European Journal of Dental Education最新文献

Aim: The aim of this research paper was to explore Bachelor of Dental Surgery (BDS) undergraduate student views of a research project (RP) that comprises part of the curriculum at Cardiff University (CU), Wales.

Method: 4th and 5th year students undertaking the RP were issued an anonymous cross-sectional survey. 66 responses were obtained, giving a response rate of 52%. The questionnaire consisted of Likert-style items, a satisfaction score and free-text responses. Jamovi and Excel were used to conduct statistical analysis (multiple linear regression, t-tests and Cronbach's alpha) of the results along with thematic analysis of the free-text responses.

Results: Students generally had a positive response to the RP and felt that the RP helped to improve their research skills. The responses showed a positive correlation between satisfaction and student input into the project topic (estimate = 0.84, p = 0.03), understanding of the purpose of the RP (estimate = 0.69, p = 0.023), perceived improvement of research skills (estimate = 0.97, p < 0.001), and how prepared students felt to begin their project (estimate = 0.92, p = 0.004). There were, however, areas of the RP which students found challenging, such as the balance of completing the RP alongside clinical time, as well as arranging timely interactions with supervisors.

Conclusions: Overall, students had a positive outlook on the RP, with students who felt more prepared to begin the project and those who felt the project had improved their skills perceiving the project more favourably. This paper provides some insight into how such a project could be improved, for example, considering an increased timeline or a group format of the project along with future research directions.

The integration of Artificial Intelligence (AI) in dental education presents both opportunities and challenges, particularly in reflective portfolio writing-a key pedagogical tool in periodontology. Reflective portfolios enable students to bridge theoretical knowledge with clinical application by fostering critical thinking, self-awareness, and evidence-based reasoning. However, the use of AI in these assignments raises concerns regarding its potential to undermine deep reflection and independent analysis. While AI can facilitate idea generation and organization, it should not replace the fundamental reflective process necessary for professional growth. To address this challenge, incorporating AI literacy into dental curricula is essential. A structured educational framework emphasizing responsible AI use, hands-on training, and interdisciplinary collaboration can guide students in leveraging AI as a supportive tool rather than a substitute for critical thinking. Additionally, implementing rubrics that assess depth of reflection and clinical insight ensures that AI complements rather than detracts from learning objectives. By establishing clear expectations and providing targeted feedback, educators can help students navigate AI-enhanced learning while maintaining the integrity of reflective practice. Initial student feedback suggests a promising integration of AI in periodontal education when used appropriately. As AI continues to shape dental education, its role must be carefully managed to preserve the essential reflective processes that cultivate competent and self-aware healthcare professionals.

Introduction: Given the rapid pace of digital technology and AI integration, addressing humanitarian concerns and potential ethical dilemmas in future dentistry treatment approaches is paramount. This study aimed to provide an overview of ethical problem awareness among dental students.

Materials and methods: One hundred and thirty students were recruited. An online survey with 24 multiple choice questions was created on 14 AI domains: familiarity, ethical norms, applications, data management, regulation, database location for training, personal data access, access responsibility, AI's impact on healthcare, moral and legal responsibility, AI and human responsibility, prohibited areas and AI's role in dentistry.

Results: Significant gender, education and regional differences existed among participants (p < 0.05). Only 25% never heard or used AI. Legal experts and professional boards were perceived as crucial for AI ethics (54.7%), data management (60.6%) and decision making (52.3%). Participants favoured clinicians taking the primary role in decision-making (51.6% very often, 10.9% always). AI impact was perceived as positive on diagnostics (42.1%), therapy (56%) and medical engineering (83.6%). Clinicians were assigned high (50.8%) or very high (14.1%) moral responsibility and high (25.7%) and very high (15%) legal responsibility for medical errors. Most participants recommended minor restrictions, including AI making life-or-death decisions (79.5%). AI was supported for treatment planning (68.5%), active treatment participation (43.8%), treatment evaluation (56.9%) and disease prediction (56.9%).

Conclusions: Significant demographic differences in AI ethics awareness among dental students highlight the need for inclusive AI ethics education and interdisciplinary governance frameworks in dentistry.

Introduction: Supporting wellbeing of staff involved in dental education is vital to ensure the safe effective delivery of the curriculum and training of the dental workforce. There are only a limited number of studies on the stress and wellbeing of staff involved in dental education and the barriers they face in engaging with any wellbeing services provided. To plan strategies for the promotion of staff wellbeing, it is important to identify these and the barriers faced by staff. The aim of this study is to determine the stress and wellbeing of the staff involved in dental education and identify any barriers they face in accessing wellbeing services.

