# Overview of statistics teaching within undergraduate programmes in UK and Ireland dental schools

## TL;DR

This study finds that statistics teaching in UK and Ireland dental schools varies widely, with calls for standardized guidelines to improve evidence-based dentistry skills.

## Contribution

The paper provides the first comprehensive survey of statistics teaching in UK and Ireland dental schools, highlighting the need for standardization.

## Key findings

- All 18 dental schools showed significant variation in statistics teaching methods and resources.
- Most schools reported negative student perceptions of statistics-related teaching.
- Recommendations for standardized teaching guidelines were emphasized to improve evidence-based dentistry.

## Abstract

Introduction The United Kingdom (UK) General Dental Council's (GDC's) learning outcomes for undergraduate dental students briefly mention critical appraisal but not statistics. Hence, wide variation in statistics teaching across the dental schools is likely but has not yet been well-documented.

Methods A survey was conducted to capture the main features of each of the dental degrees in the 18 UK and Ireland dental schools in terms of statistics-related (standalone or as part of other courses/modules) teaching.

Results Representatives from all 18 dental schools completed the survey. There were some similarities, such as most using teaching materials specifically developed for their school, and aiming to teach students to understand/interpret but not generate statistics. However, the number/type of staff delivering the teaching, student contact hours, number of statistical concepts taught, whether statistical theory/formulae/packages were used and inclusion in summative assessments varied extensively. Most reported that this teaching was negatively perceived by the students and many felt that changes were needed.

Discussion and conclusion This comprehensive review of undergraduate dental statistics-related provision allows dental schools to compare and contrast their own teaching, which is very timely given the imminent need to implement a new GDC framework. Guidelines to encourage more standardised teaching should be developed to improve the ability of newly qualified dentists to practise evidence-based dentistry.

Wide variation in the provision of statistics-related teaching across undergraduate dental programmes in the UK and Ireland exists.Restrictions on time and resources and limited General Dental Council guidance are the main factors driving this variation.Guidelines are needed to encourage more standardised statistics-related teaching, which should improve the ability of newly qualified dentists to understand, interpret and critically appraise dental research.

Wide variation in the provision of statistics-related teaching across undergraduate dental programmes in the UK and Ireland exists.

Restrictions on time and resources and limited General Dental Council guidance are the main factors driving this variation.

Guidelines are needed to encourage more standardised statistics-related teaching, which should improve the ability of newly qualified dentists to understand, interpret and critically appraise dental research.