Oral Lesions in a Teaching Clinic: A Retrospective Study and Systematic Review

Abstract

Background/Objectives: Oral lesions can present with a wide range of clinical appearances, often making diagnosis challenging, particularly for dental students. This study aimed to identify the most common oral lesions treated at a teaching dental clinic and to compare these findings with data from a systematic review of similar clinical settings. The goal was to inform and calibrate a clinical classification system for oral pathology used in teaching environments. Methods: A retrospective analysis was conducted using electronic medical records from a university dental clinic over the past 10 years. Oral and maxillofacial pathology cases were categorized based on clinical and histopathological diagnoses. A systematic review was also performed to provide external context, with searches conducted across four electronic databases. Two independent reviewers carried out the study selection, data extraction, and quality assessment. The review adhered to the PRISMA guidelines. Results: A total of 524 patients were identified with oral lesions. The most frequently encountered clinical diagnostic category was developmental defects, while the most common histopathological diagnosis from biopsied cases was epithelial atypia. The systematic review yielded 1215 records, of which 69 were retrieved for full-text assessment, and 28 studies met the inclusion criteria. Conclusions: The findings highlight the predominance of specific oral and maxillofacial pathoses in teaching clinic settings, underscoring the importance of targeted educational strategies to improve diagnostic confidence among students. There is also a need for more consistent diagnostic grouping in oral pathology to enable better comparison across studies and support clinical and pre-clinical teaching. By integrating these insights, we propose a referenced classification framework that may improve standardization in the clinical teaching of oral lesions and enhance diagnostic calibration and teaching effectiveness in dental education.