Sandra M Farah-Franco, Brent Fung, Leo C Taylor, Brian Chui, Hicret Islamoglu, Robert D Stevenson
Purpose/objectives: Emotional intelligence (EI) supports clinical and social competencies of a practicing dentist. The Bar-On EI model consists of inter-related competencies in five domains: Self-Perception, Self-Expression, Interpersonal, Decision making, and Stress management. This study investigated the relationship between dental students' EI measured by Emotional Quotient Inventory 2.0 (EQ-i 2.0) and academic and clinical performance at three junctures: Initial, Mid, and Grad.
Methods: This retrospective cross-sectional study measured correlations between EQ-i 2.0 and performance measures such as Entering GPA and DAT scores, GPAs, preclinical (PreClinMean) and clinical grades (ClinMean), and program learning outcomes (PLOs). Ten cohorts completed three EQ assessments: Initial Attempt 1 (N = 677), Mid Attempt 2 (N = 515), and Grad Attempt 3 (N = 472). Pearson correlations (p ≤ 0.05) were completed for Attempt 1 versus Entering GPA, DAT, Year 1 GPA; Attempt 2 vs. Year 2 GPA, PreclinMean; Attempt 3 versus Year 4 GPA, ClinMean, PLOs. Multivariate regression analysis was completed for Attempt 1 and Attempt 2 versus Performance measures. The attempts were compared with t test statistic (p ≤ 0.05).
Results: Attempt 1 showed significant negative correlations between EI and pre-admissions measures. Attempt 1 and Attempt 2 showed significant positive associations for Self-Perception, Empathy, Impulse Control, and Stress Tolerance with academic performance and PLOs. Attempt 3 showed significant positive correlations for Social Responsibility, Empathy, Impulse Control and Decision making with clinical performance. The Interpersonal EQ domain, Empathy, and Happiness significantly declined during matriculation.
Conclusion(s): EQ-i 2.0 total score correlated significantly with preclinical and clinical performance in this study and is important for dental student performance.
{"title":"Emotional intelligence and academic performance: A retrospective study of ten dental classes.","authors":"Sandra M Farah-Franco, Brent Fung, Leo C Taylor, Brian Chui, Hicret Islamoglu, Robert D Stevenson","doi":"10.1002/jdd.13788","DOIUrl":"https://doi.org/10.1002/jdd.13788","url":null,"abstract":"<p><strong>Purpose/objectives: </strong>Emotional intelligence (EI) supports clinical and social competencies of a practicing dentist. The Bar-On EI model consists of inter-related competencies in five domains: Self-Perception, Self-Expression, Interpersonal, Decision making, and Stress management. This study investigated the relationship between dental students' EI measured by Emotional Quotient Inventory 2.0 (EQ-i 2.0) and academic and clinical performance at three junctures: Initial, Mid, and Grad.</p><p><strong>Methods: </strong>This retrospective cross-sectional study measured correlations between EQ-i 2.0 and performance measures such as Entering GPA and DAT scores, GPAs, preclinical (PreClinMean) and clinical grades (ClinMean), and program learning outcomes (PLOs). Ten cohorts completed three EQ assessments: Initial Attempt 1 (N = 677), Mid Attempt 2 (N = 515), and Grad Attempt 3 (N = 472). Pearson correlations (p ≤ 0.05) were completed for Attempt 1 versus Entering GPA, DAT, Year 1 GPA; Attempt 2 vs. Year 2 GPA, PreclinMean; Attempt 3 versus Year 4 GPA, ClinMean, PLOs. Multivariate regression analysis was completed for Attempt 1 and Attempt 2 versus Performance measures. The attempts were compared with t test statistic (p ≤ 0.05).</p><p><strong>Results: </strong>Attempt 1 showed significant negative correlations between EI and pre-admissions measures. Attempt 1 and Attempt 2 showed significant positive associations for Self-Perception, Empathy, Impulse Control, and Stress Tolerance with academic performance and PLOs. Attempt 3 showed significant positive correlations for Social Responsibility, Empathy, Impulse Control and Decision making with clinical performance. The Interpersonal EQ domain, Empathy, and Happiness significantly declined during matriculation.</p><p><strong>Conclusion(s): </strong>EQ-i 2.0 total score correlated significantly with preclinical and clinical performance in this study and is important for dental student performance.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142900020","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":"A call to action: Time for dental education to revisit advances in the 21st century.","authors":"Allan J Formicola, Lisa A Tedesco","doi":"10.1002/jdd.13808","DOIUrl":"https://doi.org/10.1002/jdd.13808","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142900014","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}
Roberto Schwerter-Medina, Sebastián Ríos-Kremer, Cristian Rosas, Pablo Romero-Araya, Felipe-Rodrigo Aguilera
Aim: To compare thequality and accuracy of radiographic images obtained by dentistry students from a Chilean university using photostimulable phosphor plates (PSP) and complementary metal oxide semiconductor (CMOS) receptors.
