Journal of Dental Education最新文献

Aim: This prospective cohort study aimed to evaluate the subjective perception of digital and conventional orthodontic fabrication methods among dental students. The educational effectiveness of conventional and digital approaches was assessed using a novel approach that included user experience surveys and a quantitative evaluation of the teaching units.

Methods: A total of 64 pre-graduated dental students from two consecutive semesters independently fabricated a conventionally and a digitally manufactured orthodontic appliance. Subjective evaluations were collected about the two different fabrication methods using standardized User Experience Questionnaires (UEQ). Six dimensions were assessed: attractiveness, perspicuity, efficiency, dependability, stimulation, and novelty. The corresponding teaching unit (CAD/CAM seminar) was evaluated using a Likert-based questionnaire. The statistical analysis included Wilcoxon tests for paired samples and reliability assessments (Cronbach's alpha, Guttman's lambda-2).

Results: The digital workflow received higher ratings in all UEQ dimensions, particularly for novelty (M = 1.87 vs. -1.08, p < 0.0001). Attractiveness of digital methods was perceived positively compared to the conventional approach (M = 1.59 / M = -0.21). Pragmatic quality (perspicuity, efficiency, and dependability) was also rated more favorably for the digital approach (M = 0.88 / 0.12). The associated CAD/CAM seminar received an overall positive evaluation. Participants reported learning progress and expressed interest in continuing the course.

Conclusion: Digital orthodontic fabrication methods are perceived more positively than conventional techniques by dental students, highlighting the value of integrating digital workflows into dental education.

Objectives: The aim of this study was to examine the frequency, types, and distribution of technical errors in periapical radiographic images taken by dental students, as well as to evaluate the effect of practical demonstration on these parameters.

Methods: The study involved a comprehensive evaluation of 960 periapical radiographic images taken by 80 junior year dental students, both prior to and following a demonstration conducted using a radiographic phantom. All images were obtained using the bisecting angle technique with photostimulable phosphor (PSP) plates, without the use of a film holder, and were assessed by four observers.

Results: One or more technical errors were identified in 783 of the 960 images (81.6%). The most common error was related to sensor positioning, both before and after the demonstration (57.3% and 55.6%, respectively). The highest proportion of errors was identified in the maxillary anterior region (26.8%), followed by the mandibular anterior region (21.6%). Errors were slightly more prevalent in the maxilla (53.6%) than in the mandible (46.4%). The frequency of technical errors before and after the demonstration was similar, with statistically significant differences noted only for crown cutoff, non-parallel positioning to the occlusal plane, and shortening errors. A decrease in the total number of errors was observed in approximately two-thirds of the students (61.25%).

Conclusion: These findings highlight the need to strengthen undergraduate dental education in radiographic techniques and radiation protection. Integrating structured instruction on radiographic errors and their correction earlier in the curriculum may enhance student competence. In addition to practical demonstrations, the incorporation of simulation-based training, supervised clinical practice, and structured feedback could further improve radiographic skills and reduce technical errors.

Aim: This study aims to construct a knowledge graph in the field of periodontology and develop a knowledge-graph-based intelligent question-answering (QA) system, with the goal of enhancing the structured management and intelligent application of periodontal disease knowledge.

Materials and methods: Consensus documents and evidence-based guidelines from the EFP and AAP served as primary data sources. Entities and relationships related to periodontal diseases were extracted using a large language model-assisted semantic approach to generate structured quintuple data. A knowledge graph was constructed in Neo4j, upon which a graph-enhanced intelligent PerioMind system was developed.

Results: A total of 26 authoritative documents were included, from which 1894 knowledge quintuples were extracted, resulting in a knowledge graph comprising 1872 nodes and 1894 edges. The PerioMind system, developed on top of the graph, demonstrated efficient parsing of natural language queries and the generation of professional responses. The system achieved the following evaluation scores (out of 5): accuracy 4.8, interpretability 4.4, domain relevance 4.8, and completeness 4.5.

Conclusion: This study developed a structured knowledge graph and the PerioMind system for periodontology, supporting intelligent diagnosis, education, and research. Future work will expand knowledge coverage and enhance semantic reasoning to advance an intelligent knowledge service platform.

Purpose/objectives: To evaluate the effects of mandatory attendance on the theoretical and practical grades of two consecutive classes in the Operative Dentistry II preclinical course at Tufts University School of Dental Medicine (TUSDM).

Methods: The theoretical and practical grades of students from two consecutive academic years were extracted and analyzed without any identifying information. For the theoretical portion, the final grade was used (45% midterm, 45% final exam, and 10% quizzes). For the practical component, the average of the three competency assessments was considered, along with performance on each competency separately. Data were statistically analyzed using the Kruskal-Wallis and Dunn tests (α = 0.05).

Results: Students in the year with mandatory attendance showed significantly higher performance in both theoretical and average practical grades (p < 0.001). The median (interquartile intervals) theoretical grade was 91.380 (86.957-95.205) in the non-mandatory group and 93.825 (88.730-96.930) in the mandatory group. For the practical component, medians were 78.333 (73.333-83.333) and 82.5 (79.5-86.25), respectively. When competencies were analyzed individually, no statistically significant difference was found for the second and third procedures (p = 0.153 and 0.619), but the non-mandatory group performed significantly better in the first competency (p = 0.003).

Conclusion: Within the conditions of this Operative Dentistry II preclinical course, mandatory attendance was associated with higher overall performance in both theoretical and practical assessments. However, when individual competencies were analyzed separately, results varied, suggesting that the impact of mandatory attendance may not be uniform across all skill areas.

Purpose: This study examines Howard University College of Dentistry's (HUCD) contributions to dental education, focusing on its role in strengthening workforce representation, expanding access to care in dental health professional shortage areas (DHPSAs) and medically underserved areas (MUAs), and addressing persistent oral health disparities.

Methods: A retrospective analysis was conducted of 1473 HUCD graduates from the Classes of 2004-2023, using data verified through publicly available sources. Variables included gender, race/ethnicity, and practice location. Geographic Information System (GIS) mapping identified practices within DHPSAs and MUAs, and the two-step floating catchment area (2SFCA) method was used to calculate accessibility scores for census tracts in Washington, DC.

Results: Among 1292 graduates with complete data, 59% were female and 50% identified as African American. On average, 68.4% of graduates practiced in DHPSAs or MUAs, with higher levels of service in communities with larger African American (19.98%) and Hispanic/Latino (20.10%) populations. GIS analysis showed concentrations of HUCD graduates in the Washington, DC, Beltway and Texas. The 2SFCA mapping revealed that Wards 5, 7, and 8, areas with the largest African American populations in Washington, DC, experience the most significant access challenges, and the HUCD's clinic primarily serve patients from these areas.

Conclusion: HUCD has demonstrated success in preparing graduates to provide care in underserved communities, advancing its mission to improve oral health outcomes. These findings highlight the importance of continued investment in educational models that strengthen the workforce and expand access to care.