Journal of Dental Education最新文献

Objectives: Endodontic treatment is one of the final options aimed at preserving a tooth before extraction. The complex root canal anatomy of maxillary first molars (MFMs), particularly the detection of the second canal located in the mesiobuccal root, presents a significant clinical challenge. This study evaluates the influence of 3D-printed MFM models on the ability of dental students to identify the second mesiobuccal (MB2) canal.

Methods: A total of 50 dental students who had completed their preclinical endodontic training were included in the study. In the first phase, standardized 3D printed models (3DPMs) were given to the students, who were then instructed to perform access cavity preparations and locate the root canals. Subsequently, a theoretical lecture on the morphology of the MB2 canal was delivered using digital 3D visualizations, supported by an enlarged 3DPM magnified fivefold. Following the theoretical training, the same procedure was repeated using new models. Participants' feedback was collected through a five-point Likert scale questionnaire.

Results: Prior to the training, only one student was able to accurately identify the MB2 canal; however, this number increased significantly following the educational intervention (p < 0.001). A total of 96% of the participants reported that the 3DPM were effective in distinguishing canal locations, and 100% indicated that the models contributed educationally to their understanding of endodontic anatomy.

Conclusion: Educational materials based on 3D printing technology enhance the effectiveness of preclinical endodontic training and improve students' ability to perceive and identify complex root canal anatomies.

Introduction: Journal clubs (JCs) play an important role in medical education by promoting critical appraisal and evidence-based practice. However, residents often face barriers to effective participation. Some of the issues that are commonly faced include limited time and difficulty understanding complex concepts and statistics.

Methods: This study was conducted during March-September 2024 and explored the use of a custom-trained Large Language Model (LLM) as a supportive tool for JC preparation and participation among postgraduate dental residents. Using a design-based research approach, researchers implemented the LLM integrated with relevant literature. Six JC sessions were conducted with sixteen residents across two subspecialties, accompanied by structured observations, feedback forms, and pre-/and post-focus groups with residents and faculty (n = 16).

Results: Findings revealed that the LLM improved residents' comprehension of complex content, enhanced confidence, and increased engagement during discussions. Residents used the tool for summarizing articles, clarifying statistical methods, and generating discussion points. Fiftythree percent reported a positive experience of using the LLM for JC preparation, Forty-three percent were neutral, and only one response was negative. However, challenges included the need for precise prompt construction, occasional content inaccuracies, and limited depth in some specialized areas. Faculty observed enhanced participation but stressed the need for critical evaluation of LLM outputs. Both groups identified prompt-writing skills, critical thinking, and AI literacy as key competencies for effective LLM use.

Conclusions: LLMs can complement traditional teaching by supporting deeper engagement in JCs. As generative AI evolves, further research should examine its broader implications on learners' cognitive processes, epistemic trust, and educational equity.

Objectives: Research indicates significant improvement in average attitudes toward those in poverty following poverty simulations, but little research addresses whether students benefit uniformly. This study measured variability in poverty attitude change following poverty simulations and tested whether poverty attitudes are associated with simulation evaluations.

Methods: Third-year dental students were surveyed at baseline (T₁), post-simulation (T₂), and 2-month follow-up (T₃). Poverty attitudes reflect Likert-scale agreement with 20 statements addressing personal responsibility and public policies. Simulation evaluations were measured at T₂ and T₃ by agreement with eight statements addressing the simulation's value and impact on patient care. Data analysis relied on descriptive statistics, paired-samples t-tests, and Pearson correlations.

Results: Students' (N = 169) average poverty attitudes were 9.4 points higher at T₂ than T₁ (p < 0.001) and 7.9 points higher at T₃ than T₁ (p < 0.001). However, 21.7% reported lower attitude scores at T₂, and 34.6% reported lower attitude scores at T₃, with a 4-point median decline from T₁ in each group. Baseline poverty attitudes did not predict simulation evaluations, but T₂ poverty attitudes correlated with T₂ (r = 0.33) and T₃ (r = 0.45) evaluations. Also, T₃ poverty attitudes were correlated with T₂ simulation evaluations (r = 0.35) and T₃ (r = 0.44) evaluations (all p < 0.001).

Conclusions: Poverty simulations enhance poverty attitudes on average, but potentially worsen attitudes among a substantial percentage of students. Those with negative post-simulation attitudes toward poverty also are likely to value the simulation less and may require different teaching strategies.

