Exploring declared and taught curricula at a UK dental school through the lens of pulp management.

Abstract Introduction : This paper explores the declared and taught endodontic curriculum within an undergraduate dental programme in the UK, as part of a wider study which also investigates the learned curriculum. Management of the dental pulp was chosen due to the availability of clear internationally recognised guidelines. Method : The declared curriculum was identified through existing course guides, seminar and practical session plans. The formal taught curriculum was identified by cataloguing all lectures, practical teaching sessions, seminars and handouts available to dental students. Questionnaires using clinical vignettes were used to explore the informal taught curriculum. Results : Valid responses to the questionnaire were received from 25/40 (62.5%) clinical supervisors. Disparities between national guidelines, the declared and taught curriculum were primarily due to broad learning objectives and disparate information from lectures and supervising clinicians. Although the majority of formal teaching aligned with national guidelines, the main deviation occurred within the informal taught curriculum. Conclusion : This study highlights disparities between current evidence-based guidelines, the declared and the taught curriculum in relation to pulp management in a UK dental school. Recommendations: all policies, procedures and protocols are updated and aligned to a contemporaneous evidence base annually, and engagement with clinical lecturers to enable more standardised teaching.