Widya Lestari, Adilah S Abdullah, Afifah M A Amin, Nurfaridah, Cortino Sukotjo, Azlini Ismail, Mohamad Shafiq Mohd Ibrahim, Nashuha Insani, Chandra P Utomo
Purpose/objectives: Admission into dental school involves selecting applicants for successful completion of the course. This study aimed to predict the academic performance of Kulliyyah of Dentistry, International Islamic University Malaysia pre-clinical dental students based on admission results using artificial intelligence machine learning (ML) models, and Pearson correlation coefficient (PCC).
Methods: ML algorithms logistic regression (LR), decision tree (DT), random forest (RF), and support vector machine (SVM) models were applied. Academic performance prediction in pre-clinical years was made using three input parameters: age during admission, pre-university Cumulative Grade Point Average (CGPA), and total matriculation semester. PCC was deployed to identify the correlation between pre-university CGPA and dental school grades. The proposed models' classification accuracy ranged from 29% to 57%, ranked from highest to lowest as follows: RF, SVM, DT, and LR. Pre-university CGPA was shown to be predictive of dental students' academic performance; however, alone they did not yield optimal outcomes. RF was the most precise algorithm for predicting grades A, B, and C, followed by LR, DT, and SVM. In forecasting failure, LR predicted three grades with the highest recall, SVM predicted two grades, and DT predicted one. RF performance was insignificant.
Conclusion: The findings demonstrated the application of ML algorithms and PCC to predict dental students' academic performance. However, it was limited by several factors. Each algorithm has unique performance qualities, and trade-offs between different performance metrics may be necessary. No definitive model stood out as the best algorithm for predicting student academic success in this study.
{"title":"Artificial intelligence to predict pre-clinical dental student academic performance based on pre-university results: A preliminary study.","authors":"Widya Lestari, Adilah S Abdullah, Afifah M A Amin, Nurfaridah, Cortino Sukotjo, Azlini Ismail, Mohamad Shafiq Mohd Ibrahim, Nashuha Insani, Chandra P Utomo","doi":"10.1002/jdd.13673","DOIUrl":"https://doi.org/10.1002/jdd.13673","url":null,"abstract":"<p><strong>Purpose/objectives: </strong>Admission into dental school involves selecting applicants for successful completion of the course. This study aimed to predict the academic performance of Kulliyyah of Dentistry, International Islamic University Malaysia pre-clinical dental students based on admission results using artificial intelligence machine learning (ML) models, and Pearson correlation coefficient (PCC).</p><p><strong>Methods: </strong>ML algorithms logistic regression (LR), decision tree (DT), random forest (RF), and support vector machine (SVM) models were applied. Academic performance prediction in pre-clinical years was made using three input parameters: age during admission, pre-university Cumulative Grade Point Average (CGPA), and total matriculation semester. PCC was deployed to identify the correlation between pre-university CGPA and dental school grades. The proposed models' classification accuracy ranged from 29% to 57%, ranked from highest to lowest as follows: RF, SVM, DT, and LR. Pre-university CGPA was shown to be predictive of dental students' academic performance; however, alone they did not yield optimal outcomes. RF was the most precise algorithm for predicting grades A, B, and C, followed by LR, DT, and SVM. In forecasting failure, LR predicted three grades with the highest recall, SVM predicted two grades, and DT predicted one. RF performance was insignificant.</p><p><strong>Conclusion: </strong>The findings demonstrated the application of ML algorithms and PCC to predict dental students' academic performance. However, it was limited by several factors. Each algorithm has unique performance qualities, and trade-offs between different performance metrics may be necessary. No definitive model stood out as the best algorithm for predicting student academic success in this study.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141857013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ravi Kumar Gudipaneni, Kiran Kumar Ganji, Saud Hamdan Almaeen
Objectives: This study aimed to investigate the relationship between various independent variables, such as cumulative grade point average (CGPA), socio-economic backgrounds, anxiety levels, and the self-rated competency levels, across six domains outlined by the American Dental Education Association (ADEA) of recently graduating dental students during pediatric patient care.
