European Journal of Dental Education最新文献

Introduction: The study evaluated the effectiveness of a resilience training for dental students as a preventive measure for mental health and stress management, with consideration for its long-term integration into dental education.

Methods: A 2-day online resilience training was tailored to address specific stressors experienced by dental students in Munich, Germany. Data were collected via online questionnaires from both participants (pre and posttraining) and nonparticipant controls over a 6-month period. Outcomes included resilience development, health behaviour, perceived stress and life satisfaction, utilising an online questionnaire. Statistical analysis (t-tests and mixed ANOVA) was performed using IBM SPSS Statistics.

Results: Training participants showed significantly increased resilience F(1.54) = 4.93, p = 0.031, η² = 0.084 (medium effect), reduced subjective stress and higher overall satisfaction. Qualitative feedback indicated enhanced social support, though the effect on physical health behaviour remained inconclusive. Differences in resilience and satisfaction were observed between preclinical and clinical students, and between sexes.

Discussion: This resilience training demonstrated preventive benefits for dental students' mental health. Limitations include selection bias, self-reported measures, lack of long-term data and confounding societal influences. Integrating such training into dental curricula may be a valuable strategy with potential for broader application in other institutions as well.

Background: 3D printing has emerged as a practical method for fabricating customisable, accurate and affordable dental training models. Numerous 3D printing technologies exist, though there is no standardised comparison to inform their implementation in dental education. This study aimed to evaluate and compare the qualities of various 3D printed dental models against the current standard model used in tertiary dental education.

Methodology: Five maxillary molar tooth models were fabricated using selective laser sintering (SLS), fused filament fabrication (FFF), material jetting (MJ), stereolithography (SLA) and digital light processing (DLP). A standard Ivorine tooth model (One Dental, Australia) was also evaluated. Eighteen participants performed cavity preparations and assessed each model based on haptic feedback, visual appearance, anatomical accuracy and overall suitability using a 5-point Likert scale.

Results: FFF was the most economical per unit ($0.06), followed by DLP ($0.30). MJ was the most expensive ($1.87), though it offers high resolution and complexity. In terms of enamel haptics and dentine haptics, MJ (3.11, 3.28), SLA (3.00, 3.33) and DLP (3.11, 3.44) were assessed as comparable to Ivorine (3.67, 3.44). Similarly, overall suitability of MJ (3.33), SLA (3.33) and DLP (3.44) was comparable to Ivorine (4.17). FFF and SLS were rated significantly inferior to Ivorine in all domains.

Conclusions: Current 3D printed models do not fully simulate dental tissue and should be used to supplement the limitations of standard models and improve self-learning. Future research is warranted to develop models with improved haptic feedback and realistic surface anatomy.

Introduction: The use of large language models (LLMs) such as ChatGPT to generate multiple-choice questions (MCQs) for medical and dental education is rapidly increasing. However, the educational validity, cognitive depth, and practical usability of AI-generated questions remain underexplored in dental education. This study aimed to evaluate the performance of ChatGPT-4o in generating MCQs for pre-doctoral oral and maxillofacial radiology curricula.

Methods: ChatGPT-4o was prompted to generate 100 multiple-choice questions based on lecture materials from a pre-doctoral oral and maxillofacial radiology course. A panel of expert oral radiologists independently evaluated the quality of the questions, answers, and explanations. Additionally, a randomised subset of 64 MCQs was assessed by human experts and an AI-detection tool to determine the accuracy of source identification.

Results: Experts rated 43% of AI-generated questions and 65% of their corresponding answers as correct and usable with minor adjustments. Most questions focussed on knowledge recall, with few assessing higher order thinking skills. Both human experts and AI-detection tools struggled to accurately differentiate between AI-generated and human-created questions.

Conclusion: While ChatGPT-4o can generate MCQs, its output often requires refinement. Future research should explore ways to improve the quality and cognitive level of AI-generated questions for dental education.

