How to prepare for MDS Pediatric Dentistry Final Exams (Theory and Clinical)

Introduction

This blog is relevant to postgraduate students who wish to prepare for the examinations whether it is part theory at the end of the first year or they and clinical examinations with viva voce at the end of three years.

As the saying goes, 'The more we sweat in peace, the less we bleed in war',"The better you prepare ahead; the less you sweat or break your head, during the tests"

The MDS (Dental PG) exams are held at the end of the entire three-year study (with applied basic sciences paper at the end of the first year), unlike a semester system where the aspirant has many chances to prove him/herself. Therefore, students get a phobia (or nerves) about their successful completion despite sincerely working in their clinical department. A few simple tips and suggestions should give some added confidence to postgraduate students.

Points to Remember

• The post-graduate program is like 24/7; 365 days and spans through THREE years.
• The overall assessment of your THREE years PG time does matter in the outcome of the result.
• Practice multitasking and lateral thinking
• Set priorities for each day, week, month, 3 months, etc.
• Allocate time for the prioritized tasks from maximum time to minimum time on a daily, weekly, monthly, quarterly, half-yearly, yearly basis for each task.

Preparing Well Ahead for the Theory Examination/Viva

Preparation Phase (Foundations)

• Start early. Make a schedule by breaking down the syllabus and allotting a few days/ hours for each topic. Start with core topics, dedicating 1 to 2 weeks to each, focusing on textbook reading and note making.
• Prepare notes & flow charts with few international, national, and regional studies for a given area of the specialty subject/ topic.
• Comprehend and memorize the flow charts, tables, and key words for each topic or question.
• Have knowledge of all the library dissertations of your department; participate actively during seminars, journal clubs, critical appraisals and case discussions
• Memorize the author names during seminars and journal club presentations, which will account for a good number, over a period of 3 years.
• Schedule the difficult topics early, break them into small sections, and revisit them multiple times using spaced repetition. Keep some easy topics in between to improve recall and avoid monotony.
• Prepare ahead: Writing a good essay requires the preparation of material that cannot be done in the time limit you have during the examination.
  • It requires many hours/ few days of preparation.

Learning Phase (Integration)

Combine advanced topics, case-based learning, and integrate clinical protocols. This phase is ideal for small group discussions and practice of past paper questions.

• Anticipate probable examination questions. Check the questions from previous examinations.
  • Try to understand the questions and what is being asked, or is the primary focus of the question?
  • Do you need to apply a concept/ principle to the past or current procedures? Do you need to compare/ contrast different theories, techniques, or materials?
• Reading selectively can help: Focus on frequently asked and high-yield topics instead of reading the entire syllabus.
• Imagine yourself in the place of the paper setter/ evaluator. What did the writer emphasize in the question?

Revision Phase

In the final weeks before exams, focus on rapid reviews, mock theory exams, past paper solutions, and clinical and viva mock sessions.

• Re-visit multiple times: Try to revise the high-yield topics at least 2 to 3 times
• Practice, writing - You may choose to write a summary of each topic you have been learning or discussing.
  • You may write a short description of the past or contemporary events you have been listening to, during seminars or discussions.
• Focus on clarity, conciseness, and understanding the differences between the various theories, procedures, techniques, materials, etc.
• Memorize key procedures, indications, names, etc.
  • You will have to support your answer or statement with evidence, and this may involve memorizing some key events, or the names of authors, etc. in chronological order.
• Stay up-to-date with the latest literature through specialty and allied journals.
• Organize your concepts. Awareness of the subject accounts for part of the preparation.
• Have mock theory examinations and check your cognitive (knowledge and memory), psychomotor (writing consistently for three hours), and time management skills (remember for each mark allotted, you have 1.8 minutes to spend).

