Learning experience about the use of the ICDAS by dental students in the clinic.

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Indiana University
Background: The International Caries Detection and Assessment System (ICDAS), established in 2002, is a method to detect and assess the severity of dental caries. It provides scores ranging from 0 (sound tooth) to 6 (extensive cavitation). This system enhances the accuracy of caries diagnosis and assists in conducting research related to public health. Objective: This study aims to explore the knowledge and learning experience of ICDAS in the third-year (D3) and fourth-year (D4) students at Indiana University School of Dentistry (IUSD), evaluate how well they can utilize it, and determine whether they use the ICDAS in clinics. Material and Methods: A questionnaire to assess knowledge and use of ICDAS in the clinic was developed by the student investigator and committee members. The initial questionnaire underwent pilot testing, received feedback from faculty and alums, and was evaluated by the Center for Survey Research. Institutional Review Board (IRB) was obtained. The questionnaire included open-ended and Likert scale questions to assess students' attitudes, knowledge, perceptions, and potential behavioral modifications regarding the ICDAS. The questionnaire was anonymously distributed through Qualtrics and designed to ensure all responses were obtained, specifically targeting D3 and D4 dental students. The responses were gathered and subjected to statistical analysis. Results: 75 Out of 229 dental students (32% of D3 and D4) responded to the survey. This group had 40% D3 and 60% D4 respondents. D4 students were more confident in identifying ICDAS 1 lesions (p=0.041). Students with prior experience were less likely to correctly identify an ICDAS 3 (p=0.034). Additionally, they were less likely to accurately identify an ICDAS 4 (p=0.010). 93% of students stated that ICDAS scores affected treatment. Four ICDAS scoring systems were also discussed with students. About 90% of students indicated that ICDAS caries stages helped them choose preventive or restorative treatments to enhance minimally invasive dentistry. Over 90% of students disagreed with negative statements such as difficulty understanding, learning, having too many scores, and being inadequate for the clinical setting. Conclusion: Third and fourth-year dental students in IUSD exhibit positive learning experiences in their continuing clinical practice with ICDAS and demonstrate adequate knowledge of ICDAS.
ICDAS, Knowledge of ICDAS