Materials and methods: An experimental study was carried out in which 31 dental students used PSP and CMOS receptors to acquire radiographic images with the aid of a phantom. The time required to generate a radiograph was recorded. Image quality included sharpness/definition and brightness/contrast analysis. Accuracy assessed placement error, angulation errors, and cone cutting. A three-point scale was used for each variable: 0 = undiagnosable, 1 = acceptable diagnosis with minor errors, and 2 = perfect diagnostic quality.
Results: The required time to generate a radiograph was faster with PSP than with CMOS (1.43 ± 0.28 min and 1.52 ± 0.61 min, respectively). Image quality analysis revealed that PSP was superior in sharpness/definition and brightness/contrast, whereas no significant differences were observed compared to CMOS (p > 0.05). Moreover, no differences were noticed in technique accuracy regarding angulation errors and cone cutting (p > 0.05). However, placement errors with PSP had significantly higher average scores than CMOS (1.11 ± 0.77 and 0.67 ± 0.85, respectively; p < 0.01).
Conclusion: Dental students would benefit from being trained on both receptors to be able to adapt to a diversified workplace. Radiographic images obtained by dentistry students demonstrate that PSP and CMOS exhibit similar parameters regarding quality and accuracy, except in placement where PSP demonstrates greater accuracy.
{"title":"Comparison of radiographic imaging quality/accuracy using photostimulable phosphor plates and metal oxide semiconductor receptors.","authors":"Roberto Schwerter-Medina, Sebastián Ríos-Kremer, Cristian Rosas, Pablo Romero-Araya, Felipe-Rodrigo Aguilera","doi":"10.1002/jdd.13812","DOIUrl":"https://doi.org/10.1002/jdd.13812","url":null,"abstract":"<p><strong>Aim: </strong>To compare thequality and accuracy of radiographic images obtained by dentistry students from a Chilean university using photostimulable phosphor plates (PSP) and complementary metal oxide semiconductor (CMOS) receptors.</p><p><strong>Materials and methods: </strong>An experimental study was carried out in which 31 dental students used PSP and CMOS receptors to acquire radiographic images with the aid of a phantom. The time required to generate a radiograph was recorded. Image quality included sharpness/definition and brightness/contrast analysis. Accuracy assessed placement error, angulation errors, and cone cutting. A three-point scale was used for each variable: 0 = undiagnosable, 1 = acceptable diagnosis with minor errors, and 2 = perfect diagnostic quality.</p><p><strong>Results: </strong>The required time to generate a radiograph was faster with PSP than with CMOS (1.43 ± 0.28 min and 1.52 ± 0.61 min, respectively). Image quality analysis revealed that PSP was superior in sharpness/definition and brightness/contrast, whereas no significant differences were observed compared to CMOS (p > 0.05). Moreover, no differences were noticed in technique accuracy regarding angulation errors and cone cutting (p > 0.05). However, placement errors with PSP had significantly higher average scores than CMOS (1.11 ± 0.77 and 0.67 ± 0.85, respectively; p < 0.01).</p><p><strong>Conclusion: </strong>Dental students would benefit from being trained on both receptors to be able to adapt to a diversified workplace. Radiographic images obtained by dentistry students demonstrate that PSP and CMOS exhibit similar parameters regarding quality and accuracy, except in placement where PSP demonstrates greater accuracy.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142900017","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}
Objectives: The introduction of artificial intelligence (AI) about great changes in the field of dentistry, but it has not yet been fully determined in which areas it will make a positive contribution to dentistry students. The objective of our study was to compare the diagnostic accuracy of undergraduate students (fourth-year dentistry students [4DS] and final-year dentistry students [5DS]) and AI when examining panoramic radiographs.