Preparation for Clinical Examination/Viva

• Prepare thoroughly on the theoretical basis for each of the clinical exercises from the past to the current scenario.
• Develop knowledge of the signs, symptoms, prognosis of a given condition/ treatment rendered
• Have scientific evidence base for the materials being used in pediatric dentistry
• Recall the titles of the journals, textbooks and the best journal articles/ textbook chapters for a given topic of theory or clinical examination.
• Work on each clinical case with time limit and quality assurance, THREE to SIX months before examinations.
• Have mock practical examination drills with rubber dam, 3 – 6 months ahead of the final examination
• Whenever possible, try to train your clinical assistant for orientation to assist you, chair side
• Prepare checklists for all clinical examination procedures and follow meticulously
• Memorize the composition and properties of materials used for clinical procedures

During Theory Examinations - General Tips

• The display of personal affiliation or faith is rarely helpful.
• Do not give any instructions to the examiners. For example, see page XX for the remainder of the answer; PTO; to be contd., etc.
• Do not waste paper space. Always leave a small but clear left margin for the question numbers. Remember that legible handwriting has no substitute.
• Do not give double space, but no crowding of the letters and the lines.
• Use color pencils or pens to underline/ highlight points of importance, which will draw the examiner's attention.
• Draw diagrams wherever possible; even line diagrams are better, as one picture is worth many lines or paragraphs.
• Remember that your full answer may not be read, but a few paragraphs will be read as cluster samples. Therefore, direct the examiner to the crux of the matter by highlighting the same by underline, color, or "inverted commas" etc.
• Remember that the length of the answer should be proportionate to the marks allotted.
• Answers to a long answer question in half-page or short answer question in 3 pages will irritate the evaluator/ examiner.
• Do not write unnecessary stuff to increase the length of the answer.
• Remember to always start an answer to any long essay question on a fresh page.
• The answer for a second short essay may start on the same page, provided that decent space is kept after the earlier answer.
• Organize the answer with proper structure for different types of questions and follow it uniformly.
• Do not write simple points; write at least one line to explain or expand; otherwise, it is understood that the answer was written after consulting someone orally.
• This usually occurs for the last question, which is kept pending when the answer is not known in the last few minutes, and the invigilators are busy in collecting the answer sheets.
• Remember to label the question numbers correctly. It is a safe practice to write the question itself before starting writing the answer.
• Write the number of the short essay/ note as appears in question paper. For example, Short Essay No. 2, Molar incisor hypomineralization.
• This avoids confusion in the mind of the examiner about the size of the answer expected and the maximum marks allotted for the same.
• The presentation of your answer script is important. Contents will fetch additional marks, provided the examiner maintains interest to go through them. The flow chart is essential.

During Theory Examination - Specific Tips

Many students may go blank or start writing desperately after having a glance at the question paper. Do not do this! Instead, try the following:

• Read all the questions and instructions carefully.
• Organize the answers before writing them. If you merely answer each question as you encounter it, you may answer or write information/ material to one question that is more suitable for another.
• Time management: The division of time based on the marks allotted for each question is important.
• Carry out a "MEMORY DUMP." Write all the information you have had to remember for a question in a note of key words on the last page of the answer sheet(rough work).
• Organize your answer and present it chronologically, with a flowchart at the beginning.
• Review your answer. Take a few minutes to read and correct any mistakes.
• Check whether you have answered all parts of the question.

During Clinical Examination

General Principles for Clinical Examination and Viva

• It is a two-day examination, with THREE procedures, PEDAGOGY and VIVA VOCE.
• Don't panic! Don't think about the result! Keep calm, relax, and do better
• Prepare checklists for all the procedures regarding the principles, equipment and materials along with some landmark studies.
• Keep all study casts, radiographs, mixed dentition analysis chart, and instruments for each procedure ready, as required.
• All infection control protocols must be strictly followed. Avoid touching with gloved hands, the areas other than defined
• Always prepare patients on your own, so that you can build a rapport with patients. Practice four-handed dentistry with your chair-side assisting junior/ intern
• Make sure that you have treated all dental problem for the child, in addition to the exam exercise
• Be very specific in selecting exam cases as they should be as per exact specifications……Well begun is half done.
• Prepare all diagnostic records, casts, radiographs by yourself to avoid blaming someone else for the faults / errors.
• Have some juniors, interns to keep the waiting parents/ children occupied.
• Bringing the parents/ children to different timings as per the expected time to start the procedure can help.
• Before sitting the child in the dental chair, allow the child to finish the rest room formalities.
• Keep the child occupied with some games and activities during the chair-side presentation/ Viva
• Keep some chairside reference material, handouts, Dos & Don'ts, checklists related to clinical procedures with supporting studies.
• Wear protective eyewear for yourself as well as the child patient throughout the clinical procedures, including crown and band adaptation.
• The presence or absence of parent should be carefully decided and handled carefully
• Keep a watch to time your procedures, as it is an important tool to win the praise of your examiner.
• Listen carefully to the question and answer to the point, as your answers can lead to further questions.
• Always have a backup to your answer – supporting literature (Journal article/ textbook chapter).
• In case of accidental maltreatment, the student should be able to analyze the consequences and management.