Methods: This cross-sectional study was conducted at the College of Dentistry, Jouf University, Saudi Arabia. It included 74 participants (37 final-year dental students and 37 dental interns). Multiple logistic regression was employed to analyze the association between various independent variables (including CGPA, grade point average [GPA] in didactic, practical, and clinical courses, socio-economic backgrounds, gender, and self-reported student anxiety) and self-rated ADEA competency in pediatric dental practice within general dentistry (p < 0.05).
Results: Final-year dental students were 28.5 times more likely to be competent in professionalism (C2) than interns (adjusted odds ratio [AOR] = 28.54, p = 0.001). In professionalism (C2), males were 91% less likely to be competent than females (AOR = 0.09, p = 0.001). A high GPA in didactic courses increased the likelihood of competence in health promotion (C4) by 3.4 times compared with an average GPA (AOR = 3.41, p = 0.071). Regarding the establishment and maintenance of oral health (C6B), final-year dental students were 4.4 times more likely to be competent than interns (AOR = 4.41, p = 0.013).
Conclusion: This study identified key factors affecting clinical competency during pediatric patient care among newly graduating dentists. It highlighted the influence of gender differences, academic performance (GPA), and anxiety levels among graduates as significant predictors.
{"title":"Competency assessment in pediatric dental practice: A study on recent dental graduates in integrated curriculum.","authors":"Ravi Kumar Gudipaneni, Kiran Kumar Ganji, Saud Hamdan Almaeen","doi":"10.1002/jdd.13677","DOIUrl":"https://doi.org/10.1002/jdd.13677","url":null,"abstract":"<p><strong>Objectives: </strong>This study aimed to investigate the relationship between various independent variables, such as cumulative grade point average (CGPA), socio-economic backgrounds, anxiety levels, and the self-rated competency levels, across six domains outlined by the American Dental Education Association (ADEA) of recently graduating dental students during pediatric patient care.</p><p><strong>Methods: </strong>This cross-sectional study was conducted at the College of Dentistry, Jouf University, Saudi Arabia. It included 74 participants (37 final-year dental students and 37 dental interns). Multiple logistic regression was employed to analyze the association between various independent variables (including CGPA, grade point average [GPA] in didactic, practical, and clinical courses, socio-economic backgrounds, gender, and self-reported student anxiety) and self-rated ADEA competency in pediatric dental practice within general dentistry (p < 0.05).</p><p><strong>Results: </strong>Final-year dental students were 28.5 times more likely to be competent in professionalism (C2) than interns (adjusted odds ratio [AOR] = 28.54, p = 0.001). In professionalism (C2), males were 91% less likely to be competent than females (AOR = 0.09, p = 0.001). A high GPA in didactic courses increased the likelihood of competence in health promotion (C4) by 3.4 times compared with an average GPA (AOR = 3.41, p = 0.071). Regarding the establishment and maintenance of oral health (C6B), final-year dental students were 4.4 times more likely to be competent than interns (AOR = 4.41, p = 0.013).</p><p><strong>Conclusion: </strong>This study identified key factors affecting clinical competency during pediatric patient care among newly graduating dentists. It highlighted the influence of gender differences, academic performance (GPA), and anxiety levels among graduates as significant predictors.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141793954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Meghna Bhandary, Charisma Thimmaiah, Mohammed Shahid, Yashaswini Shetty, Ananya Rao K
Objective: To compare the efficacy of Jigsaw and Inquiry-Based Learning (IBL) methods in promoting effective learning outcomes within diverse dental educational settings.
Methods: A total of 188 dental undergraduate students were recruited for the study and divided into Batch A (n = 96) and Batch B (n = 92). Each batch underwent two teaching sessions, one using the Jigsaw method and the other using IBL. A structured questionnaire using five-point Likert scales assessed students' preferences between the two methods. Pre- and post-intervention tests were conducted to measure knowledge acquisition. Statistical analysis was performed using Student's t-test with STATA version 17, with a p-value of < 0.05 considered significant.
