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Emotional intelligence and academic performance: A retrospective study of ten dental classes. 情绪智力与学习成绩:10个牙科班的回顾性研究。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-12-26 DOI: 10.1002/jdd.13788
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.

目的/目标:情商(EI)支持执业牙医的临床和社会能力。Bar-On EI模型包括自我感知、自我表达、人际关系、决策和压力管理五个领域的相互关联能力。本研究考察了用情商量表2.0 (EQ-i 2.0)测量的牙科学生的情商与初学、中、毕业三个阶段的学业和临床表现的关系。方法:本回顾性横断面研究测量了EQ-i 2.0与绩效指标之间的相关性,如输入GPA和DAT分数、GPA、临床前(PreClinMean)和临床评分(ClinMean)以及项目学习结果(PLOs)。10个队列完成了三项情商评估:初始尝试1 (N = 677),中期尝试2 (N = 515)和毕业尝试3 (N = 472)。第一次尝试与进入GPA、DAT、第一年GPA的Pearson相关性(p≤0.05);第二次尝试vs.第二年GPA, PreclinMean;第3次尝试对比第4年的GPA, ClinMean, PLOs。完成了尝试1和尝试2与绩效测量的多元回归分析。尝试次数比较采用t检验统计量(p≤0.05)。结果:尝试1显示EI与入学前测量呈显著负相关。尝试1和尝试2的自我认知、共情、冲动控制和压力耐受性与学业成绩和公共科学图书馆成绩呈显著正相关。实验3显示社会责任、共情、冲动控制和决策与临床表现呈显著正相关。结论:EQ-i 2.0总分与临床前、临床表现显著相关,且对牙科学生的临床表现有重要影响。
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引用次数: 0
A call to action: Time for dental education to revisit advances in the 21st century. 行动呼吁:是时候让牙科教育重新审视21世纪的进步了。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-12-25 DOI: 10.1002/jdd.13808
Allan J Formicola, Lisa A Tedesco
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引用次数: 0
Comparison of radiographic imaging quality/accuracy using photostimulable phosphor plates and metal oxide semiconductor receptors. 使用光刺激荧光粉板和金属氧化物半导体受体的放射成像质量/精度的比较。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-12-25 DOI: 10.1002/jdd.13812
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.

目的:比较智利一所大学牙科学生使用光刺激荧光粉片(PSP)和互补金属氧化物半导体(CMOS)受体获得的放射图像的质量和准确性。材料与方法:对31名牙科学生进行了实验研究,利用PSP和CMOS受体在假体的帮助下获取放射图像。记录了生成一张x光片所需的时间。图像质量包括清晰度/清晰度和亮度/对比度分析。精度评估放置误差,角度误差和锥面切割。每个变量使用三分制:0 =不可诊断,1 =可接受的诊断,有轻微错误,2 =完美的诊断质量。结果:PSP成像时间比CMOS成像时间短(分别为1.43±0.28 min和1.52±0.61 min)。图像质量分析显示,PSP在清晰度和亮度对比度方面优于CMOS,而与CMOS相比无显著差异(p < 0.05)。此外,在角度误差和锥体切割方面,技术精度无显著差异(p < 0.05)。然而,PSP放置误差的平均得分明显高于CMOS(分别为1.11±0.77和0.67±0.85);结论:牙科学生将受益于这两种受体的培训,以适应多样化的工作场所。牙科学生获得的放射图像表明,PSP和CMOS在质量和精度方面表现出相似的参数,除了在放置时PSP表现出更高的精度。
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引用次数: 0
Comparison of diagnoses made by dentistry students and by artificial intelligence dentists. 牙科学生和人工智能牙医的诊断比较。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-12-21 DOI: 10.1002/jdd.13810
Hasibe Sevilay Bahadir, Neslihan Büşra Keskin, Emine Şebnem Kurşun Çakmak, Gürkan Güneç, Kader Cesur Aydin, Saliha Kübra Sari

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.