On the Day Before the Clinical Examination and Viva

• Assign responsibilities for your juniors, friends, or relatives/ spouse, regarding transport of children/ parents and refreshments, as well as chair-side assisting
• Check for all study casts, diagnostic records, instruments, and materials
• Have a checklist of DOs and DO NOTs for each clinical procedure
• Revise the theoretic basis of the three clinical procedures from the past to the present, regarding diagnosis, materials, and techniques with supporting studies.

Pulp Therapy

• Check for all diagnostic records, checklists, instruments, and materials.
• Write a complete history (symptoms), clinical findings (signs) and write the diagnosis/ differential diagnosis and treatment planning along with necessary radiographs, pulp sensibility tests and any other investigation.
• Do not try to make a diagnosis for your convenience
• Do not teach the child to lie about symptoms and signs
• Proper pain history: Use the right terms to describe the pain; Spontaneous, Continuous, etc. Each description is unique and cannot be interchanged. Combinations of these terms that can lead you to decision making.
• Good radiograph with adjacent tooth contacts and underlying tooth bud. A good bitewing with adult film than an IOPA with pediatric size film will be better
• Measure working length with two different file sizes for the mesial (mandibular) or buccal (maxillary) canals for differentiation of MB/ML; MB/DB
• Handout related to the diagnosis of pulp pathology, different obturation materials & techniques as well as studies supporting or conflicting those materials & techniques
• Clinical and radiographic evaluation of pulp status -AAPD
• Criteria used in the differential diagnosis of pulp pathology

Table from Giuroiu CL et al., 2015

Space Maintainer

• Selecting a child with a fully erupted tooth (6) distal to the abutment tooth (E) to be banded
• Knowledge of the dynamics of changes in occlusion, secondary spacing, canine movement, lower anterior crowding, Establishment of molar relation, Guidance of eruption, occlusion etc.,
• Band dimensions, composition, loop dimensions, modifications, welding and soldering, Strain hardening; instruments
• Sectional impressions; Stabilization of the band in the impression
• Recommended reading:
  • American Academy of Pediatric Dentistry. Management of the developing dentition and occlusion in pediatric dentistry. The Reference Manual of Pediatric Dentistry. Chicago, Ill.: American Academy of Pediatric Dentistry; 2024:475–93. Available at: https://www.aapd.org/globalassets/media/policies_guidelines/bp_developdentition.pdf
  • Qudeimat MA, Fayle SA. The longevity of space maintainers: a retrospective study. Pediatr Dent. 1998 Jul-Aug;20(4):267-72. Available at:https://www.aapd.org/globalassets/media/publications/archives/qudeimat-20-04.pdf
  • Rapp R, Demiroz I. A new design for space maintainers replacing prematurely lost first primary molars. Pediatr Dent. 1983 Jun;5(2):131-4. Available at https://www.aapd.org/globalassets/media/publications/archives/rapp-05-02.pdf
  • Goswami M, Narula V, Rimshheanam R. Innovations in Band and Loop Space Maintainers: Transition From Conventional to Advanced. Cureus. 2025 Jun 2;17(6):e85234. Available at:https://pmc.ncbi.nlm.nih.gov/articles/PMC12221103/

Stainless Steel Crown (SSC)

