BRAZILIAN ORAL RESEARCH · Published 2026-01-01 · DOI 10.1590/1807-3107bor-2026.vol40.041
Abstract: This cross-sectional study evaluated the knowledge, skills, attitudes, and perceived barriers of dentists from the Federal District, Brazil, regarding Minimal Intervention Dentistry (MID). A validated online questionnaire was administered using non-probabilistic snowball sampling, and 404 dentists participated (74% female; mean professional experience: 12 ± 10.9 years). Data were analyzed using descriptive and inferential statistics, including multiple linear regression (p < 0.05). The dependent variables were knowledge, skills, attitudes, and barriers, while the independent variables included administrative region, years of professional experience, type of graduation institution, academic qualification, professional role, and information-seeking behavior. Overall, participants demonstrated high levels of competency in MID, particularly in the preventive and diagnostic domains; however, selective carious tissue removal was the procedure performed least frequently (38.6%). Regression analyses showed that dentists involved in teaching or research reported significantly fewer barriers (β = −2.56; 95% CI: −3.90 to −1.23; p < 0.001). Dentists who had received formal training in MID achieved higher scores in knowledge (β = 2.95; 95%CI: 2.31 to 3.59; p < 0.001) and in skills and attitudes (β = 3.40; 95%CI: 2.18 to 4.62; p < 0.001), as well as fewer perceived barriers (β = −1.52; 95%CI: −2.35 to −0.68; p < 0.001). Information-seeking behavior was positively associated with greater knowledge (β = 2.35; 95%CI: 1.56 to 3.14; p < 0.001) and improved skills and attitudes (β = 3.06; 95%CI: 1.55 to 4.56; p < 0.001). Graduates from public universities presented higher scores for skills and attitudes (β = 2.17; 95%CI: 1.15 to 3.18; p < 0.001) and reported fewer barriers (β = −0.88; 95%CI: −1.61 to −0.15; p < 0.01). Brazilian dentists demonstrated a strong theoretical understanding of MID; however, practical implementation remains limited. Academic background, involvement in education and research, and proactive learning behaviors were key determinants of higher competency levels and reduced barriers to the adoption of MID
Abstract from DOAJ. Public domain (CC0 1.0).
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