European Journal of Dental Education最新文献

Background: People with disabilities (PWD) have poor oral health and difficulties in accessing dental care. The lack of skills, willingness, or confidence of dentists to treat PWD could contribute to this scenario.

Objective: To understand the contributions of the Special Care Dentistry university extension programme to the professional and personal development of undergraduate students based on their perceptions.

Study design: Qualitative research was conducted with 12 undergraduate students who participated in the university extension programme, totalling 257 h of practice. Data was collected through a written questionnaire with open-ended questions before and after their engagement in the programme activities. These data were analysed using the inductive content analysis technique, with coding and categorisation processes.

Results: We considered two categories of contributions: professional and clinical experiences in dental care for PWD and the student teaching-learning process. The first addressed the singularities of dental care for PWD, the apprehension of the student, and the need for humanised care. The second highlighted expanding professional opportunities, improving skills, and pursuing lifelong learning and lessons. In addition, the regular undergraduate curriculum added theoretical and clinical experiences.

Conclusions: Students reported a significant improvement in confidence and safety for dental care for PWD by developing their critical thinking and clinical care skills.

Objective: To develop realistic training teeth composed of multi-material colours and gradients and evaluate them in comparison with the standard model and extracted teeth with a group of students.

Material and method: Three different teeth were virtually designed by use of multiple STL-compartments and additively manufactured with different material gradients like colour, hardness and functional properties in a single printing process using MultiJet technology. The teeth included simulated hard-/softissues and restorative materials like enamel, dentin, pulp, carious dentin, composite, amalgam, and gutta-percha. The selected teeth were tested by a group of 25 clinical students in a volunteer hands-on course. They had experience in caries removal, post insertion and preparation on real patients. Study procedures included the removal of a faulty direct and indirect restoration, of gutta-percha as well as of carious dentin. The properties of the printed teeth for each task were assessed by the students using grades (1 = very good, 2 = good, 3 = satisfactory, 4 = sufficient, 5 = poor). Conventional model teeth and extracted real teeth served as reference.

Results: In comparison to standard model teeth, printed teeth were rated 1.1 ± 0.7, with a grade of 2.4 ± 1.2 for haptic impression and 1.2 ± 0.8 for realistic perception of the exercise. In comparison to extracted teeth, the colour of the enamel(2.1 ± 1.4), the dentin(1.8 ± 1.3) and the carious lesion(1.2 ± 0.8) were evaluated with overall good or very good values. The new features were rated with 1.2 ± 0.7 for the Amalgam filling, 1.0 ± 0.3 for the caries lesion, 1.4 ± 1.5 for the crown, and 2.0 ± 1.0 for the gutta-percha.

Conclusion: The results of the pilot study confirm the potential of multi-material additive manufacturing for educational purposes. Students preferred printed teeth in comparison with conventional acrylic and extracted teeth, considering the simulation of a training scenario close to clinical reality.

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.

Objectives: This study investigated the effect of different dental stools on muscular activity in the upper and abdominal regions, and the angular deviation of the neck and trunk during preclinical procedures.

Material and methods: An experimental laboratory study was conducted with the response variables including (1) muscular activity of the trapezius, rectus abdominis, and paravertebral muscles, measured by surface electromyography and (2) angular deviation from the neutral position of the neck and trunk. The independent variable was the type of dental stool (conventional stool, saddle seat, or seatball). Class I preparations were performed (N = 120) on artificial first molars. Working postures were recorded and angular deviations were measured using the "Postural Assessment Software-SAPO." A one-way analysis of variance, Tukey and Games-Howell post hoc tests were performed.

Results: Stool type did not affect the activity of the paravertebral and rectus abdominis muscles (p > 0.05). Less activity was observed in the right trapezius muscle during cavity preparations of teeth 26 (p = 0.006) and 36 (p = 0.046) with conventional stool. The saddle seat led to less activity in the left trapezius during work on tooth 26 (p = 0.040). For the neck, a greater angular deviation was observed with the saddle seat on the upper left hemiarch (p = 0.020), and with the saddle seat and seatball on the lower left hemiarch (p = 0.019). The trunk showed greater angular deviation during work with the saddle seat and seatball for all hemiarches (p < 0.001-0.003).

