A Multicentre Evaluation of Web‐Based Dental Practicality Index Training for Undergraduate Treatment‐Planning Education

ABSTRACT Aim To evaluate whether a web‐based Dental Practicality Index (DPI) training improves treatment‐planning decision‐making skills and confidence among undergraduate dental students. Methodology A multicentre, randomized, prospective interventional study was conducted across 12 dental schools in 10 countries and included 426 final‐year undergraduate dental students. Participants were allocated to either a control group (no DPI training) or an experimental group that received DPI training prior to assessment. The intervention consisted of an interactive web‐based module introducing the principles and application of the Dental Practicality Index. Following the intervention, both groups completed 15 validated clinical scenarios and a 10‐point decision‐making confidence questionnaire. Primary outcomes were agreement with expert‐referenced scenario decisions and confidence scores. Statistical analysis was performed using non‐parametric tests (Wilcoxon; Kruskal–Wallis with DSCF adjustments) and ordinal logistic regression, accounting for the ordinal structure of the confidence measure. Results Students who received DPI training showed significantly higher performance, demonstrated by greater agreement with expert‐referenced decisions (median score 7 vs. 6; p = 0.009), as well as higher decision‐making confidence (median 8 vs. 7; p = 0.002). These effects remained significant after adjusting for geographic context, with DPI training independently associated with improved performance (OR = 1.65; 95% CI: 1.10–2.49) and higher confidence (OR = 2.51; 95% CI: 1.46–4.31). Although regional variations were observed, the benefit of DPI training was consistent across schools. Model calibration and discrimination were acceptable (Hosmer–Lemeshow p ≥ 0.56; c‐statistic ~0.64–0.73). Conclusions Web‐based DPI training improved agreement with expert‐referenced treatment‐planning decisions and increased decision‐making confidence among senior undergraduate dental students. These findings suggest that incorporating DPI into undergraduate dental curricula may help standardise treatment‐planning education, although further research is needed to determine the readiness for practice. Clinical Significance DPI provides a structured and holistic decision‐making framework that can help reduce uncertainty during treatment planning, support more appropriate and timely referral decisions, and ultimately enhance the quality of patient‐centered care.