Molar incisor hypomineralisation: Teaching and assessment across the undergraduate dental curricula in the UK

Judith Humphreys; Anna Graham; Helen D Rodd; Sondos Albadri; Susan Parekh; Cheryl Somani; Marie Therese Hosey; Greig D Taylor

doi:10.1111/ipd.13158

Molar incisor hypomineralisation: Teaching and assessment across the undergraduate dental curricula in the UK

Int J Paediatr Dent. 2024 Jan 9. doi: 10.1111/ipd.13158. Online ahead of print.

Authors

Judith Humphreys¹, Anna Graham², Helen D Rodd³, Sondos Albadri¹, Susan Parekh⁴, Cheryl Somani⁴, Marie Therese Hosey⁵, Greig D Taylor⁶

Affiliations

¹ School of Dentistry, Liverpool University Dental Hospital, Liverpool, UK.
² Guys and St Thomas' NHS Hospital Trust, London, UK.
³ School of Clinical Dentistry, University of Sheffield, Sheffield, UK.
⁴ Eastman Dental Institute, University College London Hospital, London, UK.
⁵ Faculty of Dentistry, Oral & Craniofacial Sciences, King's College London, London, UK.
⁶ School of Dental Sciences, Newcastle University, Newcastle, UK.

PMID: 38195821
DOI: 10.1111/ipd.13158

Abstract

Background: No consensus exists on how molar incisor hypomineralisation (MIH) should be covered by the undergraduate dental curricula.

Aim: To assess the current teaching and assessment of MIH in the UK.

Design: A piloted questionnaire regarding the teaching and assessment of MIH was disseminated to paediatric, restorative and orthodontic teaching leads in each UK dental school (n = 16). Data were analysed using descriptive statistics, chi-squared and Kruskal-Wallis tests.

Results: Response rates from paediatric, restorative and orthodontic teams were 75% (n = 12), 44% (n = 7) and 54% (n = 8), respectively. Prevention of caries, preformed metal crowns, anterior resin composites and vital bleaching were taught significantly more by paediatric teams (p = .006). Quality of life and resin infiltration were absent from restorative teaching. Orthodontic teaching focussed on the timing of first permanent molar extractions. Paediatric teams were mainly responsible for assessment. Risk factors, differential diagnoses for MIH and defining clinical features were more likely to be assessed by paediatric teams than by others (p = .006). All specialities reported that students were prepared to manage MIH.

Conclusion: Molar incisor hypomineralisation is primarily taught and assessed by paediatric teams. No evidence of multidisciplinary or transitional teaching/assessment existed between specialities. Developing robust guidance regarding MIH learning in the UK undergraduate curricula may help improve consistency.

Keywords: anomalies; molar incisor hypomineralisation; undergraduate teaching.