Results: Both Jigsaw and IBL methods significantly improved students' knowledge, with mean scores showing a significant difference before and after interventions (p < 0.001). IBL was more effective in comprehensive topic coverage (99.46%) and enhancing subject understanding. Both methods yielded comparable outcomes in terms of improving communication skills. The Jigsaw method was simpler and more enjoyable, encouraging active participation and enhancing communication skills. IBL promoted critical thinking, research skills, and deeper comprehension of concepts.
Conclusion: Jigsaw and IBL methods are both effective in enhancing dental education. The choice between these methods depends on the specific learning objectives, the complexity of the topic, and the preferences of the dental educator and students.
目的比较拼图式学习法和探究式学习法(IBL)在不同口腔医学教育环境中促进有效学习成果的效果:研究共招募了 188 名口腔医学本科生,并将其分为 A 批(96 人)和 B 批(92 人)。每批学生都接受了两堂教学课,一堂使用拼图法,另一堂使用综合学习法。采用五点李克特量表的结构化问卷调查了学生对两种方法的偏好。此外,还进行了干预前和干预后测试,以衡量学生的知识掌握情况。统计分析采用 STATA 17 版的学生 t 检验,P 值为 结果:拼图法和 IBL 法都显著提高了学生的知识水平,平均分在干预前后有显著差异(p 结论:拼图法和 IBL 法都是一种有效的学习方法:拼图法和 IBL 法都能有效提高口腔医学教育。如何选择这两种方法取决于具体的学习目标、课题的复杂程度以及口腔教育者和学生的偏好。
{"title":"Potential of active learning in dentistry: A comparative study of Jigsaw versus inquired-based learning.","authors":"Meghna Bhandary, Charisma Thimmaiah, Mohammed Shahid, Yashaswini Shetty, Ananya Rao K","doi":"10.1002/jdd.13678","DOIUrl":"https://doi.org/10.1002/jdd.13678","url":null,"abstract":"<p><strong>Objective: </strong>To compare the efficacy of Jigsaw and Inquiry-Based Learning (IBL) methods in promoting effective learning outcomes within diverse dental educational settings.</p><p><strong>Methods: </strong>A total of 188 dental undergraduate students were recruited for the study and divided into Batch A (n = 96) and Batch B (n = 92). Each batch underwent two teaching sessions, one using the Jigsaw method and the other using IBL. A structured questionnaire using five-point Likert scales assessed students' preferences between the two methods. Pre- and post-intervention tests were conducted to measure knowledge acquisition. Statistical analysis was performed using Student's t-test with STATA version 17, with a p-value of < 0.05 considered significant.</p><p><strong>Results: </strong>Both Jigsaw and IBL methods significantly improved students' knowledge, with mean scores showing a significant difference before and after interventions (p < 0.001). IBL was more effective in comprehensive topic coverage (99.46%) and enhancing subject understanding. Both methods yielded comparable outcomes in terms of improving communication skills. The Jigsaw method was simpler and more enjoyable, encouraging active participation and enhancing communication skills. IBL promoted critical thinking, research skills, and deeper comprehension of concepts.</p><p><strong>Conclusion: </strong>Jigsaw and IBL methods are both effective in enhancing dental education. The choice between these methods depends on the specific learning objectives, the complexity of the topic, and the preferences of the dental educator and students.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141793956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sarah Nassief, Huda Al Ali, Ashley Towers, James Field, Nicolas Martin
Objective: To assess the perceptions of novice and experienced undergraduate dental students of virtual learning with two-dimensional (2D) and three-dimensional (3D) vision.
Materials and methods: This qualitative study involved 21 students from the second and fourth years of a 5-year BDS program. They first performed three operative tasks in virtual reality (VR) training sessions using both 2D and 3D vision. Subsequently, they participated in one of four online focus group discussions (FGDs). The FGDs were recorded and transcribed, and the data obtained from the transcriptions were coded and thematically analyzed.
