Journal of Dental Education最新文献

Objectives: There is a lack of evidence on whether a grading system or a pass/fail system influences manual skills in dental education. This parallel-group randomized controlled trial aimed to assess the influence of a 15-point grading system compared with a pass/fail evaluation on the quality of orthodontic appliances in dental education.

Methods: Predoctoral dental students of three orthodontic courses (n = 139) were randomly assigned to either the test group (15-point grading system) or the control group (pass/fail) using sealed envelopes. In both groups, the fabricated orthodontic appliances were assessed by five calibrated dentists using standard criteria. The primary outcome was the quality of the orthodontic appliances using a 15-point grading system. Group differences were evaluated with Mann-Whitney U tests and Fisher ́s exact tests.

Results: The quality of the orthodontic appliances was slightly higher in the test group (n = 68) compared with the control group (n = 70) in all three courses with mean grading values of 11.63 ± 0.75 versus 11.59 ± 0.99, 10.96 ± 0.83 versus 10.85 ± 0.82, and 10.93 ± 1.15 versus 10.14 ± 1.03. However, a statistically significant difference was found only in course 3 (p = 0.0222). Female participants performed better than males in all three courses (p = 0.0207).

Conclusion: The implementation of a 15-point grading system has a positive impact on the quality of appliances in orthodontic education and can be recommended. However, the differences were small and clinically meaningful in only one of the three courses evaluated.

Purpose: Fear of missing out (FoMO) and internet addiction are significant phenomena in today's digital age. This study aims to explore the relationships between FoMO levels, internet addiction levels, time spent on the internet, and other factors among dental students.

Methods: Data were collected from 252 dental students, including 127 females. Information gathered included FoMO levels, internet addiction levels, university year, age, time spent on the internet, and income level. Correlation analysis and statistical tests were performed to explore relationships between variables.

Results: Descriptive statistics revealed that the majority of participants were between 21 and 24 years old, with most reporting a middle income. The correlation analysis showed a moderate positive relationship between FoMO and internet addiction (r = 0.356, p < 0.001). Time spent on the internet showed a moderately strong positive correlation with internet addiction levels (r = 0.583) and a moderate correlation with FoMO levels (r = 0.316). Average FoMO and internet addiction levels varied across university years, showing fluctuations without a consistent trend.

Conclusion: FoMO is positively associated with internet addiction and time spent on the internet, highlighting its potential influence on dental students in the digital age. Addressing FoMO and promoting healthier digital habits may help mitigate internet addiction and excessive internet usage. Further research is needed to explore causal relationships and other influencing factors.

Objectives: The aim of this study was to compare the difference in the level of clinical independence among predoctoral dental students during their community clinic rotation with their dental school clinic rotations.

Methods: Descriptive statistics, assessment of sample normality, and T-tests were performed to present the difference in average independence scale scores for the participants in each of the clinical disciplines at dental school clinical rotations and community rotations. The relative impact of each community clinical site was assessed to compare scores assigned at varying locations by different faculty.

Results: This study analyzed 222 dental students, including 29 from International Dental Program (IDP) and 193 traditional Doctor of Dental Surgery (DDS) students. Community clinic scores showed greater variability, with significantly higher scores in diagnostics and operative dentistry compared to school clinics, where higher scores were noted in endodontics and oral surgery. IDP students scored lower than traditional DDS students in school clinics but outperformed them in community settings. Community clinic scores showed greater variation between 2023 and 2024 compared to the smaller changes observed in dental school clinic scores.

Conclusions: This study highlights the impact of clinical setting, and duration on student procedural experience and performance, suggesting that varied clinical settings can enhance students' skills and readiness for practice. It reveals differences in DDS and IDP students' experiences due to prior training and potential evaluation biases. Study findings suggested lack of significant variance in the overall scores across different evaluators in community rotations. Future research should focus on refining evaluation metrics and better prepare students for practice.

Objectives: Cognitive bias is an increasingly important topic in healthcare education, though its significance in dental education remains underexplored. Ensuring that dental students learn more about cognitive bias to enhance dental care is challenging. This study aimed to evaluate dental students' perceptions of the value of teaching cognitive bias awareness in independent practice.

Methods: The content of cognitive biases, along with related theories and debiasing strategies, was delivered through interactive lectures in April 2022 and May 2024 to final-year dental students transitioning to independent dental practice at Mahidol Dental School. At the end of the session, students' perceptions of the benefits of cognitive bias awareness in dental practice were assessed using an online questionnaire via Google Form. Students also provided feedback on the lecture through the same questionnaire.

