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. 2025 Jun 16;13(6):266.
doi: 10.3390/dj13060266.

Identifying Gaps in Predoctoral Craniofacial Education

Catherine Bingham  1 , Linda Sangalli  2 , Kathryn Preston  3 , Poojan Shrestha  1   4 , Caroline M Sawicki  1   4
Affiliations

Identifying Gaps in Predoctoral Craniofacial Education

Catherine Bingham et al. Dent J (Basel). .

Abstract

Background/Objectives: It is essential that dental school graduates are adequately prepared to provide care to patients with craniofacial differences (PCD). This study aimed to identify potential educational deficiencies in predoctoral dental school curricula regarding the management of PCD. Methods: An electronic survey was distributed to predoctoral dental students across the United States. The 20-item questionnaire assessed students' educational experiences, clinical encounters, and perceived knowledge and confidence in managing PCD. Results: The most taught didactic topic was diagnostic characteristics of craniofacial differences (77.1%), followed by psychosocial challenges (43.0%) and treatment/referral (36.3%). Respondents reported low levels of understanding and confidence in managing craniofacial conditions, with the lowest confidence in providing surgical treatment (30.1 ± 27.9) and the highest in referrals and communication (41.7 ± 30.1, on a 0-100 scale). Logistic regression showed that overall understanding was a significant predictor of confidence, increasing odds by 8% (OR = 1.08, 95% CI 1.05, 1.12). Participants noted that hands-on clinical experience would most improve their confidence in managing PCD. Conclusions: Predoctoral dental students exhibit low confidence and understanding in managing PCD. Incorporating more targeted craniofacial education, particularly hands-on clinical experience, into the curriculum is essential to better prepare dental graduates for craniofacial care.

Keywords: craniofacial abnormalities; dental education; predoctoral education.

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Conflict of interest statement

The authors declare no conflicts of interest.

Figures

Figure 1
Figure 1
Distribution of didactic teaching across academic years.
Figure 2
Figure 2
Self-perceived confidence level across all participants (A) and differences across academic years (B).
Figure 3
Figure 3
Self-perceived confidence level across all participants according to previous didactic teaching on diagnostic characteristics (A); psychosocial challenges faced by craniofacial patients (B); and treatment and referral of craniofacial patients (C).
Figure 4
Figure 4
Self-perceived level of understanding across all participants (A) and differences across academic years (B).
Figure 5
Figure 5
Self-perceived level of understanding across all participants according to previous didactic teaching on diagnostic characteristics (A); psychosocial challenges faced by craniofacial patients (B); and treatment and referral of craniofacial patients (C).
Figure 6
Figure 6
Cluster analysis based on the level of confidence and understanding.
See this image and copyright information in PMC

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