Journal of Dental Education最新文献

Background: Currently, research in pediatric dental education is relatively scattered and lacks systematic integration. This study aimed to analyze the status and dynamics of pediatric dental education using bibliometric methods.

Methods: Publications from 1988 to 2024 were searched in the PubMed database. Two investigators screened and identified articles for further study based on the inclusion and exclusion criteria. VOSviewer and CiteSpace were used to analyze and visualize the bibliometric networks.

Results: A total of 342 articles were included in the bibliometric analysis. The United States published the largest number of articles. The Journal of Dental Education (n = 85), Pediatric Dentistry (n = 74), and European Journal of Dental Education (n = 25) were the top three journals according to the number of publications. Most literature focused on the postgraduate education (47.66%) and undergraduate education (30.99%) in pediatric dental education. The two most repeatedly used keywords were "pediatric dentistry" and "dental education." Research hot topics in the field of pediatric dental education have focused on "competency-based education," "clinical education," and "advanced dental education."

Conclusion: Based on bibliometric mapping from 1988 to 2024, this study provides a relatively comprehensive overview of the global landscape of pediatric dental education, highlighting publication trends, influential contributors, and evolving research themes. The analysis reveals the research hotspots of pediatric dental education focused on competency-based education, clinical training, and advanced dental education, reflecting the discipline's movement toward more diversified and technology-enhanced teaching models.

Trial registration: The authors have confirmed clinical trial registration is not needed for this submission.

Objectives: Perceived professional suitability-students' judgment of whether they are well-suited to their profession-may shift within a semester, yet longitudinal evidence in dental hygiene education is limited. We examined 6-month changes in perceived suitability and their psychological associations.

Methods: This longitudinal survey followed dental hygiene students from April to September 2025 in Kitakyushu, Japan. Of 450 eligible students, 402 responded at baseline, and 293 completed both time points. The primary outcome at 6 months was perceived suitability for being a dental hygienist, dichotomized as not well-suited/uncertain versus well-suited. Prospective associations were tested with multivariable logistic regression using April covariates. As a secondary outcome, 6-month transitions-deterioration (well-suited to not/uncertain) and improvement (not/uncertain to well-suited)-were compared by school year with McNemar's tests.

Results: First-year students showed net deterioration, whereas third-year students showed relative stability/improvement. McNemar's tests indicated net deterioration in first-year students (4 vs. 26; p < 0.001) and second-year students (5 vs. 17; p = 0.019), but not in third-year students (13 vs. 7; p = 0.263). In the prospective model, higher baseline positive self-compassion was associated with lower odds of being not well-suited/uncertain at 6 months (OR = 0.90 [0.83-0.96]; p = 0.003), whereas higher HADS-D was associated with higher odds of being not well-suited/uncertain at 6 months (OR = 1.11 [1.00-1.22]; p = 0.044).

Conclusions: Lower self-compassion and higher depressive symptoms at baseline were associated with later reports of being not well-suited/uncertain. These findings indicate associations between self-compassion and perceived suitability; causal inferences cannot be made from this observational study.

Purpose: To evaluate 6-month knowledge retention and long-term satisfaction after two pedagogical escape games (PEGs) addressing foundational (3D printing) and clinical (pediatric dentistry) content in a dental curriculum.

Methods: In this monocentric serial cross-sectional study, immediate post‑PEG knowledge was assessed in fifth‑year dental students using two 16‑item true/false tests on 3D printing and pediatric dentistry (n = 176 and n = 190, respectively). Delayed knowledge was assessed 6 months later using the same tests in independent cohorts of sixth‑year students who had previously completed the same PEGs (n = 106 and n = 116). A five‑item Likert‑scale questionnaire completed by sixth‑year students (n = 127) captured long‑term satisfaction and perceived educational value. Between-cohort comparisons used Wilcoxon rank-sum tests.

Results: Knowledge scores declined for 3D printing (13.83 ± 2.19 vs. 12.13 ± 1.89/16, p < 0.05) and remained stable for pediatric dentistry (13.23 ± 1.61 vs. 12.92 ± 1.54/16, p > 0.05). Losses in 3D‑printing knowledge were concentrated on conceptual and procedural items. Delayed satisfaction remained high, with strong lasting impressions of the PEGs, perceived learning benefits, improved perception of the disciplines, and a clear desire for more PEGs in the curriculum.

