OBJECTIVES: The goal of the study was to determine the current status of the teaching of color in dental education at both the predoctoral (Pre-D) and postdoctoral (Post-D) levels. METHODS: A cross-sectional web-based survey, containing 27 multiple choice, multiple best and single best answers was created. Upon receiving the administrative approval, dental faculty involved in the teaching of color to Pre-D or Post-D dental students from around the world (N=205), were administered a survey. Statistical analysis of differences between Pre-D and Post-D was performed using Chi-square test (α=0.05). RESULTS: A total of 130 responses were received (response rate 63.4%); there were 70 responses from North America, 40 from Europe, 10 from South America, nine from Asia and one from Africa. A course on "color" or "color in dentistry" was included in the dental curriculum of 80% of Pre-D programs and 82% of Post-D programs. The number of hours dedicated to color-related topics was 4.0±2.4 for Pre-D and 5.5±2.9 for Post-D, respectively (p<0.01). Topics associated with tooth color, shade matching method, tooth whitening, and teaching of appearance parameters other than color, were frequently taught. CONCLUSIONS: Significant differences were recorded between the number of hours dedicated to teaching of color at predoctoral and postdoctoral level. The same is true for the prosthodontics and restorative courses, teaching on negative after images; color rendering index, Bleachedguide 3D-Master shade guide, digital camera and lens selection, composite resins, and maxillofacial prosthetic materials. Except for the restorative courses and composite resins, significantly higher results were recorded for Post-D programs. Vitapan Classical and 3D-Master were the most frequently taught shade guides.
OBJECTIVES: The goal of the study was to determine the current status of the teaching of color in dental education at both the predoctoral (Pre-D) and postdoctoral (Post-D) levels. METHODS: A cross-sectional web-based survey, containing 27 multiple choice, multiple best and single best answers was created. Upon receiving the administrative approval, dental faculty involved in the teaching of color to Pre-D or Post-D dental students from around the world (N=205), were administered a survey. Statistical analysis of differences between Pre-D and Post-D was performed using Chi-square test (α=0.05). RESULTS: A total of 130 responses were received (response rate 63.4%); there were 70 responses from North America, 40 from Europe, 10 from South America, nine from Asia and one from Africa. A course on "color" or "color in dentistry" was included in the dental curriculum of 80% of Pre-D programs and 82% of Post-D programs. The number of hours dedicated to color-related topics was 4.0±2.4 for Pre-D and 5.5±2.9 for Post-D, respectively (p<0.01). Topics associated with tooth color, shade matching method, tooth whitening, and teaching of appearance parameters other than color, were frequently taught. CONCLUSIONS: Significant differences were recorded between the number of hours dedicated to teaching of color at predoctoral and postdoctoral level. The same is true for the prosthodontics and restorative courses, teaching on negative after images; color rendering index, Bleachedguide 3D-Master shade guide, digital camera and lens selection, composite resins, and maxillofacial prosthetic materials. Except for the restorative courses and composite resins, significantly higher results were recorded for Post-D programs. Vitapan Classical and 3D-Master were the most frequently taught shade guides.