922 Journal of Dental Education ■ Volume 79, Number 8 Predoctoral Dental Education The Landscape of Predoctoral Endodontic Education in the United States and Canada: Results of a Survey Karl Woodmansey, DDS; Lynn G. Beck, PhD; Tobias E. Rodriguez, PhD Abstract: Few recent surveys have examined the contemporary landscape of predoctoral endodontic education in the United States and Canada, but anecdotal reports suggest that current dental students have dificulty obtaining adequate clinical endodon- tic experiences. The aims of this study were to quantify the clinical endodontic experiences of current U.S. and Canadian dental students, to explore the issues surrounding their clinical endodontic competence, and to ask more broadly if current graduating dentists are competent to perform endodontic procedures. In August 2014, a hyperlink to a web-based survey with 27 questions was emailed to the 67 predoctoral endodontic directors of U.S. and Canadian dental schools using a list provided by the Ameri- can Association of Endodontists. Out of these 67 possible participants, 40 responded, for a response rate of 60%. The indings were varied. The average 2014 graduate completed 5.9 (±2.4) root canal treatments on live patients, and 69% of the respondents voiced concern regarding a shortage of patient experiences. A majority (59%) of the respondents reported thinking that the supply of endodontic patients has decreased and that students have an inadequate supply of endodontic patients. This study found that a clear majority of predoctoral endodontics directors perceived a shortage of patient experiences for their students although, in real- ity, the number of completed clinical cases appeared to be unchanged since 1975. In addition, 36% of the respondents reported feeling that their 2014 graduates were not competent to perform molar endodontic treatment in their practices. Dr. Woodmansey was Associate Professor, Department of Endodontics, Texas A&M University Baylor College of Dentistry at the time of this study and is currently Associate Professor and Endodontic Program Director, Center for Advanced Dental Educa- tion, Saint Louis University; Dr. Beck is Dean and Professor, Gladys L. Benerd School of Education, University of the Paciic; and Dr. Rodriguez is Vice President for Education, Academy for Academic Leadership (AAL). Direct correspondence to Dr. Karl Woodmansey, Center for Advanced Dental Education, Room 2073, Saint Louis University, St. Louis, MO 63104; 314-977-8623; woodmanseykf@slu.edu. Keywords: dental education, endodontics, competency-based education, clinical education Submitted for publication 10/8/14; accepted 12/19/14 A necdotal reports suggest that current dental students in the United States and Canada have dificulty obtaining adequate clinical endodontic experiences. 1,2 These reports infer that current students are performing fewer root canal pro- cedures on actual patients than in the past and instead are demonstrating their competence using simulated plastic teeth. Unless otherwise compensated for, these educational deicits could affect graduates’ clinical endodontic competence. Our review of the literature found only four sur- veys on this subject published in the past 50 years. 3-6 Over that interval, signiicant changes have occurred in predoctoral endodontic education that may have impacted schools’ abilities to effectively produce competent graduates. Examples of changes include shortages of endodontist-specialist faculty members, lack of evidence-based dentistry staying current with advances in technology, and the evolving standard of care in endodontics. 4,7 Over that same time interval, educational theory and curricula have also evolved. The Commission on Dental Accreditation (CODA) deines “competent” as “the levels of knowl- edge, skills, and values required by new graduates to begin independent, unsupervised dental practice.” 8 Consequently, achieving competence is equated with readiness for graduation from dental school. Dental educators are responsible for developing and assess- ing such competence. Both CODA and the American Dental Education Association (ADEA) 9 have en- dorsed the model of competency-based education. Competency-based education generally replaces numeric procedural requirements with competency assessments as indicators of readiness for graduation. CODA requires that all dental schools individually deine competence, develop competency assessment instruments, and provide evidence that their students have met the schools’ competency goals. The aims