The Status of Digital Dental Technology Implementation in the Saudi Dental Schools’ Curriculum: A National Cross-Sectional Survey for Healthcare Digitization

Hayam A. Alfallaj (), Kelvin I. Afrashtehfar (), Ali K. Asiri, Farah S. Almasoud, Ghaida H. Alnaqa and Nadia S. Al-Angari
Additional contact information
Hayam A. Alfallaj: Department of Restorative and Prosthetic Dental Sciences, College of Dentistry, King Saud bin Abdulaziz University for Health Sciences, Riyadh P.O. Box 3660, Saudi Arabia
Kelvin I. Afrashtehfar: Evidence-Based Practice Unit, Clinical Sciences Department, College of Dentistry, Ajman University, Ajman P.O. Box 346, United Arab Emirates
Ali K. Asiri: King Abdullah International Medical Research Center, Riyadh P.O. Box 3660, Saudi Arabia
Farah S. Almasoud: King Abdullah International Medical Research Center, Riyadh P.O. Box 3660, Saudi Arabia
Ghaida H. Alnaqa: King Abdullah International Medical Research Center, Riyadh P.O. Box 3660, Saudi Arabia
Nadia S. Al-Angari: Department of Restorative and Prosthetic Dental Sciences, College of Dentistry, King Saud bin Abdulaziz University for Health Sciences, Riyadh P.O. Box 3660, Saudi Arabia

IJERPH, 2022, vol. 20, issue 1, 1-9

Abstract: Objective: The primary objective of this cross-sectional national study was to investigate the status of digital dental technology (DDT) adoption in Saudi Arabian undergraduate dental education. A secondary objective was to explore the impact of dental schools’ funding sources to incorporate digital technologies. Methods: A self-administered questionnaire was distributed to the chairpersons of prosthetic sciences departments of the 27 dental schools in Saudi Arabia. If any department chairman failed to respond to the survey, a designated full-time faculty member was contacted to fill out the form. The participants were asked about the school’s sector, DDT implementation in the curriculum, implemented level, their perceptions of the facilitators and challenges for incorporating DDT. Results: Of the 27 dental schools (18 public and 8 private), 26 responded to the questionnaire (response rate: 96.3%). The geographic distribution of the respondent schools was as follows: 12 schools in the central region, 6 in the western region, and 8 in other regions. Seventeen schools secure and preserve patients’ records using electronic software, whereas nine schools use paper charts. Seventeen schools (64,4%) implemented DDT in their curricula. The schools that did not incorporate DDT into their undergraduate curricula were due to not being included in the curriculum (78%), lack of expertise (66%), untrained faculty and staff (44%), and cost (33%). Conclusions: This national study showed that digital components still need to be integrated into Saudi Arabian dental schools’ curricula and patient care treatment. Additionally, there was no association between funding sources and the DDT implementation into the current curricula. Consequently, Saudi dental schools must emphasize the implementation and utilization of DDT to align with Saudi Vision 2030 for healthcare digitization and to graduate competent dentists in digital dental care.

Keywords: dental education; digital dentistry; CAD-CAM; intraoral scanner; dental technology; curriculum (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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