Journal of Dental Education最新文献

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.

Objectives: Considerable disparities exist in orthodontic education, highlighting the need for harmonized educational standards that ensure graduates are adequately prepared. This study aimed to explore a standard teaching approach for students from diverse dental institutions to improve their orthodontic expertise.

Methods: An orthodontics training camp, involving six dental colleges in Zhejiang Province, was organized. The training camp provided an intensive and interactive 3-day curriculum for the final year undergraduates and postgraduates, comprising lectures, hands-on sessions, laboratory internships, and seminars. An online questionnaire survey was conducted to explore the perceptions and satisfaction of the participants. Effectiveness of the training camp was assessed in terms of academic performance through online tests before and after completing the training camp.

Results: A total of 93 students registered for the camp, supported by 17 distinguished teachers who were invited to serve as lecturers and trainers. In total, 62 completed questionnaires and answer sheets for online examinations were collected, resulting in a 66.67% response rate. The questionnaire survey highlighted high levels of satisfaction among students in relation to the teaching presence of lecturers, motivation, interactions in courses, and curriculum design. The courses yielded good overall learning outcomes as assessed by summative examination results.

Conclusions: The training camp provided a harmonized educational experience and successfully promoted educational advancement for students from various academic institutions.

Purpose/objectives: This study investigated the effect of instructor-supervised, digitally supported peer role-play on dental students' competence in managing local anesthetic systemic emergencies (LASEs). It specifically examined how being assigned to either a feedback-giving patient role or a feedback-receiving dentist role influenced self-assessment accuracy, clinical performance, and documentation quality.

Methods: Ninety-nine dental students received standardized training on LASEs-including LAST, methemoglobinemia, and anaphylaxis-comprising 7 h of theory and 10 h of practical simulation using ResusMonitor. Participants were randomly assigned to feedback-receiving dentist (DRP) or feedbackgiving patient role-play (PRP) groups. Competency was evaluated via a 3-station OSCE using faculty assessment, self-assessment, and medicolegal documentation. Reflective feedback was also collected.

Results: Both groups demonstrated high clinical competence (PRP: 88%; DRP: 83.6%). The PRP group outperformed the DRP group in treatment management and documentation quality (p < 0.05). Overall, students tended to overestimate their performance, with the exception of treatment scores in the PRP group, where self-assessments closely matched faculty evaluations. Reflective responses indicated increased confidence, perceived competence, and strong appreciation for the training's realism and instructional quality.

Conclusion: Instructor-supervised, digitally enhanced peer role-play significantly improved dental students' clinical competence and documentation in managing LASEs. Notably, students in the feedback-giving patient role outperformed peers in treatment management and medicolegal documentation. Acting as a feedback provider promoted evaluative judgment and cognitive engagement at least as effectively as receiving feedback. Embedding structured, feedback-rich simulations into dental curricula fosters reflective learning and may strengthen students' preparedness for managing clinical emergencies. Multicenter, longitudinal research is recommended to confirm and extend these findings.

Introduction: It is widely acknowledged that dental training is stressful, with students being vulnerable to burnout, anxiety, and depression.

Objective: This study examined the associations between psychosocial risk factors (maladaptive perfectionism and rumination) and resilience factors (forgiveness of self, others, and situations, and compassion for self and others) with burnout, depression, and anxiety.

Method: In 2023, an electronic questionnaire was distributed to all dental students at a US dental school. Validated self-report measures were used to assess three domains: (a) mental health outcomes (burnout, depression, and anxiety), (b) risk factors (perfectionism and rumination), and (c) protective factors (compassion; self-compassion; and forgiveness of self, others, and situations). Socio-demographic measures were also collected. Seventy dental students participated, representing a 12% response rate, approximately evenly distributed across all four training years.