Results: Three main themes emerged from the focus groups. With regard to their perceptions of 2D and 3D vision, most of the participants preferred 3D over 2D vision, mainly due to an improved ability to perceive depth. With regard to the theme of practicing 3D vision in the VR environment, some participants performed their tasks faster with 3D vision than with 2D vision, while others did not perceive any difference between them. Under the same main theme, some participants experienced headaches and eye fatigue with 3D vision. With regard to their perception of technical aspects, with 3D glasses, the participants experienced unpleasant sensations and saw darker images.
Conclusion: All the participants placed greater value on practicing with 3D than with 2D vision in the VR environment. They believed that VR training should be used in the early years of dental education as an adjunct to the phantom head as it helps students acquire the skills needed by dental professionals.
目的评估新手和经验丰富的口腔医学本科生对二维(2D)和三维(3D)视觉虚拟学习的看法:这项定性研究涉及 21 名来自五年制本科口腔医学专业二年级和四年级的学生。他们首先在虚拟现实(VR)培训课程中使用二维和三维视觉完成了三项操作任务。随后,他们参加了四个在线焦点小组讨论(FGD)中的一个。对 FGD 进行了记录和转录,并对转录获得的数据进行了编码和主题分析:焦点小组讨论产生了三大主题。关于对二维和三维视觉的看法,大多数参与者更倾向于三维视觉,而不是二维视觉,这主要是由于深度感知能力的提高。关于在 VR 环境中练习 3D 视觉的主题,一些参与者使用 3D 视觉比使用 2D 视觉更快地完成任务,而另一些参与者则认为两者之间没有任何区别。在同一主题下,一些与会者在使用 3D 视觉时感到头痛和眼睛疲劳。在对技术方面的感知方面,使用 3D 眼镜时,学员们会有不愉快的感觉,看到的图像也较暗:所有学员都认为在 VR 环境中进行 3D 视觉练习比 2D 视觉练习更有价值。他们认为,在牙科教育的早期阶段,应将 VR 训练作为幻视头的辅助工具,因为它有助于学生掌握牙科专业人员所需的技能。
{"title":"Dental students' perceptions of the use of two-dimensional and three-dimensional vision in dental education using a three-dimensional haptic simulator: A qualitative study.","authors":"Sarah Nassief, Huda Al Ali, Ashley Towers, James Field, Nicolas Martin","doi":"10.1002/jdd.13682","DOIUrl":"https://doi.org/10.1002/jdd.13682","url":null,"abstract":"<p><strong>Objective: </strong>To assess the perceptions of novice and experienced undergraduate dental students of virtual learning with two-dimensional (2D) and three-dimensional (3D) vision.</p><p><strong>Materials and methods: </strong>This qualitative study involved 21 students from the second and fourth years of a 5-year BDS program. They first performed three operative tasks in virtual reality (VR) training sessions using both 2D and 3D vision. Subsequently, they participated in one of four online focus group discussions (FGDs). The FGDs were recorded and transcribed, and the data obtained from the transcriptions were coded and thematically analyzed.</p><p><strong>Results: </strong>Three main themes emerged from the focus groups. With regard to their perceptions of 2D and 3D vision, most of the participants preferred 3D over 2D vision, mainly due to an improved ability to perceive depth. With regard to the theme of practicing 3D vision in the VR environment, some participants performed their tasks faster with 3D vision than with 2D vision, while others did not perceive any difference between them. Under the same main theme, some participants experienced headaches and eye fatigue with 3D vision. With regard to their perception of technical aspects, with 3D glasses, the participants experienced unpleasant sensations and saw darker images.</p><p><strong>Conclusion: </strong>All the participants placed greater value on practicing with 3D than with 2D vision in the VR environment. They believed that VR training should be used in the early years of dental education as an adjunct to the phantom head as it helps students acquire the skills needed by dental professionals.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141793955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Developing a digital educational escape room for an online dental hygiene course.","authors":"Karen Yee, Nazlee Sharmin, Ava K Chow","doi":"10.1002/jdd.13671","DOIUrl":"https://doi.org/10.1002/jdd.13671","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141789664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hadi Mohmmad Ismail, Adham Ameen Abdulrahman, Ali Ismail Ibrahim
Background: Orthodontic education, besides some other factors, influences the confidence level of recently graduated dentists to diagnose subjects seeking orthodontic treatment and provide treatment plans. This study aims to explore the factors that influence the confidence level of undergraduate dental students to diagnose subjects seeking orthodontic treatment and provide treatment plans after graduation.