• Indications for SSC.
• Types; Sizes; Composition differences
• Basic principles of preparation, different schools of thought
• Protection of the adjacent tooth during preparation; Band material, matrix band
• Alterations in stainless steel crowns
• Luting cements
• The preparations that maintained the greatest amount of buccal and lingual tooth structure were the most retentive.
• The cement significantly increased the retention capacity of all the preparations.
• Mechanical retention did not contribute significantly to the separation resistance of the stainless-steel crown.
• Factors other than retention may be of greater importance to the clinical success of stainless steel crowns.
• Recommended reading:
  • Stainless Steel Crown procedures for Primary Molars. In Mathewson RJ, Primosch RE. (eds.) Fundamentals of Pediatric Dentistry, 3/e. Quintessence Publishing Co., Inc. 1995, pp. 233-246.
  • Savide NL, Caputo AA, Luke LS. The effect of tooth preparation on the retention of stainless steel crowns. ASDC J Dent Child 1979;46(5):385-9.
  • American Academy of Pediatric Dentistry. Pediatric restorative dentistry. The Reference Manual of Pediatric Dentistry. Chicago, Ill.: American Academy of Pediatric Dentistry; 2024:452-65. Available at: https://www.aapd.org/globalassets/media/policies_guidelines/bp_restorativedent.pdf

Pedagogy

• The student should have thorough knowledge and control on 2-3 topics; if the examiners give a choice for pedagogy or viva voce
• However, be prepared for any topic that can be given by the examiners.
• The dissertation presentation is not pedagogy
• Pedagogy is teaching skills for a given target audience/ student
• You should know the target audience and the time allotted; prepare the presentation accordingly.
• The topic should be planned well before the day of pedagogy (that is, the first day).
• The presenter should have thorough knowledge of the topic and the preparation should aim at the target audience.
• If possible, one mock session with faculty and Postgraduates
• As it is a pedagogy activity, the presenter should cover all the areas provided in the DCI checklist, which you would have used.
• Purpose: To assist the student’s capability as a teacher
• Should be divided into must to know, desirable to know and good to know
• You should not use more than eight sentences per slide.
• Focus on the diagrammatic presentation.
• Ex-tempore presentation is always appreciated with footnotes for important facts
• The number of slides should be 1 slide for 30 sec. on an average
• Focus on content and presentation rather than overdoing and distracting from the topic
• If someone else’s work is presented or taken, don’t forget to acknowledge

Presentation of the dissertation (if any)

1. Prepare slides that you can speak extempore
2. Have additional scientific information on the slides rather than abstract pictures.
3. The thesis presentation should be crisp and should always try and explain as if you are explaining to a person who is listening to it for the first time; thus, to convey
   • Why did you select this topic?
   • How did you do it?
   • Are your results similar or different from those of the other studies of same type?
   • What is the significance of your study in pediatric dentistry?
4. Always understand and believe that no one knows more about your research

Viva-Voce:

10 Tips for Success during Viva

1. Smart preparation: Do not try to revise everything prior to viva voce, as examiners can ask questions from any area of pediatric dentistry, from history to the current scenario. Try to compile all your learning and experience of the three years and manage them. Prepare better on 2-3 topics other than clinical case scenarios, with good literature backing up. If you were asked to pick your favorite topic, you will be fortunate.
2. Prepare a list of the most difficult questions: List the top 10 most difficult questions for you and keep preparing/ discussing them with faculty/ seniors/ juniors, until they no longer scare you.
3. Be yourself: Don't try to imitate someone else; however, you can improvise by observing or listening to others. Realize what is best for you and prepare accordingly.
4. Present yourself better: Dress smart, show positive body language, and be audible. Formal dress, with / without tie, and a neat apron will add to your personality and self-esteem. Don’t wear jeans, t-shirts, or fashion accessories.
5. Enter with a positive attitude: Examiners will be interested in knowing how much you learnt during the three years of your PG and want to pass you. Thinking about the results before you finish all the areas of the examination will only reduce your chances, as you become extra anxious and defensive. Answer with confidence, but in a polite and humble manner.
6. Prepare for the warm-up/ ice-breaker question (Back to fundamentals): Most of the time, the viva will start with a warm-up or ice breaker question, and your answer will set the tune for further viva. Most students take these things easily and will ignore them, as they think that they are basic and UG level questions. Hence, be prepared for those must-know questions.
7. Well begun is half done: Always start off right! Listen to the question carefully; try to understand the question; have perception check, when in doubt. Answer the question relevantly. Do not give nonspecific and leading answers. For every nonspecific/ leading answer, there will be a specific/ right question, and you will be in a quicksand before you realize.
8. Don't talk like a product representative: Don't forget answers by heart; analyze and understand the topic. Otherwise, it removes spontaneity in answering and will be obvious to the examiners. If you are anxious about your pre-prepared answers, there is more chance of answering questions that were not asked than the ones they were.
9. Stay calm and relaxed: The examiners will be genuinely interested in knowing how much you had learnt or prepared. Be confident and comfortable so that you can do your best.
10. The lack of comments should not be disturbing: Lack of comments does not mean that you have not done well. Some examiners may not give any indications that you have done well or not.