Objective: Improving orthodontic care and academic orthodontic education in a university-based postgraduate clinic requires identifying key challenges and enhancing service quality. Therefore, this study aimed to develop and validate a patient satisfaction questionnaire in a postgraduate orthodontic department.

Methods: A group of experts, consisting of four females and six males (with a mean age of 40.30 years and an average of 12.10 years of work experience), evaluated the validity and reliability of a novel orthodontic treatment satisfaction questionnaire. The validity of the initial version, which included 27 items, was assessed by 10 orthodontic faculty members. Following this evaluation, the questionnaire was revised, resulting in a second version that contained 10 items. This revised version was administered to 30 patients (20 females and 10 males) after they completed their treatment (T1). To assess reliability, the same 30 participants completed a follow-up questionnaire two weeks later (T2). Various measures were employed, including the intraclass correlation coefficient (ICC), corrected item-total correlation (CITC), Kappa coefficient, and Cronbach's alpha.

Results: The questionnaire was revised on the basis of an expert panel's evaluation of its validity and readability. After 17 items with a content validity ratio (CVR) below 0.62 were removed and one question was revised, 10 items remained. These items yielded a Cronbach's alpha of 0.92 and an ICC of 0.93.

Conclusion: This study developed a validated questionnaire to assess patient satisfaction in a university-based postgraduate orthodontic clinic, providing a reliable tool for service evaluation and improvement.

This study presents a comprehensive bibliometric analysis to chart global research trends on the OSCE and residency training. Data were sourced from the Web of Science Core Collection database, covering research conducted from January 1999 to June 2024. CiteSpace and VOSviewer were employed to analyze the selected studies, evaluating publication trends, key contributors, and emerging topics through the co-occurrence mapping and network visualization. In total, 211 publications were identified. From 2005 to 2024, there was an increase in publications related to the OSCE and standardized residency training. The United States and Canada emerged as dominant contributor. Institutional collaborations were led by the University of Ottawa, New York University, and the University of Toronto. The most frequent keywords included "OSCE" (71 occurrences), "residents" (56 occurrences), "performance" (51 occurrences), "competence" (35 occurrences), "skills" (35 occurrences), "education" (31 occurrences), "medical education" (29 occurrences), "reliability" (23 occurrences), "medical students" (17 occurrences), "validity" (17 occurrences), and "clinical competence" (17 occurrences). Cluster analysis of the keywords identified nine clusters, mainly covering residency programs in different disciplines, communication skills, core competencies, and the reliability and validity of the OSCE for residency education. Initial studies emphasized terms such as "performance," "competence," "reliability," and "assessing surgical residents," and recent research continues to emphasize the quality of residency training, instructional effectiveness, and development of communication skills. The application of the OSCE in standardized residency training research is in its developmental phase, and further cross-regional collaboration is necessary. Future research should focus on improving the competence of residents and developing innovative, practice-oriented educational models that align with the evolving needs of residency training.

Objectives: Autism spectrum disorder (ASD) and attention-deficit hyperactivity disorder (ADHD) are associated with specific dental and behavioral attributes, particularly in children, that necessitate special attention from healthcare providers. This study examines the training provided in postgraduate orthodontic programs in North America regarding the treatment of patients with ASD and/or ADHD.

Methods: A multiple-choice online survey was sent via Qualtrics requesting the anonymous participation of program directors/chairs of all 75 postgraduate orthodontic programs in North America.

Results: The survey response rate was 38.7% with 29 complete responses. Of the respondents, only 6.9% (two) had specific protocols to treat these patients in their postgraduate clinics. Most respondents did not teach about malocclusion differences (72.4%), other dental differences (55.2%), patient behavior management strategies (37.9%), or guardian communication strategies (65.5%) for patients with ASD and/or ADHD. Of the 20 programs that treat patients with ASD and/or ADHD in their postgraduate clinics, 60.0% of the respondents reported that they do not have specific requirements for faculty member(s) who provide clinical instructions on managing these patients. For the 13 programs that offer lectures on treating patients with ASD and/or ADHD, predominantly faculty member(s) with a craniofacial fellowship or faculty member(s) with more clinical experience in this area give the lectures.

Conclusion: Few North American postgraduate orthodontic programs provide systematic education about treating patients with ASD and/or ADHD. There needs to be more consistency in the curriculum content. A standardized and systematic education curriculum is necessary to better prepare postgraduate trainees for treating children with ASD and/or ADHD.