Methods: A qualitative study was undertaken using focus groups and interviews. Purposive sampling was used, focus groups and face to face semi-structured interviews were adopted as the method of data collection. Three focus groups were evaluated including fifth-year undergraduate, postgraduate orthodontic students, and recently graduated general dentists. In addition, eleven interviews were performed with the fifth-year undergraduate students. Data collection ceased upon reaching data saturation, with thematic analysis employed for qualitative data analysis.
Results: Six themes and two sub-themes were extracted from the data. More focus on the theory was highly noticed, and most of the participants exhibited a low level of self confidence in extrapolating orthodontic diagnosis and establishing treatment plans after graduation. In addition, they believed that practical teaching sessions mostly deal with wire bending and demanded to expand the clinical orthodontic knowledge to be able to indicate the right diagnosis and initiate proper treatment plans.
Conclusions: Clinical and practical training alongside theoretical foundation represent key factors in orthodontic education required to obtain confidence in orthodontic practice among dental undergraduate students and alumni. The findings help in enhancing undergraduate programs via providing a clinically oriented orthodontic education from student perceptions.
{"title":"Evaluation of dental students and alumni's confidence level in orthodontic diagnosis and treatment-planning: A qualitative study.","authors":"Hadi Mohmmad Ismail, Adham Ameen Abdulrahman, Ali Ismail Ibrahim","doi":"10.1002/jdd.13679","DOIUrl":"https://doi.org/10.1002/jdd.13679","url":null,"abstract":"<p><strong>Background: </strong>Orthodontic education, besides some other factors, influences the confidence level of recently graduated dentists to diagnose subjects seeking orthodontic treatment and provide treatment plans. This study aims to explore the factors that influence the confidence level of undergraduate dental students to diagnose subjects seeking orthodontic treatment and provide treatment plans after graduation.</p><p><strong>Methods: </strong>A qualitative study was undertaken using focus groups and interviews. Purposive sampling was used, focus groups and face to face semi-structured interviews were adopted as the method of data collection. Three focus groups were evaluated including fifth-year undergraduate, postgraduate orthodontic students, and recently graduated general dentists. In addition, eleven interviews were performed with the fifth-year undergraduate students. Data collection ceased upon reaching data saturation, with thematic analysis employed for qualitative data analysis.</p><p><strong>Results: </strong>Six themes and two sub-themes were extracted from the data. More focus on the theory was highly noticed, and most of the participants exhibited a low level of self confidence in extrapolating orthodontic diagnosis and establishing treatment plans after graduation. In addition, they believed that practical teaching sessions mostly deal with wire bending and demanded to expand the clinical orthodontic knowledge to be able to indicate the right diagnosis and initiate proper treatment plans.</p><p><strong>Conclusions: </strong>Clinical and practical training alongside theoretical foundation represent key factors in orthodontic education required to obtain confidence in orthodontic practice among dental undergraduate students and alumni. The findings help in enhancing undergraduate programs via providing a clinically oriented orthodontic education from student perceptions.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141789665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Bylaws of the American Dental Education Association","authors":"","doi":"10.1002/jdd.13647","DOIUrl":"10.1002/jdd.13647","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141731595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Exhibit 3: 2024 ADEA House of Delegates Resolutions: Index","authors":"","doi":"10.1002/jdd.13651","DOIUrl":"10.1002/jdd.13651","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141731600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Exhibit 1: New Leadership at ADEA Member Institutions and New Affiliate and Corporate Members","authors":"","doi":"10.1002/jdd.13649","DOIUrl":"10.1002/jdd.13649","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141731596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Exhibit 9: ADEA principles for accreditation in dental education","authors":"","doi":"10.1002/jdd.13656","DOIUrl":"10.1002/jdd.13656","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141731606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}