Assessment of Knowledge about alterations in Tooth Morphology in Undergraduate Students of Teaching Dental Hospitals

Tooth development begins in the embryo and continues through childhood, involving stages that form enamel, dentin, pulp, and roots. (1) Disruptions can result in anomalies like microdontia, macrodontia, supernumerary teeth, or missing teeth (hypodontia/oligodontia), caused by genetic mutations or environmental factors like poor nutrition, toxins, or medications(2). These issues may affect function (chewing, speech) and aesthetics (alignment, shape), impacting self-esteem and quality of life. Accurate identification is vital in clinical practice and forensic science, where dental records are crucial for identification in legal cases.[3] Material and Methods This cross-sectional, observational study, involves 412 undergraduate students (3rd-year, 4th-year, and interns), selected via simple random sampling, with 1st- and 2ndyear students, postgraduates, and practitioners excluded. Result: This study revealed significant differences in identifying conditions like Supernumerary roots and Amelogenesis imperfecta. Third-year students performed better than interns in some cases. Chi-square analysis (p< 0.05) emphasized educational gaps, highlighting the need for improved teaching strategies to enhance diagnostic accuracy. Conclusion This study assessed tooth morphology knowledge dental students, focusing on anomalies like supernumerary roots and taurodontism. Significant variations were found across academic years, especially for certain anomalies. The study emphasizes the need for targeted educational interventions to improve dental training. Key Words Tooth anomalies, Dental education, Diagnostic accuracy, Morphology alterations.