Table 1

Classification of concepts derived from focus groups

TotalFacultyStudents
1. Caries Risk Assessment/Caries Risk Management (CRA/CRM) system
 1) Useful1266
 2) Important1495
 3) Cumbersome1293
 4) Partially or completely useless, for students541
 5) Partially or completely useless, for faculty77
 6) Poor use of time, students422
 7) Poor use of time, faculty11
 8) Insufficient Preventive Dentistry faculty on clinic floor523
 9) Long wait for Preventive Dentistry faculty13211
 10) Lack of clear components to use system12111
 11) Lack of clear outcomes derived from using system1275
 12) CRA training programs for faculty862
 13) CRA/CRM applicable outcomes1394
 14) Current CRA/CRM system undermines adherence by faculty66
 15) Current CRA/CRM system undermines compliance by students532
 16) Current CRA/CRM system undermines its importance in the eyes of faculty22
 17) Current CRA/CRM system undermines its importance in the eyes of students77
 18) CRA/CRM system desirable because of ethical implications55
 19) CRA/CRM system desirable because of legal liability33
 20) Some components of CRA/CRM system are overkill413
 21) Length of patient follow-up precludes realizing CRA benefit936
 22) CRA/CRM system poorly supported by existing evidence22
 23) Patients benefit from incorporating CRA in their management835
 24) Patients don’t benefit from incorporating CRA in their management211
 26) Patients don’t understand the role of CRA in their management13211
 27) Shift emphasis of using long CRA form only to preclinical students532
 28) Shift emphasis of using a short, practical CRA form for D3/D4 students413
 29) Is prestigious outside IUSD, to other dental schools or to clients211
 30) CRA form
  A. Consider having pre-filled segments in form (axiUm, Dental Hygiene)14104
  B. Decision-tree instead of long form431
  C. Need to provide quick grasp of CRA status from form642
  D. Gatekeeper function of CRA before doing operative treatment66
  E. Must allow user to verify links between factors and events752
  F. Initiate during screening visit651
  G. Undertake completely at screening visit22
  H. Make it easier for students844
  I. Make it easier for clinical faculty33
  J. Make it shorter for students633
  K. Make it shorter for clinical faculty22
  L. Override in case of dental emergencies or special cases22
  M. Introduce triaging to focus complete CRA only on complex cases835
  N. Incorporate referral to assign complex cases to Preventive Dentistry faculty11
  O. It is well structured, logically laid out99
  P. Increase points/requirements for CRA211
  Q. It is frustrating or tedious716
2. Caries risk, status
 1) Important to help transition from higher to lower levels853
3. Caries risk assessment, its role within dental care…743
 1) …resulting in more appropriate management of the oral environment1055
 2) …resulting in improved dental treatment outcomes615
 3) …allowing to motivate/educate patients on dental priorities22418
 4) …to bring patients to be engaged in their self-care or professional care1129
4. Caries experience or risk, leading to preventive maneuvers11
5. Dental faculty, actions
 1) Calibration in CRA/CRM system is desirable and needed927
 2) Faculty is stressed for time1111
 3) My approach to doing CRA in private practice is:
  A. “done in the back of your head”33
  B. “opportunity to work with patient”11
  C. “not doing it”33
  D. “CRA is overkill”11
  E. “just make a note of whoever is NOT low caries risk”11
  F. “time is money”11
  G. using more of a condensed form11
6. Dental faculty, perceptions
 1) Familiarity/feeling comfortable with CRA55
 2) Lack of time to do CRA55
 3) Competing demands between CRA and operative work1616
 4) CRA accepted in principle/theory but not in practice99
 5) CRA vis-à-vis insufficient manpower/human resources to do CRA88
 6) CRA vis-à-vis scope of practice (teaching or otherwise)77
 7) CRA vis-à-vis departmental boundaries/allegiance1111
 8) CRA not my job55
 9) CRA mission is preventive dentistry, shoved onto other departments22
 10) Pride in my doing a good job33
 11) I’m told “regular” CRA cases fall in my realm but not competencies; why?321
 12) I feel forced to do CRA11
 13) CRA is not part (or an important part) of dental education mission22
 14) Most patients don’t need/benefit from this level of CRA sophistication44
7. Dental student, perceptions
 1) Familiarity/feeling comfortable with CRA55
 2) Lack of time to do CRA66
 3) Competing demands between CRA and operative work44
 4) CRA accepted in principle/theory but not in practice33
 5) CRA vis-à-vis insufficient manpower/human resources to do CRA44
 6) CRA vis-à-vis departmental boundaries/allegiance44
 7) I feel forced to do CRA413
 8) Some faculty refuse to swipe CRA form1414
 9) Too much noise about something that is common sense44
 10) Too much noise about something that would lead to Prevident anyway ...or any other limited array of measures to offset increased caries risk22
 11) Faculty do not take CRA seriously22
 12) Students do not take CRA seriously33
 13) My vision of doing CRA in private practice is:11
  A. “done in the back of your head”22
  B. “opportunity to work with patient”11
  C. “not doing it”22
  F. “time is money”11
  G. “training in paper now to learn to do it automatically”44
14) The clinical applications of CRA by students should start earlier in curriculum44
535300235