Results: Seventy-six dental students completed the questionnaire (55.47% response rate). Students reported gaining greater knowledge and understanding of cognitive biases, with most expressing satisfaction with the teaching format (interactive lecture with case discussions). They noted that they could apply debiasing strategies in their future practice to minimize clinical errors, enhance clinical reasoning and decision-making skills, and provide better patient care. Students also recommended incorporating cognitive bias awareness into both undergraduate and postgraduate dental curricula.

Conclusion: Cognitive bias awareness is an important topic that should be integrated into dental education before students begin independent dental practice. Debiasing strategies can help dental students and practitioners reduce clinical errors and improve the quality of dental care.

Background: Haptics-enhanced virtual reality (VR-haptic) simulation in dental education has evolved considerably during the past decade, representing a promising resource of simulation-based training opportunities to support conventional practice. We aim to summarize current literature on the applications of VR-haptics in learning, practicing, and teaching dental education.

Methods: A literature search was performed using PubMed, focusing on research articles published between January 2010 and January 2024. Out of the 667 articles that matched the search terms (dentistry, education, haptic, teaching, training, virtual reality), 105 were screened, and 42 were eligible for full-text reading and utilization. Findings from an ongoing educator survey on the use of VR-haptics in dental education have also been provided.

Results: VR-haptic simulation has been shown to have a supportive role in dental simulation practice. Despite training within a digital world, hand skill transfer to the real world has been demonstrated, which affords educators more flexibility in how to train their students before and during traditional preclinical and clinical practical education. The individualized VR-haptic training and feedback help students in mastering essential working techniques, while also increasing engagement and motivation.

Conclusions: VR-haptics-supported dental education can help students effectively address challenges during their preclinical and clinical training, as well as in their subsequent careers, and it may help mitigate some weaknesses of the current educational system. Validation is a key factor for the acceptance of VR-haptic simulators; thus, further research and verification are needed before VR-haptics could be considered a primary hand skill development method of learning in dental education. VR-haptic simulation may in the future be used as an assessment tool for the students' and clinicians' credentialing process.

Purpose: Avatars, representing users in the digital world, can influence users' behavior and attitudes. This study evaluates the impact of representing dental students receiving temporomandibular joint (TMJ) education in the metaverse via an anonymous or identified avatar.

Methods: Participants included 80 dental students in their fourth and fifth years of study. They were randomly assigned to either the avatar group (identified avatar) or the control group (anonymous avatar). Prior to training, participants completed a demographic questionnaire and a pretraining knowledge assessment. TMJ training was conducted in the metaverse for both groups. Pre- and post-training assessments included the Spielberger State-Trait Anxiety Inventory and a shyness scale to ensure group comparability. A post-test consisting of five questions was administered to both groups after 2 weeks of training.

Results: There were no significant differences in pretraining scores for prior knowledge (p = 0.67), trait anxiety (p = 0.28), state anxiety (p = 0.92), or shyness (p = 0.42) between the avatar and control groups, indicating comparability at baseline. Post-training analysis revealed significantly higher post-test scores in the avatar group (median = 80) compared to the control group (median = 60) (p = 0.03).

Conclusions: Metaverse environments offer various benefits for students, educators, and educational institutions in health education programs. Representing learners and their identities in training environments can enhance learning outcomes.

Purpose/objectives: This study addresses persistent gender disparities in leadership roles in academic dentistry. The objectives were to identify the challenges and barriers to leadership that women face in general and during the COVID-19 pandemic, as well as to describe resources they need to reach their leadership potential.

Methods: The American Dental Education Association Section on Women in Leadership (WIL), gathered survey data concerning leadership challenges and faculty development needs. The survey targeted 300 WIL members in leadership roles or aspiring to leadership roles. It was conducted from January to March 2021 and 128 participants responded (response rate: 42.7%). The data was analyzed quantitatively and qualitatively.

Results: The most frequent reported leadership barriers indicated by the survey respondents were lack of mentoring, limited leadership training, lack of sponsorship from administration, family obligations and limited job opportunities. The participants stated that the COVID-19 pandemic exacerbated these challenges, affecting collaborations, increasing stress, and impacting scholarly productivity. The survey responses showed how external factors can challenge faculty productivity. Respondents identified mentoring, increased leadership opportunity awareness, and leadership development seminars as factors most helpful for their professional development.

Conclusions: This study identified women faculty members' perceptions of why disparities persist in gender equity in leadership in dental education. It suggests developing gender specific leadership strategies and resources. Addressing barriers requires concerted efforts at the institutional, national, and global levels. This is vital for achieving gender parity in leadership roles in dental education settings.