European Journal of Dental Education最新文献

Introduction: Feedback is an invaluable educational tool and is now widely used in education, despite some of the challenges and barriers to its implementation. Effective feedback in medical and dental education is a driver for improvement, by recognising good performance and identifying areas where improvement is required. This, in turn, can translate into better patient care, as feedback can positively impact on clinical performance. To date, there is limited literature about feedback mechanisms in orthodontic training and trainees' perceptions of how effective the various methods are.

Methods: This was a national, cross-sectional questionnaire investigating orthodontic trainees' perceptions of effective feedback relating to chairside clinical training. An electronic questionnaire was developed and an invitation to participate was disseminated via the British Orthodontic Society (BOS) to postgraduate orthodontic trainees in the United Kingdom (UK). The population included all trainees at ST1-5 level who were BOS members, aged 25 years and above, including those appointed by Health Education England (HEE) and those who were non-HEE appointed. The questionnaire was open for an 11-week period between 10 February 2022 and 28 April 2022.

Results: The questionnaire was completed by 68 participants with a mean age of 30.7 years and the response rate was approximately 30%. Trainees agreed that effective feedback improved their clinical skills and performance (99%) and 82% felt comfortable requesting feedback from their supervisors. The main perceived barrier to obtaining high quality in-depth feedback was perceived time pressures for educators (87%).

Conclusions: This study demonstrated positive findings regarding trainees' perceptions of feedback processes in UK clinical orthodontic training. Perceived barriers to effective feedback included time constraints and the perception that trainers were too busy to provide in-depth feedback.

Aim: To determine the impact of the COVID-19 pandemic on depression, anxiety and stress of dental students by way of a systematic review.

Materials and methods: This review was conducted following the Cochrane Handbook for Systematic Reviews. An electronic search was conducted for the period January 2020 to February 2023. Quality assessment was evaluated in accordance with the Newcastle-Ottawa Scale. Frequency distribution was calculated for stress, anxiety and depression associated with students' gender, year of study and living circumstances.

Results: Twenty-three studies were eligible for inclusion in the final review. Variables contributing to stress, anxiety and depression of dental students include gender, year of study and living circumstances. Being female is the most significant factor impacting on mental health.

Conclusions: Results emphasise the need for dental institutions to develop targeted intervention programmes for more vulnerable students. Failure to act in a future pandemic event could result in ongoing psychological issues that persist following graduation, resulting in unfit dentists who may potentially affect the quality of the dental workforce.

Generative language models (LLMs) have shown great potential in various fields, including medicine and education. This study evaluated and compared ChatGPT 3.5 and Google Bard within dental education and research.

Methods: We developed seven dental education-related queries to assess each model across various domains: their role in dental education, creation of specific exercises, simulations of dental problems with treatment options, development of assessment tools, proficiency in dental literature and their ability to identify, summarise and critique a specific article. Two blind reviewers scored the responses using defined metrics. The means and standard deviations of the scores were reported, and differences between the scores were analysed using Wilcoxon tests.

Results: ChatGPT 3.5 outperformed Bard in several tasks, including the ability to create highly comprehensive, accurate, clear, relevant and specific exercises on dental concepts, generate simulations of dental problems with treatment options and develop assessment tools. On the other hand, Bard was successful in retrieving real research, and it was able to critique the article it selected. Statistically significant differences were noted between the average scores of the two models (p ≤ 0.05) for domains 1 and 3.

Conclusion: This study highlights the potential of LLMs as dental education tools, enhancing learning through virtual simulations and critical performance analysis. However, the variability in LLMs' performance underscores the need for targeted training, particularly in evidence-based content generation. It is crucial for educators, students and practitioners to exercise caution when considering the delegation of critical educational or healthcare decisions to computer systems.

Introduction: Well-being is increasingly regarded as an integral component of a graduating dentist's professional responsibility, yet studies demonstrate significant levels of stress and poor mental health in the dental student population. The aim of this qualitative study was to explore final-year dental students' perceptions of stressors in dentistry and their experiences of managing their individual well-being and supporting the well-being of their colleagues and patients.

Methods: A literature search was performed to guide the development of an interview framework which included questions centred around three higher domains based on self, peers and patients. Participants were randomly sampled and the interviews audio recorded and transcribed verbatim. An inductive-deductive approach was adopted for thematic analysis of the results.