Methods: Fifty panoramic radiographs and 1602 teeth were examined by 50 4DS who had not received a clinical practice internship, 50 5DS, and an AI application. The participants and the AI application evaluated the teeth seen in each radiograph one by one in terms of caries, fillings, teeth with root canal treatment, periodontal loss, extractions, crowns, teeth with apical lesions, and impacted and extracted teeth. Findings were recorded in an Excel chart. Chi-square analysis was used to compare diagnostic success between the groups.
Results: The results indicate that there was a statistically significant difference in the identified accuracy of caries, fillings, and extractions between the AI application and undergraduate students (p < 0.05). Although AI showed more identified accuracy in teeth with apical lesions, impacted teeth, and teeth with root canal treatment than in undergraduate students, there was no significant difference between them (p > 0.05).
Conclusion: AI exhibited better results than undergraduate students especially in the detection of caries and fillings. AI could improve undergraduates' accuracy in detecting caries, fillings, and extractions and help them make accurate treatment decisions. In cases where dentistry students are examining patients using panoramic radiographs, employing AI programs during their clinical training to confirm and strengthen the student's diagnosis may be a promising new development.
{"title":"Comparison of diagnoses made by dentistry students and by artificial intelligence dentists.","authors":"Hasibe Sevilay Bahadir, Neslihan Büşra Keskin, Emine Şebnem Kurşun Çakmak, Gürkan Güneç, Kader Cesur Aydin, Saliha Kübra Sari","doi":"10.1002/jdd.13810","DOIUrl":"https://doi.org/10.1002/jdd.13810","url":null,"abstract":"<p><strong>Objectives: </strong>The introduction of artificial intelligence (AI) about great changes in the field of dentistry, but it has not yet been fully determined in which areas it will make a positive contribution to dentistry students. The objective of our study was to compare the diagnostic accuracy of undergraduate students (fourth-year dentistry students [4DS] and final-year dentistry students [5DS]) and AI when examining panoramic radiographs.</p><p><strong>Methods: </strong>Fifty panoramic radiographs and 1602 teeth were examined by 50 4DS who had not received a clinical practice internship, 50 5DS, and an AI application. The participants and the AI application evaluated the teeth seen in each radiograph one by one in terms of caries, fillings, teeth with root canal treatment, periodontal loss, extractions, crowns, teeth with apical lesions, and impacted and extracted teeth. Findings were recorded in an Excel chart. Chi-square analysis was used to compare diagnostic success between the groups.</p><p><strong>Results: </strong>The results indicate that there was a statistically significant difference in the identified accuracy of caries, fillings, and extractions between the AI application and undergraduate students (p < 0.05). Although AI showed more identified accuracy in teeth with apical lesions, impacted teeth, and teeth with root canal treatment than in undergraduate students, there was no significant difference between them (p > 0.05).</p><p><strong>Conclusion: </strong>AI exhibited better results than undergraduate students especially in the detection of caries and fillings. AI could improve undergraduates' accuracy in detecting caries, fillings, and extractions and help them make accurate treatment decisions. In cases where dentistry students are examining patients using panoramic radiographs, employing AI programs during their clinical training to confirm and strengthen the student's diagnosis may be a promising new development.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142873401","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}
Purpose: Commission of Dental Accreditation (CODA) Standards require graduates to be competent in patient-provider communication. The objectives were (a) to assess dental hygiene and dental students' general communication-related attitudes and self-reported skills related to establishing rapport, utilizing facilitative listening, and summarizing, as well as having oral health literacy-related expertise; (b) to evaluate students' prior public speaking experiences, their motivation to learn more about public speaking and evaluations of the public speaking-related educational intervention; (c) and explore the relationships between communication-related attitudes and skills and public speaking-related education.