Results: Bivariate analyses showed that perfectionistic discrepancies and rumination were associated with greater burnout, depression, and anxiety. Self-forgiveness and forgiveness of situations were associated with lower burnout, depression, and anxiety. In the final step of multiple regression models, where all variables were entered into the equation, self-forgiveness emerged as a significant predictor of lower burnout and depression. Forgiveness of situations significantly predicted lower anxiety, while rumination remained as a predictor of higher anxiety.

Conclusions: These findings represent an initial examination of risk and resilience factors considered jointly in relation to burnout, depression, and anxiety. Notably, the study highlights the potential of relatively under-researched constructs-forgiveness of self, others, and situations-in shaping mental health outcomes among dental students during training.

Purpose/objectives: Dental photography constitutes a fundamental component of contemporary dental education and clinical practice. However, limited research has examined the factors influencing students' intentions to continue using it in clinical settings. This study explored these factors to understand how dental photography can be effectively integrated into routine practice.

Methods: A cross-sectional study was conducted between February and June 2025 at a public dental school and dental centers in Saudi Arabia. Participants included undergraduates, interns, and postgraduate dental students enrolled in the 2024-2025 academic year. Data collected via paper-based and online surveys were analyzed using exploratory factor analysis (EFA) and multiple linear regression analysis.

Results: Of the 350 surveys distributed, 317 were completed, yielding a response rate of 90.6%. EFA identified seven distinct factors: clinical documentation, professional development and branding, infection control, lack of training, time management, and equipment costs, intention to adopt digital photography. Multiple linear regression revealed that four factors: professional development and branding, cost of equipment, clinical documentation, and infection control, significantly predicted students' intention to adopt dental photography (p < 0.05). The model explained 26.3% of the variance in intention.

Conclusion: The study findings underline the crucial role of dental photography in clinical practice, not only as a clinical tool but also as a medium for communication, marketing, and professional branding. To support broader usage, dental education should incorporate structured training and promote practical, accessible solutions.

Dental education as a field and dentistry as a profession are facing significant challenges, including workforce shortages, ever-rising costs, unmet student and community needs, as well as quality of pedagogical practices. Open educational resources are learning objects that are freely accessible and are able to be retained, reused, revised, remixed, and redistributed under the philosophy of more openness and sharing. While some efforts are being made to address the aforementioned concerns, the prospects of more readily welcoming and adopting open education have not been discussed as a potential means of alleviating these barriers. Here, we expound on some of the challenges facing dental education and how open educational resources can help address these challenges. Given the reduced barriers and technological advantages, open educational resources and the adoption of more openness in dental education can alleviate some of the individual, institutional, and overall challenges faced by the field of dentistry and the oral healthcare enterprise as a whole.

Purpose/objectives: The aim of this study was to assess predoctoral dental students' satisfaction with faculty-created educational content, aimed at reducing perceived barriers to achieving clinical competency in endodontics.

Methods: This mixed-methods study was conducted with third (D3)- and fourth (D4)-year dental students at New York University College of Dentistry. Focus groups were held to collect qualitative data after initial drafts of clinical instructional videos were made. Surveys were then sent to four randomized groups of D3 and D4 students to collect quantitative data regarding satisfaction with final versions of the instructional videos.

Results: Qualitative data indicated that D3 and D4 students valued different things when evaluating the instructional videos. D3 students were likely to express positive feedback about background information and the explanation of fundamental concepts. Alternatively, D4 students were more likely to express positive feedback about the enhanced visualization that filming through the clinical operating microscopes afforded. Both groups were adept at pointing out inconsistencies between the presented video content and their formal, didactic curriculum. Quantitative data indicated that all respondents (100%) would be willing to watch these videos if they were integrated into their dental school curriculum. Student respondents indicated relatively equal preferences between having the videos published on YouTube/social media (51%) or on an NYU-affiliated platform (49%).

Conclusion: Students expressed satisfaction with faculty-created educational videos, with D3 and D4 students valuing different aspects of the content. Partnering with dental students helps ensure that created content is reflective of students' curriculum and responsive to their preferred learning styles.