Results: Fourteen interviews were conducted, revealing four themes and 15 subthemes. Students were acutely aware of poor well-being symptoms amongst themselves and their peers. Treating dental patients with mental illness was common but some students expressed uncertainties in managing these patients. The key stressors were assessments and clinical stress. Students frequently sought support from peers and half had received professional help. Barriers to approaching faculty staff were identified. The role of stigma in preventing students from openly sharing their well-being experiences was discussed.

Conclusion: A range of curricular and clinical stressors, and potential sources of support to manage these stressors, have been explored from the perspectives of final-year dental students. From these experiences, action points have been proposed to address knowledge gaps and enhance faculty-level wellness support for dental students.

Introduction: As artificial intelligence (AI) rapidly evolves in dentistry, understanding dentists' and dental students' perspectives is key. This survey evaluated Australian dentists' and students' attitudes and perceptions of AI in dentistry.

Methods: An online questionnaire developed on Qualtrics was distributed among registered Australian dentists and students enrolled in accredited Australian dental or oral health programmes. Descriptive and bivariate analyses were used to examine the demographic variables and participant attitudes.

Results: 177 responses were received, and 155 complete responses were used in data analysis. 54.8% were aware of dental AI applications, but 70.3% could not name a specific AI software. A majority (91.6%) viewed AI as a supportive tool, with 69% believing that it would be beneficial in clinical tasks and 35.6% expecting it to perform similarly to an average specialist. 40% anticipated that dental AI would be routinely used in the next 5-10 years, with more dental students expecting this short-term integration. Concerns included job displacement, inflexibility in patient care, and mistrust of AI's accuracy. Attitudes towards AI were influenced by age, gender, clinical experience and technological proficiency.

Conclusions: The survey underscores the potential of AI to revolutionise dental care, enhancing clinical workflows and decision-making. However, challenges like trust in AI and ethical concerns remain. It is recommended that practising dentists receive hands-on training with AI tools and continuing dental education programmes. Integrating AI into dental curricula and fostering interdisciplinary teaching and research collaborations between computer science and dentistry is necessary to prepare graduates to use AI effectively and responsibly.

Introduction: Dentists and oral health practitioners have a potential role in supporting the prevention and management of noncommunicable diseases. However, the extent to which university education prepares practitioners to provide nutrition care is unclear. This scoping review identifies and synthesises the evidence related to university-level nutrition education provided to dental and oral health students globally.

Methods: A scoping review identified relevant literature through search terms "dentistry," "oral health," or "oral hygiene"; "dental students" or "dental education"; "nutrition education" or "nutrition science." Articles were included that examined nutrition education in undergraduate oral health training; or nutrition knowledge, attitudes, confidence, or skills or dietary habits; experts' opinion papers; and position statements. No limitations on the publication years or languages of the articles were applied.

Results: A total of 136 articles were included. Half were surveys of students (n = 49) or academic staff (n = 21). The remainder comprised reports of curriculum initiatives (n = 26), opinion papers or narrative reviews (n = 24), position statements (n = 6), curriculum development (n = 6) and curriculum guidelines (n = 9). While dental and oral health students and curriculum experts overwhelmingly recognised the importance of nutrition, most studies that assessed nutrition knowledge of students revealed limited knowledge. Students were not confident in their skills to provide nutrition care. Lack of nutrition experts on teaching teams and unclear expectations about developing nutrition competencies were identified as barriers to greater nutrition education.

Conclusion: Nutrition education in university dental and oral health degrees is highly variable. The potential for oral health professionals of the future to promote oral health through nutrition is unrealised.

Background: Dental regulators and educational institutions are increasingly concerned about the influence of digital platforms used by the profession for social, business, digital interaction with the public/patients and its impact on the professionalism in practice now and going forward. However, academic knowledge and research within dentistry are relevant to e-professionalism at a level of engagement and approach in delivering guidance to students through the current dental curriculum. The question therefore asked was what breadth of academic material, research, debate and discourse is available to inform our understanding, guidance and teaching on this ever-evolving topic.

Aim: To map how e-professionalism has developed in academic dental literature as a topic within the study of professionalism in practice.

Method: A rapid scoping review was conducted to identify published research that describes and tests the topic of professionalism from 2016 to 2023. Studies were synthesised narratively using thematic analysis to inform the understanding of what has been already researched in the field.

Results: Thirteen articles were included in the review. After undertaking a thematic analysis, five themes were constructed. These included: curriculum, opportunities and safe professional use, reflections, personal and professional identity issues, and students as co-creators.