Methods: Anonymous web-based survey data were collected from 43 dental hygiene and 206 dental students after they participated in a zoom-based educational intervention entitled "Utilizing Public Speaking Principles in Patient-Dental Care Provider Communication: An Exploration."
Results: On average, dental hygiene and dental students had positive communication-related attitudes and agreed that communication is important (5-point answer scale: 5 = agree strongly: dental hygiene students: Mean = 4.00; dental students: Mean = 4.08; p = 0.487). Both groups agreed that they were comfortable with establishing rapport (3.98 vs. 4.08; p = 0.151), summarizing information (3.92 vs. 3.86; p = 0.309) and considering patients' oral health literacy skills in their communication (3.69 vs. 3.81; p = 0.108). However, dental hygiene students agreed less than dental students that they had facilitative listening skills (3.84 vs. 4.00; p = 0.034), had prior public speaking experiences (2.84 vs. 3.18; p = 0.004) and were less motivated to learn more about public speaking (3.06 vs. 3.68; p < 0.001). They also rated the educational intervention less positively than dental students (4.12 vs. 4.54; p < 0.001). Patient communication skills correlated significantly with public speaking considerations.
Conclusions: Students' communication-related attitudes are positive, but they are not likely to have education about public speaking. Dental educators should realize that students are interested in learning about public speaking and that learning about public speaking principles can enrich their patient-provider communication skills.
目的:牙科认证委员会(CODA)标准要求毕业生有能力与患者沟通。目的是(a)评估口腔卫生和牙科学生的一般沟通相关态度和自我报告的与建立融洽关系、利用促进性倾听和总结以及具有口腔健康素养相关专业知识有关的技能;(b)评估学生先前的公开演讲经历、他们学习更多公开演讲的动机以及对公开演讲相关教育干预的评估;(c)探讨与沟通有关的态度和技巧与演讲相关教育之间的关系。方法:对43名口腔卫生专业学生和206名牙科专业学生进行匿名网络调查,这些学生参加了题为“利用公共演讲原则在患者-牙科保健提供者沟通中的探索”的放大教育干预。结果:平均而言,口腔卫生学生和牙科学生对沟通有积极的态度,并同意沟通是重要的(5分回答量表:5 =非常同意;口腔卫生学生:平均= 4.00;牙科学生:平均= 4.08;p = 0.487)。两组人都认为他们对建立融洽关系感到满意(3.98比4.08;P = 0.151),总结信息(3.92 vs. 3.86;P = 0.309),在沟通中考虑患者口腔健康素养技能(3.69 vs. 3.81;p = 0.108)。然而,口腔卫生专业的学生比牙科专业的学生更不同意他们有促进性听力技能(3.84比4.00;P = 0.034),有公开演讲经验(2.84 vs. 3.18;P = 0.004),并且学习更多公开演讲的动机较低(3.06 vs. 3.68;p结论:学生的沟通相关态度是积极的,但他们不太可能接受过公开演讲的教育。牙科教育者应该意识到学生们对学习公开演讲很感兴趣,而学习公开演讲的原则可以丰富他们的医患沟通技巧。
{"title":"Dental hygiene and dental students' patient communication skills: Is public speaking education relevant?","authors":"Omair I Hasan, Marita R Inglehart","doi":"10.1002/jdd.13799","DOIUrl":"https://doi.org/10.1002/jdd.13799","url":null,"abstract":"<p><strong>Purpose: </strong>Commission of Dental Accreditation (CODA) Standards require graduates to be competent in patient-provider communication. The objectives were (a) to assess dental hygiene and dental students' general communication-related attitudes and self-reported skills related to establishing rapport, utilizing facilitative listening, and summarizing, as well as having oral health literacy-related expertise; (b) to evaluate students' prior public speaking experiences, their motivation to learn more about public speaking and evaluations of the public speaking-related educational intervention; (c) and explore the relationships between communication-related attitudes and skills and public speaking-related education.</p><p><strong>Methods: </strong>Anonymous web-based survey data were collected from 43 dental hygiene and 206 dental students after they participated in a zoom-based educational intervention entitled \"Utilizing Public Speaking Principles in Patient-Dental Care Provider Communication: An Exploration.