Conclusion

'Always believe that your examiner knows better than you, and his focus is not to trouble you, but to check the knowledge you gained during your PG program; therefore, be polite and courteous, as this is the first, but definitely not the last time you meet examiners other than your teachers, and this will influence the path of your career' -Nikhil Marwah

Acknowledgments

• Dr. AR Prabhakar, Dr. Nikhil Marwah, Dr. Sharath Asokan, and Dr. Anshula Deshpande for some valuable insights
• ISPPD HO and the Website Committee for the opportunity to contribute to this blog

Techniques to Stay Consistent and Avoid Burnout During Revision

Maintaining consistency and preventing burnout are crucial for success in demanding exams like MDS Pediatric Dentistry. Here are actionable strategies supported by educational research and student experience:

1. Structured Study Schedule

• Develop a realistic and balanced schedule and stick to it. Divide your sessions into manageable blocks and prioritize tougher topics earlier in the day or week when your mental energy is highest.
• Set clear and achievable goals for each session, e.g., completing certain chapters, practicing a set number of questions or reviewing a set of clinical cases.
• Use habit tracking apps or planners to monitor progress and maintain motivation.

2. Regular Revision and Active Recall

• Re-visit frequently rather than pushing too much. Use spaced repetition and summarize the notes weekly to reinforce memory and understanding.
• Activate test yourself with flashcards, quizzes, and past papers; this increases retention and breaks monotony.

3. Healthy Study Habits

• Schedule short breaks every 25-50 min (pomodoro technique): 5-10 min away from your desk can refresh your focus and prevent fatigue.
• Rotate between theory and clinical/practical skills in your schedule to keep your learning dynamic and reduce monotony.

4. Physical and Mental Well-being

• Prioritize 7 to 9 hours of sleep each night and eat regular healthy meals. Staying hydrated and engaging in daily physical exercise (even short walks or stretches) will sustain your energy and concentration.
• Schedule time for relaxation, hobbies, and social activities every week: these are essential for mental refresh.

5. Change Environment and Peer Support

• Study in a comfortable, distraction-free environment and change your location occasionally for a psychological boost.
• Regularly discuss difficult cases and concepts with friends or join group sessions/ discussions to promote accountability and mutual motivation.

6. Recognize and Respond to Signs of Burnout

• Watch for signs: persistent tiredness, lack of motivation, forgetfulness, irritability. If you notice them, take a full break or adjust your workload for a few days.
• Give yourself permission to rest; taking time away can enhance overall productivity and focus when you return.

7. Positive Mindset and Self-Care

• Celebrate small wins. Acknowledge the goals achieved, whether it is understanding a difficult topic or completing a week-long plan, to maintain confidence.
• Practice positive self-talk and reflection; remember why you started and focus on long-term goals.

By combining a well-structured, flexible schedule with frequent review, insightful study habits, self-care routines, and a supportive peer network, you will build resilience, stay consistent, and significantly reduce the risk of burnout during revision for your exams.