Conclusion: Stool type did not influence muscle activity, but the unconventional stools led to greater angular deviations in the neck and trunk.

Introduction: Access cavity preparation is a critical step in endodontic treatment, impacting the success of subsequent procedures. Magnification devices are proposed to improve visualisation and precision, but their effectiveness among undergraduate students remains largely unexplored. This study evaluated the benefits of magnification on access cavity preparation accuracy by undergraduate dental students using Micro-computed tomography (Micro-CT) imaging for quantitative assessment.

Methods: Thirty-two undergraduate dental students participated, performing access cavity preparations on plastic maxillary molars under three conditions: unaided vision (group 1), dental loupes (group 2) and a dental operative microscope (DOM) (group 3). Micro-CT scans were used to evaluate the quality and accuracy of the access cavities.

Results: The DOM group exhibited the highest percentage of proper access cavity outlines (50.0%) and ideal locations (78.1%). However, no significant differences were found in preparation time (p = 0.274) or gouging frequency (p = 0.139) across groups. Gouging size also showed no significant difference (p = 0.839). Complete removal of the pulp chamber roof was comparable in the loupes and dom groups (both 34.4%) and slightly higher than that in the no-magnification group (25%), with no significant difference in residual pulpal roof thickness among groups (p = 0.477).

Conclusion: Magnification enhances access cavity preparation precision and quality in undergraduate students. To further validate these findings and inform best practices in dental education, larger-scale studies and clinical trials are needed.

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.

Purpose: Orthognathic surgery is a complex and critical field within oral and maxillofacial surgery, necessitating extensive training and precise knowledge. Traditional educational methods have been supplemented with advanced technologies, such as virtual reality (VR), to enhance learning outcomes. This study aims to evaluate the effectiveness of VR-based preclinical training compared to traditional training methods among fifth-year dental students (undergraduates).

Materials and methods: Twenty-six participants with no prior experience in orthognathic surgery were randomly assigned to either a traditional training group or a VR training group. Both groups underwent a 2-week preclinical training programme. Assessments conducted immediately after and 1 year following the training included professional knowledge evaluations, difficulty and effectiveness surveys and study burden assessments.

Results: The results indicated that the VR group outperformed the traditional group in both immediate (86.77 ± 5.00 vs. 78.62 ± 8.98, p = 0.0086) and long-term knowledge assessments (80.71 ± 6.55 vs. 57.76 ± 13.55, p < 0.0001). Participants in the VR group reported higher confidence in understanding the steps of the procedure and lower perceived difficulty and workload.

Discussion: VR technology represents a significant advancement in the teaching of orthognathic surgery. VR-based training can substantially improve the quality of dental education, providing valuable support for the training of future orthognathic surgeons.

Conclusion: These findings underscore the potential of VR technology to significantly improve educational outcomes in orthognathic surgery training, providing a more engaging and efficient learning experience.

Objective: Traumatic dental injuries (TDI) are among the most common public health issues in dentistry. The dentist's role in the immediate treatment of traumatic injuries is crucial, as it impacts the long-term outcome of treatment and the patient's quality of life. Dentists should have good knowledge of dentoalveolar trauma to be ready to act promptly in emergencies and to be able to provide appropriate guidance and advice to eyewitnesses or injured individuals at the scene of an accident. This study aimed to assess the level of knowledge regarding TDI among dental students and dentists.

Materials and methods: Participants included fourth- and sixth-year dental students, dentists, oral surgery residents and specialists, with a response rate of 61.99% from 1059 participants. Data collection involved face-to-face and email methods. Quantitative data analysis utilised Student's t-test and ANOVA, while categorical data was analysed using Pearson chi-square test, with RStudio and Excel for data analysis.

