European Journal of Dental Education最新文献

Introduction: Digital scanning technology in dental education is on the rise offering precise feedback for indirect restorations. This technology could have similar applications for direct restorations worth exploring. To this end, this study used 3D surface analysis to measure students' ability to restore teeth's occlusal and proximal contours over time.

Method: 169 teeth restored with composite were scanned with a desktop scanner (E3, 3Shape, Copenhagen) at the end of an academic year. Compound composite restorations were performed in three iterations by 2nd year students enrolled in their first preclinical course. Standard Tessellation Language (STL) files of all restored teeth were analysed for fit with a digital reference using a surface matching software (Geomagic Control 2021; 3D systems). The 3D digital surface analysis output was compared at the different iterations. Additionally, the association between the 3D surface analysis output and scores awarded by tutors was assessed to evaluate this technology's potential to enhance students' independent learning.

Results: Assessment of restored surfaces using 3D surface analyses showed statistically significant differences between second and third iterations (p < 0.001). There was a positive association between tutors' scores and the 3D surface analysis data.

Conclusion: The results suggest that digital scanning and 3D surface analysis technology could enhance feedback and promote students' independent learning.

Introduction: Several studies highlighted a lack of knowledge of dentists concerning antibiotic stewardship. The objectives of this study were to evaluate dental students' level of knowledge in infectiology and antibiotic stewardship, and to identify factors associated with a high level of knowledge.

Materials and methods: A cross-sectional national multicentre survey was conducted in 2022-2023 through a self-administered and internet-based questionnaire. A knowledge score (out of 34) was calculated for each included student based on their questionnaire results. Hierarchical clustering methods were used to identify clusters of students according to their knowledge score. This approach highlighted distinct score levels. A logistic regression model was then applied to associate specific factors with these levels. The association between the cluster of students with the highest knowledge and the characteristics of the students and their faculties was assessed using logistic regressions.

Results: A total of 415 students were included. Two clusters were identified: the cluster 'average level of knowledge' included 290 (70%) students (median knowledge score: 26/34, IQR: 24; 27), while the cluster 'high level of knowledge' grouped 125 (30%) students (median knowledge score: 30/34, IQR: 29; 32). Mandatory courses and multiple learning modalities were associated with higher knowledge.

Conclusion: French dental students seem to have a high knowledge in infectiology and antibiotic stewardship, as evidenced by the median knowledge score of each cluster, which are objectively high compared to the maximum of 34. We identified several factors associated with a higher knowledge that might help conceive learning modalities standardised recommendations.

Background: Periodontal surgery is part of the dental curriculum at German universities. A particular challenge is to provide a basic understanding of surgery. This is the first pilot study evaluating the extent to which regenerative therapy or lower molar hemisection can be learned using a specially produced 3D-individualised patient model compared to a porcine cadaveric model.

Methods: During the periodontal surgery block practical, 14 students performed lower molar hemisection and regenerative therapy with bone graft substitute (Bio Oss, Bio Gide; Geistlich Pharma AG, Wolhusen, Switzerland) on an individualised 3D model. Interventions were then evaluated using a validated questionnaire. Differences between groups were statistically assessed for individual items and the overall questionnaire using the Wilcoxon test (p < 0.05).

Results: In the overall evaluation, the 3D-printed patient and animal cadaveric model did not differ significantly, with the animal cadaveric model scoring a slightly higher score. The 3D-printed patient model was considered more realistic for the anatomical appearance of each part, being evaluated superior for practicing regenerative therapy, removing inflammatory tissue and performing molar hemisections. The animal cadaveric model was rated better for soft and hard tissue tactile feedback.

Conclusion: With the 3D-individualised model, hemisection and regenerative therapy can be performed realistically, but soft and hard tissue feedback still needs to be optimised. 3D models are useful for teaching periodontal surgery. In the future, if optimised, 3D printing could completely replace the animal cadaveric model, as it offers clear advantages (e.g., easier organisation, better hygiene).