Conclusion: Six‑month knowledge retention differed by domain, likely reflecting routine clinical reinforcement for pediatric dentistry and lack of downstream rehearsal for 3D printing. Embedding brief spaced refreshers for foundational topics and relying on clinical exposure for consolidation of clinical content may help sustain learning over time. Findings support integration of PEGs with follow-up.

Background: Innovative pedagogical approaches such as flipped classrooms, problem-based learning, simulation, and blended digital approaches are increasingly integrated into dental curricula worldwide, yet their comparative effectiveness over traditional lecture-based instruction remains unclear. This systematic review and meta-analysis sought to assess the effects of innovative pedagogical frameworks on the knowledge, competencies, and satisfaction levels of students within the realm of dental education.

Methods: An extensive search of PubMed, Web of Science, Scopus, and the Cochrane Library was performed for research articles published from January 2000 to August 2025, adhering to the PRISMA 2020 guidelines. Eligible randomized controlled, quasi-experimental, and cross-sectional studies comparing innovative and lecture-based instruction were screened and appraised using RoB 2, ROBINS-I, and JBI tools.

Results: Among the 61 studies included in this analysis, 31 fulfilled the criteria for quantitative synthesis, representing a total of 8742 students from 23 nations, while the remaining 30 studies were synthesized narratively. Pooled analysis of student performance outcomes (knowledge and clinical skill scores) using a random-effects model (inverse-variance method) demonstrated a significant moderate effect favoring innovative approaches (standardized mean difference = 0.42; 95% CI 0.27-0.57; p < 0.001) with substantial heterogeneity (I² = 83%). Simulation-based, flipped-classroom, and blended formats showed the largest performance gains and were generally associated with higher student satisfaction and engagement, whereas digital learning was perceived as more flexible but required adequate technical support.

Conclusions: Within the limitations of available data, innovative teaching strategies moderately improve dental students' performance and satisfaction compared with traditional lectures.

Purpose: This cohort study evaluated the perception of undergraduate dental students regarding the effectiveness of a practical learning activity involving experimental pain research.

Methods: Seventy-six first-semester students participated in a 40-min activity consisting of four stages: demonstration, baseline assessment, intervention, and post-intervention. Pain and unpleasantness intensities were measured using mechanical stimuli applied to the face and forearm, assessed with a 0-100 mm visual analog scale. The intervention involved visual and verbal cues suggesting analgesia on one side and hyperalgesia on the other, followed by a 10-min application of topical anesthetic cream on both sides. Students completed a questionnaire rating the activity's effectiveness on a 0-10 numeric rating scale and took a theoretical exam. ANOVA, Wilcoxon test, and Spearman correlation were applied to data (p < 0.050).

Results: The mean (SD) effectiveness rating for facilitating learning was 8.75 (1.26), and for increasing interest and curiosity in the subject, it was 8.89 (1.18). There was no significant relationship between students' perceptions and their theoretical exam performance (p > 0.050). There was a reduction in pain and unpleasantness with the suggestion of analgesia, -0.70 (14.70) and -2.94 (16.23), and an increase in pain and unpleasantness with the suggestion of hyperalgesia, 5.85 (12.85) and 1.70 (14.74) (p < 0.001).

Conclusion: We conclude that it is possible to replicate results from experimental pain research in a teaching environment. Thus, incorporating experiments as a teaching method is valuable and effective for pain education.

Significance: This study presents a novel approach to pain education. It was demonstrated that rigorous research methodologies can be effectively integrated into the educational setting.

Background: Dental education in India faces significant challenges, including reported high vacancy rates and perceived curriculum inadequacies. This study aimed to assess graduating dental students' perspectives on their educational environment using curriculum-based SWOT (C-SWOT) analysis with Q-sort methodology.

