Annals Journal of Dental and Medical Assisting

2023 Volume 3 Issue 1
Creative Commons License

Longevity and Aesthetic Outcomes of Composite Restorations Placed by Dental Students


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  1. Department of Restorative Dentistry and Periodontology, University of Pécs, Pécs, Hungary.
  2. Faculty of Sciences, University of Pécs, Pécs, 7624, Hungary.
  3. Department of Oral and Maxillofacial Surgery, University of Pécs, Pécs, Hungary.
Abstract

Fracture, wear and postoperative sensitivity, secondary caries, and marginal deficits are the primary reasons why composite fillings fail. While many of these flaws are manageable, patients require numerous care to ensure that any restoration is preserved over time. The purpose of the study is to evaluate the quality of class II composite restorations made by undergraduate dentistry students so that the instructors can, if necessary, help the students develop their clinical abilities. The patient files and post-operative radiographs (bitewings) were used in this retrospective analysis. After obtaining permission from the Research Centre and clinic director, 341 patient files were chosen from Muneseya clinics using convenient sampling. It was concerning that 35% of restorations had been determined to be defective. 63% of restorations were continuous with the existing anatomic form, 29% were discontinuous with the existing anatomic form, and 8% had enough material loss to reveal dentin or base, according to anatomic form criteria used to evaluate quality. In general, the students' restorations were of unsatisfactory quality.


How to cite this article
Vancouver
Lempel E, Lovász BV, Bihari E, Krajczár K, Jeges S, Tóth Á, et al. Longevity and Aesthetic Outcomes of Composite Restorations Placed by Dental Students. . 2023;3(1):26-30. https://doi.org/10.51847/YMY74KH70o
APA
Lempel, E., Lovász, B. V., Bihari, E., Krajczár, K., Jeges, S., Tóth, Á., & Szalma, J. (2023). Longevity and Aesthetic Outcomes of Composite Restorations Placed by Dental Students. Annals Journal of Dental and Medical Assisting, 3(1), 26-30. https://doi.org/10.51847/YMY74KH70o

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