目的:人工智能(AI)的引入给牙科领域带来了巨大的变化,但目前还没有完全确定它将在哪些领域对牙科学生做出积极的贡献。本研究的目的是比较本科学生(四年级牙科学生[4DS]和大四牙科学生[5DS])和人工智能在检查全景x线片时的诊断准确性。方法:50名未接受临床实习的4DS、50名5DS和人工智能应用检查50张全景x线片和1602颗牙齿。参与者和人工智能应用程序逐一评估每张x光片上看到的牙齿,包括龋齿、填充物、根管治疗牙齿、牙周缺损、拔牙、冠、根尖病变牙齿、阻生和拔牙。结果记录在Excel图表中。采用卡方分析比较两组间的诊断成功率。结果:人工智能应用与大学生对龋病、补牙、拔牙的识别准确率差异有统计学意义(p < 0.05)。结论:人工智能在龋齿和补牙方面的检测效果明显优于本科生。人工智能可以提高大学生检测龋齿、补牙和拔牙的准确性,帮助他们做出准确的治疗决策。在牙科学生使用全景x光片检查患者的情况下,在临床培训中使用人工智能程序来确认和加强学生的诊断可能是一个很有前途的新发展。
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引用次数: 0
Dental hygiene and dental students' patient communication skills: Is public speaking education relevant? 口腔卫生与牙科学生的病人沟通技巧:公共演讲教育是否相关?
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-12-21 DOI: 10.1002/jdd.13799
Omair I Hasan, Marita R Inglehart

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}
引用次数: 0
Calibrating faculty in selecting patients for dental students' clinical capacities - A pilot program. 校准教师在选择病人牙科学生的临床能力-一个试点计划。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-12-19 DOI: 10.1002/jdd.13816
Thomas A Caspers
{"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}
引用次数: 0
15-Point versus pass/fail grading in orthodontic education: A randomized controlled trial. 正畸教育中的15分与及格/不及格评分:一项随机对照试验。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-12-19 DOI: 10.1002/jdd.13815
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.

目的:关于评分系统或及格/不及格系统是否会影响口腔医学教育中的手工技能,目前还缺乏证据。这项平行分组随机对照试验旨在评估15分评分系统与及格/不及格评价相比对口腔正畸矫治器质量的影响:方法: 使用密封信封将三门口腔正畸课程的牙科博士前期学生(n = 139)随机分配到试验组(15 分评分系统)或对照组(及格/不及格)。在这两组中,制作好的正畸装置均由五名经过校准的牙科医生按照标准进行评估。主要结果是矫正器的质量,采用 15 分制。采用曼-惠特尼 U 检验和费舍尔́s 精确检验评估组间差异:结果:与对照组(n = 70)相比,试验组(n = 68)在所有三个疗程中的正畸装置质量略高,平均评分值分别为 11.63 ± 0.75 对 11.59 ± 0.99、10.96 ± 0.83 对 10.85 ± 0.82 和 10.93 ± 1.15 对 10.14 ± 1.03。然而,仅在课程 3 中发现了具有统计学意义的差异(p = 0.0222)。女性学员在所有三门课程中的表现均优于男性(p = 0.0207):结论:实施 15 分评分系统对正畸教育中的矫治器质量有积极影响,值得推荐。然而,在评估的三门课程中,只有一门课程的差异较小且具有临床意义。
{"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}
引用次数: 0
Fear of missing out and internet addiction: A survey of dental students. 害怕错过和网瘾:一项对牙科学生的调查。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-12-19 DOI: 10.1002/jdd.13809
Hatice Harorli, Osman Tolga Harorli

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.

目的害怕错过(FoMO)和网络成瘾是当今数字时代的重要现象。本研究旨在探讨牙科学生的 FoMO 水平、网络成瘾水平、上网时间及其他因素之间的关系:收集了 252 名牙科学生的数据,其中包括 127 名女生。收集的信息包括 FoMO 水平、网络成瘾水平、大学年级、年龄、上网时间和收入水平。通过相关分析和统计检验来探讨变量之间的关系:描述性统计显示,大多数参与者的年龄在 21-24 岁之间,大多数人的收入处于中等水平。相关分析表明,FoMO 与网络成瘾之间存在中等程度的正相关关系(r = 0.356,p 结论:FoMO 与网络成瘾之间存在正相关关系:FoMO与网络成瘾和上网时间呈正相关,凸显了其在数字时代对牙科学生的潜在影响。解决 FoMO 问题并推广更健康的数字习惯可能有助于缓解网络成瘾和过度使用网络的问题。还需要进一步的研究来探讨因果关系和其他影响因素。
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引用次数: 0
Use of an oral hygiene education handout in Braille for the visually impaired. 为视障人士提供盲文口腔卫生教育讲义。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-12-18 DOI: 10.1002/jdd.13814
Mariely Navarrete, Diego Aravena, Pamela Erber
{"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}
引用次数: 0
An introductory teaching skills training program for dental students. 牙科学生入门教学技巧训练计划。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-12-18 DOI: 10.1002/jdd.13818
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}
引用次数: 0
期刊
Journal of Dental Education
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