Results: Dental students had a mean score of 15.0 ± 4.7, indicating the highest theoretical knowledge of TDI compared to other examined groups. However, 83.5% reported never experiencing TDI. Oral surgical residents scored lowest at 7.8 ± 2.3. Interestingly, dentists with less than 5 years of experience outperformed those with 5-10 years of practice. Most participants (92.4%) prioritised direct tooth replacement, but only 67.7% identified proper tooth-preserving media, and just 38.0% understood the ideal splint for avulsed teeth.

Conclusion: While dental students demonstrated a strong understanding of TDI management, there are areas needing further education, especially among oral surgical residents. Since TDI knowledge tends to decline throughout the years of practice, continuous education on TDI for dental practitioners is essential.

Introduction: 3D-printed teeth/models are important adjuncts in dental education. Nevertheless, there is a lack of simulated cases to learn and understand complex treatment scenarios, including anamnesis, diagnosis, treatment planning and therapy.

Material and methods: Third-year students (n = 44) received a complete 3D-printed model (upper and lower jaw) of a patient who needed emergency treatment. Based on the information provided (i) general history, (ii) specific dental history, (iii) radiographs, the students made a diagnosis and planned the treatment, which they performed independently under supervision. The case included periodontal, restorative, endodontic and surgical treatments and semi-permanent splinting. Using a 3- or 5-point Likert scale, students rated each treatment episode, the learning outcome and the impact of the model on training using a questionnaire. Chi-square test served for statistical analysis.

Results: The majority (63.6%) stated that the interdisciplinary model allowed a better learning effect than the approach dealing with each section separately (p < 0.05). Almost all students rated the diagnostic process as excellent (88.0%-95.5%), as the general history, dental history and radiographs were consistent with the clinical findings. Periodontal therapy was rated significantly lower compared to all other areas (p < 0.05). For endodontic treatment, the students disagreed, abstaining from practising on extracted human teeth. However, the students felt confident to perform all treatment steps in the following clinical courses.

Conclusion: Customised, interdisciplinary 3D-printed teaching models covering complex treatment strategies were best suited to enhance dental students' skills and foster their enthusiasm for the integrated diagnosis and treatment planning process. Their implementation into dental education is strongly recommended to improve both training and future patient care.

Objectives: The virtual simulation system (VSS) is a new type of preclinical trainer that has unique advantages compared with traditional manikin system (TMS). The objective of this study was to compare the impact of the order of VSS and TMS training and to evaluate the potential of VSS in preclinical cavity preparation training for undergraduates.

Methods: The participants (n = 97) were randomly assigned to two groups and subjected to VSS and TMS in different sequences for G. V. Black Class I, II and V cavity preparations; one group was first prepared with VSS followed by TMS (VM group), while the other group was prepared with TMS followed by VSS (MV group). The scores of the two groups were compared based on the different training orders and cavity types. Subsequently, two questionnaires were sent to all participants to further assess their views on the usage of VSS and their efficacy in preclinical training.

Result: The training results of the VSS showed that the MV group had a higher average score than the VM group, but had no significant difference except for the Class II cavity preparation. Moreover, for the TMS training results, although the VM group generally scored higher than the MV group did, there was no significant difference between the two groups. In addition, the majority of participants agreed that the VSS was more difficult to operate than the TMS and that the VSS should be arranged before the TMS, and nearly 90% of participants were willing to use VSS for preclinical training in future experimental courses.

Conclusions: Introducing VSS in preclinical dental training is promising as it overcomes some of the drawbacks of TMS. It allows for repeated practice while avoiding accidental injuries, contamination, evaluation bias and material waste, and can also enhance the proficiency and operation accuracy of students. Moreover, VSS training was favoured to be arranged before the TMS training. A thorough VR simulation curriculum design is necessary to help dental students better adapt to virtual simulation systems.