\"</p><p><strong>Results: </strong>On average, dental hygiene and dental students had positive communication-related attitudes and agreed that communication is important (5-point answer scale: 5 = agree strongly: dental hygiene students: Mean = 4.00; dental students: Mean = 4.08; p = 0.487). Both groups agreed that they were comfortable with establishing rapport (3.98 vs. 4.08; p = 0.151), summarizing information (3.92 vs. 3.86; p = 0.309) and considering patients' oral health literacy skills in their communication (3.69 vs. 3.81; p = 0.108). However, dental hygiene students agreed less than dental students that they had facilitative listening skills (3.84 vs. 4.00; p = 0.034), had prior public speaking experiences (2.84 vs. 3.18; p = 0.004) and were less motivated to learn more about public speaking (3.06 vs. 3.68; p < 0.001). They also rated the educational intervention less positively than dental students (4.12 vs. 4.54; p < 0.001). Patient communication skills correlated significantly with public speaking considerations.</p><p><strong>Conclusions: </strong>Students' communication-related attitudes are positive, but they are not likely to have education about public speaking. Dental educators should realize that students are interested in learning about public speaking and that learning about public speaking principles can enrich their patient-provider communication skills.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142871987","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":"Calibrating faculty in selecting patients for dental students' clinical capacities - A pilot program.","authors":"Thomas A Caspers","doi":"10.1002/jdd.13816","DOIUrl":"https://doi.org/10.1002/jdd.13816","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142865859","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}
Marina Julia Bialas, Jonas Q Schmid, Claudius Middelberg, Thomas Stamm, Moritz Blanck-Lubarsch
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.
{"title":"15-Point versus pass/fail grading in orthodontic education: A randomized controlled trial.","authors":"Marina Julia Bialas, Jonas Q Schmid, Claudius Middelberg, Thomas Stamm, Moritz Blanck-Lubarsch","doi":"10.1002/jdd.13815","DOIUrl":"https://doi.org/10.1002/jdd.13815","url":null,"abstract":"<p><strong>Objectives: </strong>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.</p><p><strong>Methods: </strong>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.</p><p><strong>Results: </strong>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).</p><p><strong>Conclusion: </strong>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.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142865858","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}
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.
{"title":"Fear of missing out and internet addiction: A survey of dental students.","authors":"Hatice Harorli, Osman Tolga Harorli","doi":"10.1002/jdd.13809","DOIUrl":"https://doi.org/10.1002/jdd.13809","url":null,"abstract":"<p><strong>Purpose: </strong>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.</p><p><strong>Methods: </strong>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.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusion: </strong>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.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142865867","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":"Use of an oral hygiene education handout in Braille for the visually impaired.","authors":"Mariely Navarrete, Diego Aravena, Pamela Erber","doi":"10.1002/jdd.13814","DOIUrl":"https://doi.org/10.1002/jdd.13814","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142856556","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}
Fawaz Shamim Ahmad Siddiqui, Ajay Telang, Nerali Jayashri Tamanna
{"title":"An introductory teaching skills training program for dental students.","authors":"Fawaz Shamim Ahmad Siddiqui, Ajay Telang, Nerali Jayashri Tamanna","doi":"10.1002/jdd.13818","DOIUrl":"https://doi.org/10.1002/jdd.13818","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142856549","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}