From Philosophy to Practice: Bridging Concept and Competence in Non-Restorative Cavity Control Training among Pediatric Dental Postgraduates

Abstract Background: Non-restorative cavity control (NRCC) is a minimally invasive, biofilm-focused approach to managing cavitated carious lesions in children. Despite growing endorsement, its translation into postgraduate pediatric dental training remains variable. This study assessed awareness, knowledge, attitudes, and clinical practice of NRCC among Indian pediatric dental postgraduates. Methods: An online, cross-sectional survey (Google Forms) was conducted following IRB approval and STROBE guidance. A validated 18-item questionnaire (demographics, awareness, knowledge, attitude, practice) was piloted (n = 30) and distributed to 600 postgraduate students; 250 completed responses were analyzed. Knowledge and attitude items were scored dichotomously; descriptive statistics summarized frequencies and percentages. Results: The majority of participants demonstrated exposure to NRCC concepts, with 78.0% reporting prior awareness. Among those aware (n = 195), 82.1% (n = 160) reported routinely practising NRCC in college or clinic. Conceptual understanding was relatively strong: 72.8% (n = 142) recognized NRCC’s goal of rendering lesions self-cleansable and 69.7% (n = 136) acknowledged its use for enamel and dentinal lesions. However, detailed procedural knowledge was limited—only 31.8% (n = 62) identified the Non-Operative Cavity Treatment Programme (NOCTP) terminology, 44.1% (n = 86) correctly described the V-shaped outcome of proximal slicing, and 39.0% (n = 76) understood its implications for space maintenance. Among NRCC practitioners (n = 160), silver diamine fluoride (SDF) was the most frequently used agent (26.3%, n = 42); 60.5% (n = 118) reported performing restorative intervention after NRCC, most commonly with glass ionomer cement (32.2%, n = 38). Conclusions: While NRCC philosophy and clinical uptake are common among pediatric dental postgraduates, important gaps exist in procedural knowledge and standardised terminology. Integration of competency-based modules, supervised experiential training (simulation and clinical exposure), curricular standardisation (NRCC/NOCTP), outcome audits, and faculty development is recommended to bridge the concept–practice gap and improve consistent, evidence-aligned care.