnosing pulp and periapical diseases, interpreting semiology, achieving absolute isolation, performing coronal access, using irrigating solutions, and performing irrigation procedures. However, technological or advanced procedures were not considered to require full competence at the undergraduate level. Comparison with institutional syllabi showed that institutions addressed an average of 21 Endodontics topics. This corresponded to only 47.2% of the topics defined as essential by the expert panel. In conclusion, the proposed consensus guideline provides a national reference framework for undergraduate Endodontics education. While not intended to standardize curricula, it may support curricular planning, reduce excessive heterogeneity, and promote greater coherence in undergraduate Endodontics training in Brazil.