Journal of Dental Education最新文献

Background: Temporomandibular disorders (TMDs) and orofacial pain (OFP) demand advanced diagnostic and clinical reasoning skills in dental education. Traditional simulations with real patients face limitations in availability and standardization. Generative artificial intelligence (GAI), such as ChatGPT-3.5, has emerged as a potential tool for clinical training.

Methods: This blinded, cross-sectional, crossover study involved 30 undergraduate dental students, each completing two simulated cases: one with ChatGPT-3.5 and one with standardized real patients. Cases were developed and validated by TMD/OFP specialists via the Delphi method and incorporated into the AI through structured prompts. Quantitative parameters (such as responses, word count, follow-up questions, reformulations, and diagnostic accuracy) and qualitative aspects (such as empathy, clarity, and relevant information) were analyzed.

Results: GAI simulations provided higher information density (231 vs.167 relevant units; p < 0.001) and clearer reasoning flow. Students interacting with real patients asked more follow-up questions (p = 0.004) and required more reformulations (p = 0.011), indicating more adaptive communication. Diagnostic accuracy did not differ significantly (p > 0.05). Relevant information correlated positively with diagnostic accuracy (r = 0.484; p = 0.007), whereas total word count correlated negatively (r = -0.386; p = 0.035).

Conclusions: ChatGPT-3.5 matched real patient simulations in diagnostic reasoning for TMD/OFP. Combining GAI's scalability and standardization with real patient variability may optimize clinical competency training.

Objectives: Medical and dental education share the common goal of preparing clinically competent and socially responsible health professionals. Despite this shared goal, the two disciplines have evolved as distinct academic fields, with limited empirical comparisons between them. Understanding their commonalities and differences can foster mutual development and cross-disciplinary collaboration. This study aims to compare research priorities in medical and dental education by analyzing author keywords from representative journals in each field.

Methods: A bibliometric analysis was conducted using author keywords from two medical education journals (Advances in Health Sciences Education and BMC Medical Education) and two dental education journals (European Journal of Dental Education and Journal of Dental Education) over a 10-year period (2015-2024). Data were retrieved from the Web of Science database, including only original research articles and review articles. Frequency analysis of the top 10 author keywords was performed in 2-year intervals, and bump charts were created to visualize temporal ranking changes. In addition, co-occurrence network maps were constructed using all keywords appearing 10 or more times over the study period. Data processing and visualization were conducted using VOSviewer and Tableau software.

Results: A total of 9391 articles were analyzed, comprising 6806 articles from medical education journals and 2585 articles from dental education journals. Both fields consistently emphasized "students," "assessment," and "curriculum" as core research topics. However, medical education placed greater emphasis on "postgraduate medical education" and student mental health (e.g., empathy, resilience, and depression), whereas dental education focused more on "educational technology" and clinical skills development (e.g., simulation, virtual reality, and psychomotor skills). The keyword "covid-19" emerged prominently in both fields from 2019 to 2020 onward, reflecting the pandemic's transformative impact on education. "Interprofessional education" appeared as a shared emerging theme, suggesting growing recognition of collaborative practice needs.

Conclusion: This study identifies both foundational commonalities and discipline-specific innovations in medical and dental education research over the past decade. These findings suggest that shared interests and distinctive priorities can lead to meaningful opportunities for collaborative educational development and joint research efforts across health professions education.

Objectives: This study investigated whether interaction-focused clinical training with older adults reduces ageist attitudes among dental students, compared to treatment-focused training without interpersonal interaction.

Methods: A quasi-experimental, non-randomized, two-arm pre-post intervention study was conducted at two dental universities in Japan. Fifth-year undergraduate students were recruited (n = 120) and analyzed (n = 91). Students participated in either a treatment-focused (treatment group, n = 34) or interaction-focused program involving oral care and recreational activities with older adults (interaction group, n = 57). Ageist attitudes were assessed at baseline and end of intervention using Japanese version of Fraboni Scale of the Ageism (FSA-J) and the Aging Scale for Dental Students (ASDS-J); higher scores indicate greater ageism. A general linear model (GLM) was used to analyze factors related to score changes (educational intervention, adjusting for baseline score, gender, age, and cohabitation experience).

Results: Ninety-one students completed all assessments. FSA-J scores worsened significantly in the treatment group (p = 0.002, Hedges' g = 0.534), while ASDS-J scores improved significantly in the interaction group (p = 0.011, Hedges' g = - 0.313). GLM revealed no main effect of intervention alone, but significant three-way interactions with gender, age, and cohabitation experience were found for ASDS-J changes. Age was the only significant factor associated with FSA-J change. Effect sizes were small across outcomes.

Conclusions: Interaction-focused training may help reduce dental student-specific ageism. However, general ageism appear less responsive to brief interventions. With small effects observed, interaction-focused training offers a modest step toward reducing student-specific ageism; general ageism showed limited short-term change.