Introduction: Peripheral intravenous catheterisation is a complex procedure that is primarily performed by nurses in healthcare services. Peripheral intravenous catheterisation (PIVC) is also part of the updated 2024 Core Program in the National Dental Education catalogue. This study aimed to implement this practice and to evaluate the approach and compliance of students with IV catheterisation.

Method: This study included 122 final-year dentistry students with no previous experience of intravenous catheterisation. The volunteers were randomly divided into three groups: model arm group, game-based learning group and combined group. A questionnaire was completed by the students after the training sessions. In addition, the success of the model arm group and the combined group was compared.

Results: The training appeared beneficial across all groups. In particular, combined methods (game-based learning and model arm application) and hands-on teaching methods (model arm) were perceived by students to be more effective. The majority of students (77.5%) stated that both methods (game-based learning and model arm practice) contributed equally. After the training, all groups were most likely to say that they could do this practice again with a supervisor. Participants in all groups indicated that they had sufficient or partially sufficient knowledge after the training.

Conclusion: Most participants reported that training increased their confidence in performing intravenous cannulation. This finding highlights the success of the training programme in enhancing the practical skills of students.

Introduction: Special care dentistry (SCD) education involves acquiring knowledge, skills, and attitudes in managing patients with special healthcare needs (SHCN). This study reports the development of a 2-h face-to-face workshop, designed based on the ADDIE and Gagne's nine events of instruction (GNEI) models, which were integrated to provide undergraduate-level SCD training.

Materials and methods: The ADDIE model was applied to plan and create a learning activity fulfilling the learning objectives of this subject. This process involved analysing (A), designing (D), developing (D), and implementing (I) the instruction based on standardised guidelines and approved curriculum content. The GNEI model was incorporated at the design (D) stage to enhance students' learning experiences via various stimuli and exercises. The learning activity was evaluated (E) through students' written reflections on their learning experiences. Qualitative data on students' reflections was analysed via thematic analysis.

Results: A workshop comprising case-based discussion, demonstration, simulation exercises, and practical training involving six scenarios relating to patients with SHCN was developed. Students found that the session was beneficial in improving their understanding of SCD as it supplemented what was taught in the lectures. The cases discussed were relevant to their daily practice, and the resources developed were useful and reliable. The demonstration, practical, and simulation exercises provided hands-on learning experiences and helped instil disability awareness. Students felt prepared for examinations and clinical practice following this activity.

Conclusion: Applying the integrated model ensures effective and structured teaching of SCD for undergraduate students.

Introduction: Despite the increasing representation of women in the dental profession, gender inequality remains in academic leadership roles. This study aimed to evaluate the gender distribution of academics and deans working in dental faculties in Türkiye.

Materials and methods: A retrospective cross-sectional analysis was conducted using publicly available data from 154 dental faculties (73 state and 81 foundation) between January and March 2025. Information was collected from 3061 academics, including their gender, academic title, specialty, and university affiliation. Gender classification was confirmed using the records of the Council of Higher Education and cross-validated using the Gender API and NamSor software. Statistical analyses were conducted using SPSS Statistics (version 23).

Results: Among participants, 62.3% were women and 37.7% were men. Notably, women outnumbered men in nearly all academic ranks, with the highest proportion observed among lecturers (76.5%). Most professors were also women (51.5%), highlighting a remarkable shift in traditional academic gender dynamics. The gender distribution varied across disciplines: women were predominant in pedodontics (80.5%) and restorative dentistry (70%), while men were predominant in oral surgery (62.5%) and implantology (83.3%). In contrast, only 25.8% of deans were women, indicating persistent underrepresentation in high-level administrative positions. Gender detection tools showed high concordance with the actual data (Cohen's κ > 0.91).

Conclusion: Although women represent the majority of academics in Turkish dental faculties, a significant gender gap remains in the top leadership roles. Institutional policies and targeted mentorship programs are needed to promote gender equity in academic advancement and decision-making.

The cover image is based on the article Virtual Reality in Preclinical Orthognathic Surgery Education for Dental Students by En Luo et al., https://doi.org/10.1111/eje.13137.

