European Journal of Dental Education最新文献

Background: Basic science subjects such as microbiology are essential to dental education but are often perceived by students as abstract or disconnected from clinical practice, which may reduce motivation and engagement. Educational strategies based on Self-Determination Theory (SDT) and active learning can help bridge this gap by promoting autonomy, competence and relatedness.

Methodology: We developed and implemented an experiential microbiology workshop focused on nitrate-reducing oral bacteria, selected for their direct relevance to oral and systemic health and their involvement in the well-characterised nitrate-nitrite-NO pathway. First-year dental students participated in a two-session intervention that included salivary nitrite measurements before and after beetroot juice intake, and culturing of oral bacteria using a colorimetric nitrate-reduction assay. A post-workshop survey assessed students' perceptions and motivation.

Results: Survey results indicated a significant increase in the students' perceived relevance (mean score from 3.66 to 4.15; p < 0.0001). Most students rated the activity as highly useful (73.4%) and interesting (77.5%), and 55.1% reported increased motivation to study microbiology. Qualitative feedback emphasized the value of applying theoretical knowledge in a clinically meaningful and personally relevant context.

Conclusions: The hands-on workshop enhanced dental students' motivation and perception of microbiology's relevance by integrating active learning with clinically contextualized content. The direct connection between oral microbiota, biochemical processes and health outcomes supports the use of similar experiential strategies in early dental curricula to foster engagement and deepen conceptual understanding.

Introduction: Clinical reasoning is considered a core skill for physicians, and its training should already be addressed in undergraduate medical education. At the University Medical Center Göttingen, students have been able to engage in formative key feature examinations since 2013. Recent studies have shown that these assessments can improve students' clinical reasoning skills. Such a teaching format was not previously existing in the study of dentistry. This study aims to evaluate the feasibility and efficacy of formative key feature examinations in dental education.

Materials and methods: In this prospective, randomised, controlled, crossover study, fourth-year dental students participated in six weekly computer-based seminars in which complex dental patient cases were presented, and the underlying theoretical knowledge was taught. In alternate weeks, groups of students were invited to either read specially prepared text formats (control condition) or solve key feature cases (intervention) that covered the same theoretical content. Each case contained on average six key feature questions (items) referring to the diagnostic procedure and treatment of the patient presented.

Results: Feedback from the evaluation questionnaire indicated that dental key feature cases were generally well received. In addition, key feature cases can be successfully integrated into dental education in the form of e-seminars. Learning growth self-assessment of participants showed a significant improvement in the overall learning objectives. Iterative work with key feature cases was clearly associated with significantly greater improvements in exit and retention test scores compared to text-based learning.

Conclusion: Repeated formative key feature examinations can be effectively implemented in dental education and dental students' clinical reasoning skills can benefit from working on these cases. In addition, strengthening clinical reasoning skills in undergraduate dental education can help to avoid unnecessary dental interventions in future practice, as outlined in the Choosing Wisely recommendations.

Purpose: This study aims to explore the prevalence of mental health issues among dental students in the Arabic-speaking countries and identify the contributing factors.

Methods: A cross-sectional survey was conducted among dental students at multiple dental institutions from four Arabic-speaking countries namely, Saudi Arabia, United Arab Emirates, Yemen, and Egypt. The survey questionnaire consisted of five sections: Consent to participate; Demographics of the participants; The Depression Anxiety Stress Scale (DASS-21); the Patient Health Questionnaire (PHQ-9); and open-ended items.

Results: Of the 508 responses received, 429 provided complete PHQ-9 and DASS-21 scales, forming the basis of the analyses. Results indicated a high prevalence of depression, anxiety, and stress among dental students, with 34.27% self-reporting moderate depression and 9.86% severe depression. Additionally, significant gender differences were observed, with female students reporting higher levels of mental health symptoms for both DASS-21 and PHQ-9. The study also highlights the lack of significant association between year of study and severity of mental health symptoms, suggesting that mental health challenges are pervasive across all academic years.

Conclusion: These findings underscore the need for targeted interventions to support the mental well-being of dental students, with particular attention to academic stress, gender differences, and cultural considerations. By addressing these challenges, dental education programs can foster a healthier, more supportive learning environment for students.

Background: The integration of artificial intelligence (AI), virtual reality (VR) and haptic technologies is revolutionising dental education, offering transformative opportunities to enhance skill acquisition, ergonomic awareness and student well-being. These tools offer immersive, repeatable and personalised learning experiences, addressing challenges such as underdeveloped manual dexterity in digitally literate students and post-COVID disruptions in hands-on training.