 : Various stressors can affect student exam performance, and a single weak result may not reflect true understanding. To address this, a "Mastery" exam policy was introduced in the 2021-2022 academic year. If a student scores below 80% on a didactic or pre-clinical laboratory exam worth at least 10% of their final course grade, they can choose to retake the exam. The reassessment is a new exam, and may differ in format from the original. The formally recorded grade is the higher of the two scores, up to a maximum of 80%.

Method: Data from the 2021-2024 academic years were analyzed, tracking exam and course grades for all students. Original scores were retained for comparison with final grades before and after Mastery.

Results: Overall, 47.1% of the students completed at least one Mastery exam, with 83.6% improving their scores. At our institution, students are placed on academic probation after one course failure, and risk dismissal after a second failure. Improved performances on Mastery exams resulted in 85.2% of students originally at risk of at least academic probation avoiding any formal administrative action. The initiative was well-received-89.8% of surveyed students reported improved morale, well-being, and reduced exam-related stress.

Conclusion: This institution-wide initiative yielded several important academic outcomes, including fewer final course failures and fewer students at risk of academic probation or dismissal. This supports the notion that any given exam may be only a reflection of the student's ability to perform to their capabilities at the specific time the exam is administered.

Purpose/objectives: This research was designed to identify themes and competency domains required for military dental educators to accomplish academic, operational, and leadership missions, support the future construction of a comprehensive developmental framework, and inform the study of other specialized non-military faculty groups.

Methods: Structured interviews were conducted of senior military dental leaders with over 300 combined years of academic and operational military experience. Inductive and deductive coding was used; a sensitizing framework based on the competency domains in the University of Michigan's (UMich) Health Professions Education degree program informed our deductive approach. This combined approach provided a mechanism for participants to confirm/modify the core domains established for multiple health professions within the UMich framework (e.g., deductive process) as well as identify additional unique competency requirements (e.g., inductive process). Thematic analysis of transcribed data was completed using the codes: Theories of Teaching and Learning, Teaching Practice, Assessment and Evaluation, Research and Scholarship, Leadership, and Additional Essential Characteristics, Factors, or Skills.

Results: Data revealed five themes: Peer-recognized qualifications, desirable personality characteristics and motivations, military context (three sub-themes), academic competency domains, and priorities or prerequisites. Within Theme 4, eleven domains were identified, five from the UMich framework and an additional six identified as essential from outside the core framework.

Conclusion: This study provides a structural framework for the competency development of military dental educators based on an amalgamation of core domains for multiple health professions and additional domains tailored to unique military workplace requirements or context. Methods and findings could inform the construction of requirements of other non-military faculty groups.

Purpose/objectives: The aim of this study was to evaluate the experiences of predoctoral dental students in practicing suturing skills across multiple models and to determine which model is most suitable for providing appropriate learning to consolidate these skills.

Methods: In this study, a total of 44 fifth-year predoctoral dental students attended the training-a 1-h session on suture materials, instruments, and techniques. Four distinct tissue-like materials were used: dry sponge, banana peel, silicone, and chicken breast. The students placed three simple sutures on each material, after which a questionnaire was administered to them to evaluate the suture models. Two experienced oral and maxillofacial surgeons evaluated the students' sutures on each model. The participants also reported their perceived confidence levels before and after the theoretical training and after practicing suturing on the models.

Results: The suturing experience varied significantly across tissue types, with the silicone model receiving the highest scores from students (p < 0.001). Students who practiced on models demonstrated a statistically significant increase in self-confidence in placing sutures (p < 0.001). The silicone model achieved the highest scores from the assessors.

Conclusion: Simulated dental settings provide a suitable learning environment for dental students to learn basic suturing techniques before their transition to clinical practice. The findings suggest that silicone models can be used effectively to train dental students in basic suturing skills.

Objectives: Endodontic treatment is one of the final options aimed at preserving a tooth before extraction. The complex root canal anatomy of maxillary first molars (MFMs), particularly the detection of the second canal located in the mesiobuccal root, presents a significant clinical challenge. This study evaluates the influence of 3D-printed MFM models on the ability of dental students to identify the second mesiobuccal (MB2) canal.

Methods: A total of 50 dental students who had completed their preclinical endodontic training were included in the study. In the first phase, standardized 3D printed models (3DPMs) were given to the students, who were then instructed to perform access cavity preparations and locate the root canals. Subsequently, a theoretical lecture on the morphology of the MB2 canal was delivered using digital 3D visualizations, supported by an enlarged 3DPM magnified fivefold. Following the theoretical training, the same procedure was repeated using new models. Participants' feedback was collected through a five-point Likert scale questionnaire.

Results: Prior to the training, only one student was able to accurately identify the MB2 canal; however, this number increased significantly following the educational intervention (p < 0.001). A total of 96% of the participants reported that the 3DPM were effective in distinguishing canal locations, and 100% indicated that the models contributed educationally to their understanding of endodontic anatomy.

Conclusion: Educational materials based on 3D printing technology enhance the effectiveness of preclinical endodontic training and improve students' ability to perceive and identify complex root canal anatomies.