Introduction: Medicine is evolving rapidly, requiring continuous education for dentists, particularly in periodontology. Particularly due to the high prevalence of periodontal diseases, treatment needs remain high. While several continuing education programmes are available, outcome assessments are rarely reported. This study compared the knowledge levels of participants from different continuing education formats in periodontology.

Materials and methods: An exploratory study was conducted with postgraduate Master Periodontology students (group 1) and Curriculum graduates (group 2). Participants completed a fictive patient case covering key periodontal topics. Eleven topics were covered, addressing all areas of treatment. A total of 53 points could be achieved, with one point given for each correct answer. Data were analysed using one-way ANOVA and Scheffé-method (p < 0.05).

Results: A total of 58 dentists with 32 Master graduates (20 male, 12 female) and 26 Curriculum graduates (11 male, 15 female) could be recruited. Master graduates scored significantly higher than Curriculum graduates in patient case questions regarding anamnesis (p = 0.001), link of periodontitis and general diseases (p < 0.001), oral microbiology (p < 0.001), non-surgical therapy (p = 0.034), adjunctive therapy (p = 0.001), oral mucosal disease (p = 0.002) and implant therapy (p < 0.001).

Conclusion: The results demonstrate that the blended-learning approach effectively enhanced participants' knowledge, facilitating the transfer of theory to practice. The additional effort led to better therapeutic decisions, underscoring its impact on clinical practice.

Introduction: Oral health care professionals continuously come into contact with bodily fluids containing many pathogens. Hand hygiene should be used to prevent cross transmission. We aimed to examine the accuracy of application of alcohol-based hand rub (ABHR) according to the WHO hand hygiene steps at a dental school.

Materials and methods: Students and staff filled out a short questionnaire to obtain demographic data and answered questions on their perceived efficacy and knowledge of their hand hygiene. Participants rubbed their hands as they usually do when working in the clinic using an ABHR supplemented with a fluorescent marker, after which the dorsal and palmar sides of both hands were photographed. Photographs were scored according to the steps of the WHO guideline. Parts of the hands were scored as completely or insufficiently covered with ABHR.

Results: The average hand hygiene accuracy of Dutch dental students and staff was 59%. Only 2.8% of them had excellent accuracy of hand hygiene. The most inefficiently performed steps were rubbing the thumb and rubbing the backs of the fingers to opposing palms. No differences could be observed according to student training year or being student or staff.

Conclusion: Overall, hand hygiene accuracy at a Dutch dental school was comparable to that observed in other health care sectors. Only a few participants demonstrated excellent technique and performance was not associated with educational level. These findings highlight the need for greater emphasis on hand hygiene in dental curricula as well as complementary strategies for improving hand hygiene.

Background: Reflective practice is essential for dental educators' professional development, academic and clinical performance, decision-making and problem-solving skills. It bridges the gap between theory and practice, fostering competency development and encouraging a deeper approach to learning. Reflective practice offers educators an opportunity to reflect on how their actions impact both teaching and learning. However, without proper guidance on how to reflect effectively, reflection often becomes anecdotal and lacks meaningful insights, which can lead to reluctance in engaging with the process. FOUR STRUCTURED REFLECTIVE PRACTICE MODELS FOR THE CLINICAL EDUCATOR: Recognising the significance of reflection for dental educators' professional development and the necessity of facilitating the process, this commentary explores the importance of reflective practice and highlights the value of structured models in enhancing teaching practice. We focus on four widely used models-Gibbs' reflective cycle, Kolb's experiential learning cycle, Schön's reflection in and on action, and Rolfe's framework for reflective practice-discussing their structure, applicability, and strengths and limitations for dental educators and practitioners. Practical resources and examples are provided to help educators integrate these models into their practice, aiming to enhance both teaching and clinical skills while fostering continuous professional growth.

Conclusion: The models offer structured frameworks that educators can use to engage in a reflective process, allowing them to critically assess both positive and negative experiences, examine their actions, and deepen their understanding of educational practice. By utilising these models, educators can refine their teaching methods and contribute to the ongoing improvement of the clinical learning environment.