Introduction: Quantitative research on postgraduate (PG) dental students' perceptions of their educational environment is lacking. The aim of this research was to increase our understanding of taught PG dental students' educational environment.

Methods: A modified Dundee Ready Educational Environment Measure (DREEM) questionnaire was distributed to PG students at the University of Bristol Dental School. DREEM scores in relation to five domains (learning, teaching, academic, atmosphere and social), as well as total DREEM scores, were derived. In addition, demographic and global questions relating to blended learning and teaching support were captured. DREEM domain and total scores were summarised using medians, interquartile ranges and full ranges. Demographic data and answers to additional global questions were categorised as frequencies and percentages.

Results: Thirty-four participants (50% response rate) from four different taught PG programmes responded. Total DREEM scores suggest most PG students' perceived educational environment to be 'excellent' (55.9%) or 'more positive than negative' (41.2%). The highest scoring domain was teaching, while the lowest scoring was social. Global questions indicated good teaching support and acceptance of blending learning, although the reduced face to face peer/teacher contact did not meet the needs of some (20.5%) participants.

Conclusions: Although the DREEM measure has been used widely in dental training, its use has been limited in PG dental settings. The teaching and learning environment at the University of Bristol was rated highly. The lower social scoring highlights potential deficiencies within the educational environment of these PG students.

Introduction: Despite its utility, peer feedback within higher education curricula has not demonstrated a consistent correlation with academic performance. Student self-reflection may be one factor of influence, as one's metacognitive assessment can alter feedback perception and processing. Yet, formal instruction on reflection remains rare. This single-subject study assesses the level of students' self-reflective capabilities through the adaptation and pilot use of a rubric based on Korthagen's ALACT reflection model.

Materials and methods: A total of 125 third-year dental students enrolled in a diagnostic sciences course received peer feedback on a case-based assignment. Subsequently, reviewees completed self-reflection on four domains of their performance (examination, diagnostic reasoning, treatment planning and resource utilisation). Two evaluators experienced in dental education adapted an ALACT-based rubric to score reflections and assess the frequency of complete self-reflection, most commonly missed elements and the incidence of neglecting peer feedback.

Results: Of the 125 students, 60 (48%) submitted a complete self-reflection on at least one of four performance domains, with only 1 student (0.08%) submitting a complete self-reflection on all four. The most neglected area of reflection was the inclusion of a rationale for proposed future improvements, with on average 33/125 (26%) expressing the significance of their plans. Furthermore, 13/125 (10%) failed to address peer-suggested shortcomings.

Conclusions: Current findings demonstrate that student self-reflection is rarely performed to completion, which may impact the integration of peer feedback. We propose a framework for encouraging and evaluating self-reflection instruction and assessment, applicable within both didactic and clinical settings, as a means to set future clinicians up for success.

Introduction: ONCOllab is a social media application developed by FDI to improve the management of oral complications that may arise during cancer therapy. This study aimed to evaluate the effects of ONCOllab on learning and perception among dental students.

Material and method: A theoretical test on oral complications of cancer therapy to determine baseline level knowledge was given to fourth-year dental students. Students were randomly divided into two groups. All students attended a lecture-based theoretical education on oral complications of cancer therapy. After the lecture, students were randomised into Group 1 (no further education) or Group 2 (presentation about ONCOllab with subsequent utilisation). One week later, a second test was applied to assess knowledge levels. The students' overall perception and satisfaction levels in Group 2 were also evaluated.

Results: The study included 59 participants [female, 35 (59%)]. The results of the first evaluation test found similar baseline knowledge between the groups (p > 0.05). The second test's results were significantly higher in both groups (p < 0.05). However, students in the ONCOllab group (Group 2) showed a significantly higher level of knowledge than Group 1 for the second test scores (p = 0.001). All of the participants in the ONCOllab group found the application beneficial for education and reported that they would like to use it in the post-graduation period.

Conclusion: Both theoretical and ONCOllab-supported theoretical approaches significantly improved knowledge of oral complications of cancer therapy. However, in addition to educational superiority, ONCOllab-supported theoretical education was found to be associated with satisfactory results in terms of student perception.