Methods: A descriptive cross-sectional study was conducted among 76 graduating dental interns (response rate = 100%) from a private dental institution in South India. The Dundee Ready Education Environment Measure (DREEM), comprising 50 pre-validated statements, was categorized into SWOT domains by a dual-stage approach: strengths (29 items), weaknesses (5 items), opportunities (12 items), and threats (4 items). Q-Sort methodology with forced distribution across a 9-point scale (-4 to +4) was employed for data collection. Statistical analysis included descriptive statistics, a correlation matrix, and factor analysis using SPSS.

Results: Factor analysis identified five domains explaining 56% of total variance-teaching-learning (17.9%), readiness to react/self-preparedness (12.3%), approach (10.6%), organization and focus (8.3%), and relationship (6.9%). Students placed "being well-prepared for profession" and "opportunities for interpersonal skill development" in the strongly agree category (+4). They placed "disappointing experience" and "teachers ridicule students" in the strongly disagree category (-4). Twenty-nine items were perceived as strengths, with students rating teacher preparation and professional readiness highest. Five weakness items were identified, primarily related to student participation encouragement and lecture atmosphere relaxation.

Conclusion: The C-SWOT analysis identified strong professional preparation and high teacher quality as key strengths, while highlighting specific weaknesses in encouraging student classroom participation and in the overall lecture atmosphere.

Objectives: The diagnostic criteria for temporomandibular disorders (DC/TMD) is a valid tool that fulfills the diagnostic requirements in terms of methodological considerations and clinical relevance. However, its utility in undergraduate dental education is lacking. Thus, this study evaluates undergraduate dental students' perception and experiences in using the DC/TMD assessment tool.

Methods: An exploratory sequential study design was used to assess the use of the DC/TMD assessment tool by undergraduate dental students in senior years at four institutions. Purposive, non-randomized sampling was used to invite students. Students attended a session about the DC/TMD assessment tool and watched a video illustrating the clinical examination. After training, students performed clinical examinations in pairs, followed by a survey to evaluate participants' experiences in using the DC/TMD examination form. Quantitative and thematic analyses were performed using R Studio, version 4.4.1.

Results: A total of 119 participants from four institutions were enrolled. Overall, participants across all institutions demonstrated an overall high level of agreement in the quality of the DC/TMD training they received during the organized session. These results suggest consistently positive perceptions among all participants from different schools, regardless of their year of study. The thematic analysis revealed several insights, including improved diagnosis and understanding of TMD, and enhanced clinical application. Also, participants noted certain challenges associated with the tool, such as subjectivity, complexity, and time requirements.

Conclusion: Overall, students from four institutions reported positive experiences in using the DC/TMD assessment tool and may be considered for enhancing the skills of undergraduate dental students to examine the temporomandibular joints and associated disorders.

Objective: This study aimed to compare the effects of two different curriculum sequencing models-holistic and step-by-step-on the technical competency and self-confidence of undergraduate dental students in preclinical endodontic education.

Methods: A total of 120 second-year dental students in the 2023-2024 academic year were divided into two groups for the preclinical endodontic course. Group A followed a holistic curriculum, completing all stages of root canal treatment on each tooth group before moving to the next. Group B followed a step-by-step curriculum, performing each treatment stage sequentially across all tooth groups. At the end of the preclinical training, self-confidence was assessed using a five-point Likert scale questionnaire, and technical competency was evaluated through standardized rubrics applied to endodontic treatments on single- and multi-rooted extracted teeth. Statistical analyses included the Pearson chi-square, Fisher's exact, Mann-Whitney U, and Kendall's Tau correlation tests, with significance set at p < 0.05.

Results: The only significant difference in self-confidence between groups was found in posterior rubber dam application, with Group B reporting higher confidence (p < 0.05). Also, Group B achieved significantly higher scores in cavity preparation for multi-rooted teeth and root canal obturation for both single- and multi-rooted teeth (p < 0.05). A low but significant positive correlation was found between self-confidence and performance in multi-rooted cavity preparation (p = 0.049).

Conclusion: The step-by-step curriculum led to superior technical competency in complex procedures, while self-confidence levels remained similar between the two groups. These findings suggest that the step-by-step curriculum may better support early skill acquisition in preclinical endodontics, while perceived confidence does not necessarily reflect actual competence.