Conclusions: Within dental research there is consensus that e-professionalism could present a tangible threat to the identity of dental professionals their clinical practice and interaction with patients/public however, less is known about what educational strategies are most effective when teaching e-professionalism.

Introduction: As a large language model, chat generative pretrained transformer (ChatGPT) has provided a valuable tool for various medical scenarios with its interactive dialogue-based interface. However, there is a lack of studies on ChatGPT's effectiveness in handling dental tasks. This study aimed to compare the knowledge and comprehension abilities of ChatGPT-3.5/4 with that of dental students about periodontal surgery.

Materials and methods: A total of 134 dental students participated in this study. We designed a questionnaire consisting of four questions about the inclination for ChatGPT, 25 multiple-choice, and one open-ended question. As the comparison of ChatGPT-3.5 and 4, the question about the inclination was removed, and the rest was the same. The response time of ChatGPT-3.5 and 4 as well as the comparison of ChatGPT-3.5 and 4' performances with dental students were measured. Regarding students' feedback on the open-ended question, we also compared the outcomes of ChatGPT-4' and teacher's review.

Results: On average, ChatGPT-3.5 and 4 required 3.63 ± 1.18 s (95% confidence interval [CI], 3.14, 4.11) and 12.49 ± 7.29 s (95% CI, 9.48, 15.50), respectively (p < 0.001) for each multiple-choice question. For these 25 questions, the accuracy was 21.51 ± 2.72, 14 and 20 for students, ChatGPT-3.5 and 4, respectively. Furthermore, the outcomes of ChatGPT-4's review were consistent with that of teacher's review.

Conclusions: For dental examinations related to periodontal surgery, ChatGPT's accuracy was not yet comparable to that of the students. Nevertheless, ChatGPT shows promise in assisting students with the curriculum and helping practitioners with clinical letters and reviews of students' textual descriptions.

Aim: The aim of this study was to systematically review the relevant literature on teaching professionalism in dental curricula and report the relevant data from a survey of members of the Association for Dental Education in Europe (ADEE) on the topic.

Materials and methods: We conducted a systematic review of the literature and a cross-sectional study using an online questionnaire regarding teaching and assessment of professionalism in dental schools, members of the ADEE. The literature review identified 33 articles related to professionalism in dental curricula. The survey sent to the membership of the Association for Dental Education in Europe yielded responses from 27 European dental schools and four schools outside Europe.

Results: Various study designs were identified in the review, and the main themes discussed included teaching/pedagogy, ethics/humanities, core domains and assessment of professionalism. Twenty schools reported having specific courses dedicated to professionalism, while the format varied, including entire modules, separate learning outcomes or unit structures. Ethics, communication, law/legal framework/deontology, teamworking and management/leadership were among the common topics taught under the banner of professionalism. Many schools reported increases or no changes in hours, staffing, themes/topics covered and weight in the curriculum for professionalism over the last decade.

Conclusion: The paper provides valuable insights into the current state of professionalism education in dental curricula and offers directions for enhancing its effectiveness and relevance in preparing future dental professionals. Collaborative efforts among dental educators and institutions can contribute to the continuous improvement of professionalism education and practice in dentistry.

Objective: Prosthetic restorations require functional occlusal planes to ensure therapeutic success. The purpose of the present study was to develop a new Broadrick flag support for a semi-adjustable articulator and to investigate the effectiveness of occlusal planes drawn using the Broadrick flag method by inexperienced practitioners in complex situations such as skeletal class II relationships associated with edentulous areas. MÉTHODOLOGY: The Broadrick flag support was designed and manufactured by the additive technique and was adapted to the Quick Master articulator. The QR code of the manufacturing file of the Broadrick flag support is accessible to any practitioner. Thirty-seven third-year students (inexperienced practitioners) were randomised into two groups for drawing occlusal planes on two models either with or without the Broadrick flag method. A prosthodontic professor (experienced practitioner) drew occlusal planes on the models to serve as references. Each model was analysed using a standardised method to measure the distances between the occlusal planes drawn by experienced and inexperienced practitioners. RÉSULTS: Only the distance measured for the right second molar of the first model with the Broadrick flag method was significantly shorter than those measured without using this method (p < 0.05, Wilcoxon test). Visual observations showed that only the second molar drawings of the inexperienced practitioners were above the drawings of the experienced practitioner.

Conclusion: The Broadrick flag method helped inexperienced practitioners to draw occlusal planes of models in complex skeletal class II relationships associated with edentulous areas with natural teeth located both anterior and posterior to them.