Drugs are essential for palliative, symptomatic, or curative treatment of several diseases. In addition to legal policies, the prescribing competence of dentists is related to the necessary expertise to rationally select adequate drugs for each particular case. [12]. The poor knowledge level of dental scholars on pharmacotherapy and drug prescription observed in this survey, unfortunately corroborates other studies that also reported a lack of confidence in prescribing these drugs clinical training at dental schools [13,14]. Learning deficits during graduation in terms of drug-related knowledge may further jeopardize the clinical performance of dentists [15,16].
Although a significant difference was observed between the two dental schools, the majority of the academics had poor knowledge level; thus, limitations in pharmacotherapy and drug prescription do not seem to be directly related to a specific dental school. Except for a few questions, the lower percentage of correct answers among academics from dental school A can be attributed to the absence of a specific pharmacotherapy course. The fact that these valuable concepts were allegedly provided through workshops (20 hours in total) integrated with a preclinical course seemed insufficient. An undergraduate curricular program with either deficient or redundant courses may undermine the skills development and learning experiences necessary for further professional practice [17–19].
The absence of a significant difference between the percentages of correct answers by dental scholars who had recently completed the sixth term and those who had recently completed the tenth term indicates that pharmacotherapy knowledge remains insufficient even after three terms of supervised practice internship. This result may be related to the traditional lecture-based teaching method, which does not optimize the assimilation of pharmacotherapy concepts [20]. Some studies reported that dental scholars significantly improved their prescribing skills after receiving interactive classes in pharmacology [21,22]. Debating in the classroom seems to be an effective learning method since it improves the level of cognitive skills and the use of scientific databases regarding several topics such as the use of water fluoridation for drinking purposes as well as the use of antibiotics in dentistry [23].
Moreover, dentists' misconceptions about cariostatic mechanisms impair the adjustment of fluoride prescription at optimal age ranges [24,25], which corroborates the findings of this study. Furthermore, the poor knowledge level of dental scholars observed in this study suggests that learning deficits may affect simple guidance on the use of dentifrices and mouthwashes. A review of dental undergraduate curriculums to integrate pharmacotherapy theory with drug prescription practices seems mandatory to avoid negative consequences for both dentists and patients [26,27].
Some studies have reported that a significant number of dentists do not have adequate training and confidence to manage medical emergencies at dental offices, which may result in dramatic consequences and medico-legal suits [28,29]. In addition, dentists usually have limited knowledge and ability to support basic life support procedures [30]. As expected, dental scholars attending the last undergraduate term do not have the self-confidence to manage certain medical emergencies due to a lack of proper training [31].
Treatment of oral diseases essentially relies on the knowledge and skills of professionals to prescribe effective and safe drugs [32]. A recent review has highlighted the deficiency of pharmacology teaching hours and suggested an improvement in the curriculum to adequately prepare future Indian dentists [6]. One study revealed that the pattern of drug prescriptions at an Indian dental teaching hospital was not based on World Health Organization criteria (irrational drug combinations and lack of generic names) and highlighted the need for prescribing guidelines and continuing education to ensure safe and effective practices among dentists [32].
The knowledge level of dental scholars on pharmacotherapy and drug prescription seems insufficient and results from deficient curriculums and exclusively theoretical teaching methods; thus, interactive classes and hands-on activities are mandatory to improve undergraduate learning and further professional practice.