Abstract：
BACKGROUND: There is significant international variation in the postgraduate orthodontic training. The aim of this study was to obtain information relating to the design, content, and delivery of formal postgraduate orthodontic training internationally. Moreover, we aimed to evaluate the perception of orthodontists towards their training as well as identifying factors associated with an improved level of satisfaction.
METHODS: A 42-question survey was sent to orthodontists worldwide via SurveyMonkey. The survey was circulated on orthodontic Facebook groups and through other digital channels including Instagram.
RESULTS: A total of 168 respondents completed all sections of the questionnaire. The vast majority believed programme length was appropriate (n = 150; 89%). Most respondents were confident with their research skills and in their ability to diagnose and treatment plan. Social media was frequently accessed by the respondents for the purposes of orthodontic education (n = 83; 49%). A high proportion (n = 70; 42%) did not treat any clear aligner cases during postgraduate training with many having experience using InvisalignTM only. The majority of respondents across the regions had training in buccal miniscrew insertions. Exposure to three-dimensional printing during residency was limited.
CONCLUSIONS: The study offers an overview of the structure, content, and modes of delivery in orthodontic postgraduate training internationally. While satisfaction levels are good, there is a disparity in terms of exposure to certain techniques internationally. Further training in the modern diagnostic approaches and mechanics may improve satisfaction with postgraduate training.
METHODS: A 42-question survey was sent to orthodontists worldwide via SurveyMonkey. The survey was circulated on orthodontic Facebook groups and through other digital channels including Instagram.
RESULTS: A total of 168 respondents completed all sections of the questionnaire. The vast majority believed programme length was appropriate (n = 150; 89%). Most respondents were confident with their research skills and in their ability to diagnose and treatment plan. Social media was frequently accessed by the respondents for the purposes of orthodontic education (n = 83; 49%). A high proportion (n = 70; 42%) did not treat any clear aligner cases during postgraduate training with many having experience using InvisalignTM only. The majority of respondents across the regions had training in buccal miniscrew insertions. Exposure to three-dimensional printing during residency was limited.
CONCLUSIONS: The study offers an overview of the structure, content, and modes of delivery in orthodontic postgraduate training internationally. While satisfaction levels are good, there is a disparity in terms of exposure to certain techniques internationally. Further training in the modern diagnostic approaches and mechanics may improve satisfaction with postgraduate training.
摘要：
背景：研究生正畸培训存在重大国际差异。这项研究的目的是获得与设计有关的信息，内容,并在国际上提供正式的研究生正畸培训。此外，我们的目的是评估正畸医生对他们训练的看法，并确定与满意度提高相关的因素。
方法：通过SurveyMonkey向全世界的正畸医生发送了一项42个问题的调查。该调查已在正畸Facebook小组以及包括Instagram在内的其他数字渠道上分发。
结果：共有168名受访者完成了问卷的所有部分。绝大多数人认为课程长度是合适的(n=150；89%)。大多数受访者对他们的研究技能以及诊断和治疗计划的能力充满信心。受访者经常出于正畸教育的目的访问社交媒体（n=83；49％）。在研究生培训期间，很高的比例（n=70；42％）没有治疗任何明确的矫正器病例，其中许多人只有使用InvisalignTM的经验。该地区的大多数受访者都接受了口腔微型船员插入方面的培训。在居住期间接触三维打印是有限的。
结论：该研究概述了结构，内容,和国际正畸研究生培训的分娩方式。虽然满意度很好，在国际上接触某些技术方面存在差异。现代诊断方法和力学的进一步培训可以提高对研究生培训的满意度。
方法：通过SurveyMonkey向全世界的正畸医生发送了一项42个问题的调查。该调查已在正畸Facebook小组以及包括Instagram在内的其他数字渠道上分发。
结果：共有168名受访者完成了问卷的所有部分。绝大多数人认为课程长度是合适的(n=150；89%)。大多数受访者对他们的研究技能以及诊断和治疗计划的能力充满信心。受访者经常出于正畸教育的目的访问社交媒体（n=83；49％）。在研究生培训期间，很高的比例（n=70；42％）没有治疗任何明确的矫正器病例，其中许多人只有使用InvisalignTM的经验。该地区的大多数受访者都接受了口腔微型船员插入方面的培训。在居住期间接触三维打印是有限的。
结论：该研究概述了结构，内容,和国际正畸研究生培训的分娩方式。虽然满意度很好，在国际上接触某些技术方面存在差异。现代诊断方法和力学的进一步培训可以提高对研究生培训的满意度。
