Exploring the learned curriculum at a UK dental school through the lens of pulp management

Brooks, Laura, Field, James ORCID: https://orcid.org/0000-0002-5462-4156, Ellis, Janice and Edwards, David 2025. Exploring the learned curriculum at a UK dental school through the lens of pulp management. European Journal of Dental Education 10.1111/eje.70036

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Abstract

IntroductionAs part of a wider study investigating the declared, taught and learned curriculum, this paper aims to explore aspects of the learned endodontic curriculum within an undergraduate dental programme in the United Kingdom. This was done through the lens of deep caries management and management of the pulp.MethodThe learned curriculum was identified through a student online questionnaire using case vignettes and subsequently explored further with structured focus group interviews. Two focus groups with a total of 15 participants were undertaken. Following transcription, data were analysed through reflexive thematic analysis.ResultsValid responses to the questionnaire were received from 39/69 (57%) final year students. Although students largely favoured selective caries removal techniques in deep caries management, their management of a pulp exposure differed significantly from international evidence-based guidelines in terms of technique and material choice. Following focus group interviews, four themes emerged that influenced the students' answers to the questionnaire and their assumed learning: disconnect between lectures and practical experience; the influence of supervising clinicians; decision-making regarding treatment; online learning.ConclusionThis mixed-methods study identifies variation between current evidence-based guidelines and the learned curriculum in relation to deep caries and management of the pulp, resulting in student knowledge and practice that do not align with current guidelines. Recommendations include: clear delivery of current guidelines in lectures, use of typodent teeth in the pre-clinical teaching programme, improved clinical teacher training, a more collaborative and integrative consistent approach, increased availability of materials and creation of more engaging online learning.

Item Type:	Article
Date Type:	Published Online
Status:	In Press
Schools:	Schools > Dentistry
Publisher:	Wiley
ISSN:	1396-5883
Date of Acceptance:	31 July 2025
Last Modified:	27 Aug 2025 08:15
URI:	https://orca.cardiff.ac.uk/id/eprint/180642

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