Aim: This letter aims to highlight the transformative potential of AI-driven adaptive feedback paired with VR and haptic simulators in creating risk-free environments for mastering complex procedures, while advocating for strategies to reduce clinical errors and promote sustainability by minimising reliance on physical resources.

Discussion: Despite their potential, barriers such as high costs, resistance to change, logistical complexities and insufficient longitudinal evidence hinder widespread adoption. These challenges perpetuate educational disparities, particularly in low-resource regions, and necessitate targeted strategies such as cost-effective models, faculty retraining and international collaboration. The rise of digitally native educators and global initiatives, such as the Digital, VR-Haptic Thinkers network, signals a shift toward future-ready curricula that prioritise equity, sustainability and innovation. As mandated by the EU's 2024 directive, digital dentistry knowledge is now a fundamental component of basic dental training.

Conclusion: To fully harness these technologies, stakeholders must address evidence gaps, validate cognitive benefits and align curricula with modern learner expectations. This letter calls for urgent collaboration among educators, institutions and industry to overcome barriers, ensuring dental education evolves to meet 21st-century demands for equitable, high-quality oral healthcare delivery.

Introduction: Oral health plays a crucial role in overall well-being, impacting general health, psychological health and quality of life. Vulnerable groups often face higher rates of oral health problems, exacerbating inequalities. This study evaluates the effectiveness of student-delivered oral health interventions with these groups using a co-creation approach.

Materials and methods: A qualitative study was conducted with 19 participants comprising dental students from the Dundee Dental Connect (DDC) project, their supervisors and third sector practitioners/managers working with vulnerable populations in Scotland. Online focus groups were conducted followed by thematic analysis with the assistance of NVivo software.

Results: Seven major themes emerged from the analysis: enhanced student competence and confidence, support structures and training, evolving attitudes towards marginalised groups, community interaction, student engagement, challenges in community engagement and project sustainability. Students reported improved communication skills, confidence and clinical application, with co-creation fostering empathy and emphasizing preventive dentistry.

Discussion: The findings highlight the benefits of co-creation in student-delivered oral health interventions and dental education, enhancing student self-efficacy and professional competencies when engaging with underserved populations. Challenges including language barriers were addressed through adaptability and mentorship. The study also underscores the importance of sustainable resource management and broader outreach to tackle health inequalities.

Conclusion: The DDC project demonstrates the positive impact of co-creation in dental education, fostering competencies and empathy among students, and preparing them to address oral health disparities in different settings. This approach strengthens community partnerships and equips future professionals with the skills to promote sustainable, equity-driven oral healthcare.

Introduction: The study of serious games and their ability to develop empathy in users is a developing area of research. Empathy is recognised as being important to the practice of patient-centered healthcare and is associated with improved treatment outcomes. Understanding the breadth of information available on the relationship between serious game use and empathy within healthcare education and training may help reveal the suitability of the medium for further refinement in dental education.

Methods: A scoping review of the literature was undertaken to find relevant publications. The following databases were searched using keywords related to empathy, games and healthcare: APA PsycInfo, Embase, IEEExplore, Google Scholar, OVID Medline, and Web of Science.

Results: 2587 search results were returned and 21 publications were identified for inclusion in the review.

Discussion: Patient experience simulations are a popular method for digital games to show healthcare personnel the lives of their patients, and games can be used to simulate empathic communication in clinical settings. Commercial digital games can be utilised to develop empathy in healthcare trainees, and exposure to violent digital games or playing in an unethical style does not negatively impact the empathy of healthcare trainees. No studies were found related to dental education.

Conclusion: Digital games have a potential role in increasing the empathy of users in healthcare training and education, but more research is indicated.

Introduction: Dentistry is a demanding profession, in which the oral health team is subjected to conditions, both intra-occupational to the profession (extreme and repetitive postures and movements during the working day) and extra-occupational, related to the demands of the profession (lack of time for basic needs such as diet, physical exercise, free time, sleep, social relations given the need for continuing education) that put health at risk. As a consequence, dentists and students have a very high prevalence of musculoskeletal disorders (MSDs).

Objective: To determine the relationship between the MSDs of dental students and dentists and extra-occupational factors.

Materials and method: In order to be able to analyze the different study factors, a survey was conducted using validated and accepted questionnaires: Pittsburgh Sleep Quality Index, Maslash Burnout Inventory, Exercise, Nordic Questionnaire, Mediterranean Diet, Musculoskeletal Pathology Nordic Musculoskeletal Symptom Questionnaire, Pemberton Happiness Index and Diaz et al. questionnaire.