Methods: An online cross-sectional survey was conducted to investigate the wellbeing and stress of staff involved in dental education in institutions associated with the Association of Dental Education in Europe, using two validated survey instruments: the Warwick-Edinburgh Mental Wellbeing Scale (WEMWDS) and the Perceived Stress Scale (PSS). In addition, staff demographics and barriers to accessing any wellbeing services were identified.

Results: A total of 247 participants responded. The mean WEMWDS score was 49.0 (95% CI = 47.9-50.1; SD = 8.7) and the mean PSS score was 18.1 (95% CI = 17.3-19.0; SD = 6.7), with 68.0% reporting moderate and 8.5% high levels of perceived stress. Year of birth and work role were statistically significant for the primary outcome. Over 50% of respondents who needed support did not access the available services, citing several barriers, including lack of awareness (15%), uncertainty about the effectiveness of services (20.6%) and time constraints (22.3%).

Conclusion: Staff involved in dental education report higher stress and lower wellbeing than the general population. Those in the younger age group or involved in job roles such as research or clinical teaching are more affected. Staff face multiple barriers to accessing wellbeing services and are more likely to seek help from senior colleagues. It is vital that educational institutions establish strategies to promote the wellbeing of their staff members and improve access to services.

Background and aim: Working in a dental private practice is an investment that requires many skills in management, including the management of the dental office and staff recruitment. The objective of our study was to identify the need for continuing training in dental practice management among dental students at the end of their training.

Methods: A descriptive cross-sectional study was conducted among students at the end of their course at the Faculty of Dentistry of Casablanca using an anonymous questionnaire. The questionnaire included 7 general questions, 15 questions on the liberal installation, and 7 questions on the financing of the dental office. Data were entered and statistically analysed using SPSS software at the epidemiology and research laboratory of the faculty.

Results: 3% of students were able to answer correctly to the questions on the types of possible contracts for staff. 88.7% of students do not know dental practice management software, and 93.2% do not know which software to use to communicate with prosthetists. 88% of participants express a need for training in the running of their practice. To complete their knowledge, 70.7% of students expressed their interest in workshops, and 66.2% in guided lessons.

Conclusion: To address the identified training needs, the organisation of additional scientific events, such as congresses, seminars, and workshops, is proposed within the faculty, in collaboration with the Order Council and other institutional stakeholders.

Introduction: The aim of this paper is to assess the prevalence, impact, and understanding of Lower Back Pain (LBP) amongst final year dental students to inform the development of a module in the dental curriculum. LBP has a significant impact on the dental workforce; yet little is reported about the profession's knowledge, or the necessity for tailored self-care education.

Materials and methods: A single-centred online survey was administered to final year dental students at a UK dental school. This used carefully selected criteria following the review of the limited validated evidence base, with a robust methodological approach to survey design.

Results: There was an 86% response rate. LBP is prevalent amongst dental students, with 58% experiencing LBP in the past 6 months. 29% had reduced recreational and professional activity as a result, and 14% had sought professional help. Understanding of LBP varied; 92% identified the practice of dentistry to be the greatest contributing factor, whilst 89% deemed correcting posture to be the most effective prevention method. A majority, 53%, believed LBP would resolve without treatment, although confidence in management was poor. Almost all responders supported inclusion of back pain education in undergraduate dental curricula.

Conclusion: This research has revealed a belief system that may have negative influences on dental professionals' lower back health. Dental professionals may lack education on musculoskeletal disorders and have a poor understanding of the prevention and management of LBP. The results have informed the development of a LBP module aiming to improve undergraduate awareness and positively impact future working life.

Aim: To investigate the occurrence of Impostor Syndrome (IS) among faculty members of undergraduate dental courses at institutions in a capital city in the Northeast of Brazil.

Materials and methods: A quantitative cross-sectional observational study was conducted involving five higher education institutions. Data collection was performed through a structured online questionnaire composed of two domains: sociodemographic data and the Clance Impostor Phenomenon Scale (CIPS). Responses were analysed using descriptive and inferential statistics to identify differences and associations related to gender, type of institution and teaching experience (in years). A significance level of p ≤ 0.05 was adopted.

Results: The study included 65 professors with a median age of 37 years (p²⁵ = 32; p⁷⁵ = 46), predominantly female (72.3%, n = 47), teaching in private institutions (73.8%, n = 48) and with a median year of teaching experience of 7 years (p²⁵ = 4; p⁷⁵ = 13). The median IS score was 42 (p²⁵ = 35; p⁷⁵ =54), indicating a moderate level. A difference in IS scores was observed between professors from public and private institutions (p = 0.049; r = 0.322; 95% CI: 0.085 to 0.525) and a negative correlation between IS and years of teaching experience as continuous variables (p = 0.006; r = -0.335; CI = -0.099 to -0.535), suggesting that IS tends to decrease with increased years of teaching experience.

Conclusion: Moderate levels of IS were observed among dental faculty members teaching undergraduate courses. The findings suggest that professors working in private institutions and those with fewer years of teaching experience may be more susceptible to IS.

Introduction: This study examined dental students' perspectives on a hybrid simulation-laboratory (sim-lab) course for ultrasonic supragingival scaling.

Materials and methods: An interactive online system facilitated the course for second-year dental students from 23 colleges. The curriculum encompassed demonstrations of ultrasonic scaling techniques, coupled with opportunities for students to pose inquiries and engage in remotely guided practice sessions. Upon course completion, an anonymous survey was administered, and the collected data were analysed using Pearson correlation coefficient analysis. Responses to the open-ended question were tabulated and visualised through word clouds.

Results: A total of 529 students participated, yielding 516 valid questionnaires. The majority of students (492) expressed a willingness to engage in online courses during their free time, with a mean score of 3.295 ± 0.577. Similarly, 511 students reported satisfaction with the course content selection, achieving a mean score of 3.490 ± 0.549. Furthermore, 505 students concurred that remote guidance was instrumental in refining their practical skills, scoring a mean score of 3.669 ± 0.529. Notably, only a minority of participants (0.78%, 0.78% and 0.39%, respectively) strongly disagreed with these assertions. A robust correlation was observed between satisfaction with the course content selection and improvements in practical skills (r = 0.541, p < 0.001). Conversely, students' willingness to study or explore online courses in their leisure time exhibited a weaker correlation with practical skill improvements (r = 0.269, p < 0.001).

Conclusion: The findings of this study underscore the overwhelming acceptance of the hybrid sim-lab course among dental students and its potential to elevate their educational journey.

Purpose: To evaluate the performance of ChatGPT on the National Prosthodontics Resident Exam (NPRE).

Methods: Two separate OpenAI accounts were used for ChatGPT 3.5 and ChatGPT 4.0, each managed by independent examiners. The dataset was sourced from the American College of Prosthodontics (ACP) 2024 National Prosthodontics Resident Exam (NPRE), which includes 150 multiple-choice board-style questions on various prosthodontic topics. Questions were inputted as they appeared in the NPRE, and responses were recorded as correct or incorrect. Accuracy was assessed using a two-tailed t-test, with statistical significance set at p < 0.05. After the study was completed, OpenAI accounts were deleted to ensure data privacy and security.

Results: ChatGPT 3.5 correctly answered 84 out of 150 questions, achieving a score of 56.0%; while ChatGPT 4 significantly outperformed it with a score of 73.7%, correctly answering 109 out of 150 questions (p < 0.001). In specific subjects, ChatGPT 4 consistently scored higher, with significant improvements in Basic Science (71.2% vs. 61.3%), Implant Surgery (67.5% vs. 41.2%), Diagnosis and Treatment Planning (66.6% vs. 53.4%) and Fixed Prosthodontics (86.9% vs. 62.5%). The highest scores for both versions were in Dental Materials, with ChatGPT 4 achieving 91.6% compared to ChatGPT 3.5's 73.1%.

Conclusion: ChatGPT 4.0 shows promising potential as an educational tool for prosthodontics residents by effectively addressing board-style questions. However, due to a significant presence of misinformation in ChatGPT's current prosthodontics knowledge base, residents should exercise caution and supplement AI-generated content with evidence-based information from credible sources to ensure accuracy and reliability.

Purpose/objectives: This study aimed to develop a virtual reality simulation (VRS) program that is based on a scenario, training dental hygiene students in the intraoral bisecting angle technique. We tested the effectiveness of VRS in education using performance confidence (PC), clinical competency (CC) and learning satisfaction (LS).

Methods: This study developed a program based on performance competency and conducted a single-group pretest-posttest experiment to test its effectiveness. Thirty-three second- and third-year dental hygiene students were recruited from a single dental hygiene university. We confirmed each item's validity based on the content validity index (CVI) and compared differences in PC, LS and CC before and after training.

Results: Significant differences were observed in PC, which increased from a score of 78.51 ± 9.0 before training to 89.33 ± 7.03 after the first training and to 94.00 ± 5.75 after the second training (p < 0.001). CC increased significantly from 69.92 ± 9.46 before training to 87.04 ± 4.43 after training. LS also increased significantly, from a score of 94.15 ± 8.15 before training to 97.45 ± 4.71 after training (p = 0.002).

Conclusions: Dental hygiene students' PC, CC and LS improved after training using a VRS for the intraoral bisecting angle technique. VRS training is an effective educational tool that can complement traditional skills training; such training programmes should be developed not only for dental hygiene courses but also for the education and skill enhancement of other dental professionals.