Results: A total of 178 participants were enrolled in the study. The sample consisted of 56 second-year students and 39 fifth-year students, and 74 dentists. The prevalence of musculoskeletal disorders (MSDs) among second-year students is 83.93%, while it is 87.18% and 91.46% among fifth-year students and dentists, respectively. The neck is the most common area of concern in all three groups, followed by the lower back and shoulder. Adherence to the Mediterranean diet was low in all three cohorts, and there was no evidence of burnout, a moderate level of physical activity, but decreasing with age, happiness on average, with mild sleep disturbance (moderate in second-year medical students).

Conclusions: MSDs in dentistry are a multifactorial consequence. Our study has determined that physical activity is the most relevant extra-occupational factor in modulating the pathology. However, further research is required to gain a full understanding of the relationship between MSDs and different extra-occupational factors.

Purpose: Students skilled in self-directed learning (SDL) are likely to develop into lifelong learners. Inspirational teaching (IPT) is hypothesised to motivate independent SDL. This study investigated the relationship between IPT and SDL quantitatively among final year health professions students and explored their experience of IPT and perceptions of SDL qualitatively.

Methods: Final year students studying medicine, dentistry, pharmacy and dietetics and nutrition programmes completed questionnaires on socio-demographics, IPT and SDL. Sex and programme-related IPT and SDL scores were compared. Correlation between IPT and SDL was analysed. Qualitative data on IPT experience and SDL perceptions were collected through a focus group discussion.

Results: Of 240 respondents, the mean IPT and SDL scores did not differ by sex or programme. Overall IPT and SDL scores showed a moderate positive correlation (r = 0.46; p = 0.001). Qualitative data suggested that SDL was related to perceptions of learning needs, learning activities/environment, teachers' role in reflection and feedback, and teachers as role models.

Conclusion: IPT is associated with SDL. Teachers inspire SDL through reflection, feedback and role modelling. SDL is influenced by students perceiving a learning need. Learning activities involving patient contacts, problem-solving, or case histories were more likely to promote SDL.

Objective: This study aims to evaluate the effectiveness of a Dental Intern Program (DIP) at Monash Health, focusing on the experiences of mentors, dental interns (DI) and patients. It seeks to identify strengths and weaknesses within the programme and its impact on clinical skills, judgement and patient satisfaction.

Methods: Qualitative feedback was collected from mentors and DI through interviews and discussions, while quantitative data were gathered from patient surveys before and after the implementation of the DIP. The analysis focused on themes related to confidence levels, skill development, mentor support and patient satisfaction.

Results: Mentors emphasised the need for tailored tutorials and more practical opportunities for skill development. They noted gaps in DIs' skills in specific areas due to limitations in clinical exposure. DIs reported a positive experience, highlighting the importance of individualised learning goals and the supportive mentor-intern relationship, which fostered confidence and clinical judgement. Patient feedback indicated high satisfaction levels, with significant improvements in care quality and staff confidence post-programme implementation. Quantitative data revealed a statistically significant increase in DIs' confidence (p < 0.05) and a notable rise in patient compliments and decrease in complaints after the implementation of the DIP (p < 0.001).

Conclusion: This study emphasises the critical role of tailored mentoring and a structured DIP in enhancing clinical proficiency and patient care for a DI in their first year of career development. The findings contribute valuable insights into the dynamics of dental graduates' training and their implications for the recruitment of local graduates and their retention in the public sector.

Objectives: This study aimed to evaluate the potential impact of the hospital-university restructuring implemented since 2016 on students' stress levels and their satisfaction with teaching, while considering other factors that might influence the results. A secondary goal was to identify persistent causes of dissatisfaction to guide future improvements.

Materials and methods: A cross-sectional survey was conducted among 182 clinical students (Years 4-6) at the Faculty of Dentistry between January and February 2023. Students completed an anonymous questionnaire covering socio-demographic data, perceived stress (Dental Environmental Stress scale), and satisfaction with clinical and theoretical teaching (selected items from the Student Course Experience Questionnaire). Descriptive statistics were used for data analysis. The Mann-Whitney U test was applied to compare current results with those from 2016.

Results: Stress levels significantly increased compared to 2016 (p < 0.001). Major stressors included increased clinical quotas, reduced chair time, and difficult interactions with teaching staff. These were reported consistently across all academic years. Students who repeated a year or felt overwhelmed experienced significantly higher stress (p ≤ 0.04). Satisfaction with clinical teaching dropped significantly across all levels (p < 0.001), especially regarding supervision, clinical case access, and feedback. Theoretical teaching satisfaction also declined. Overall student satisfaction was significantly correlated with stress levels and satisfaction with both theoretical and clinical teaching, with key factors including repeating a year, feeling overwhelmed, and fears about the future (all p ≤ 0.04).

Conclusion: The findings highlight a clear deterioration in student well-being and satisfaction since 2016, emphasising the need for structural reform and enhanced teacher training in student support and stress management.