European Journal of Dental Education最新文献

Objective: This study aimed to assess the psychometric properties and structural relationships among dimensions of academic engagement (AE) in fully online dental courses within a traditional dental education program for first-year students.

Methods: A cross-sectional design was employed involving 593 dental students from a public university in Mexico, each enrolled in at least one fully online course. AE was measured using the 9-item Spanish version of the Utrecht Work Engagement Scale (UWES), culturally adapted and validated for Mexican populations. Internal consistency was examined using Cronbach's alpha, while interrelationships among AE dimensions, "Vigour", "Dedication", and "Absorption", were analysed using structural equation modelling (SEM). Model fit was evaluated using standard indices (CFI, RMSEA, SRMR).

Results: Internal consistency was strong across dimensions (α = 0.77-0.88) and excellent for the total scale (α = 0.92). SEM analysis revealed optimal model fit (χ²(24) = 69.51; CFI = 0.98; RMSEA = 0.03), with "Vigour" significantly predicting "Dedication" (β = 0.65) and "Absorption" (β = 0.60), while "Dedication" also predicted "Absorption" (β = 0.58). These findings validated the multidimensional structure of AE in virtual learning.

Conclusion: The results support the relevance of AE constructs in online dental education and confirm "Vigour" as a key driver of engagement. These findings suggest that online learning, when well structured, can foster meaningful academic involvement early in dental training. Importantly, this early engagement may contribute to improved academic persistence and preparedness for subsequent clinical training, reinforcing the role of digital education in preparing future dental professionals.

Introduction: Access to National Health Service (NHS) dental care in the UK, particularly in rural and coastal regions such as the South West, remains a significant concern. Increasing socio-economic diversity in the dental workforce has previously been reported to improve access to care in underserved areas. Widening Participation (WP) initiatives aim to address this by encouraging applications from underrepresented groups.

Methods: This study analysed admissions data from the University of Plymouth's Bachelor of Dental Surgery (BDS) programme for cohorts between 2014 and 2021. Metrics included entry qualifications, age, gender, ethnicity, disability and socio-economic markers. Statistical analyses included chi-squared tests and ANOVA to identify demographic shifts over time.

Results: Data from 512 students revealed significant changes in entry profile (p < 0.001), gender distribution (p = 0.003), school type (p = 0.003) and age at entry (p < 0.001). The proportion of students applying with predicted grades increased, while graduate applicants declined. Socio-economic diversity remained limited, with most students from areas of high participation in higher education and low deprivation.

Conclusion: Over the study period, the demographic profile of dental students remained largely unchanged, even though this period coincided with enhancements to widening participation initiatives. Without greater representation from diverse backgrounds, the dental workforce may struggle to meet the needs of underserved communities.

Introduction: Periodontal disease is a major public health concern with well-established systemic implications. Despite the increasing emphasis on the periodontal-systemic health connection, the extent to which periodontal disease is integrated into medical education is still unclear. This study aims to assess the knowledge, oral hygiene practices and attitudes of first-year and final-year medical students regarding periodontal disease, while also evaluating its inclusion in the medical curriculum.

Materials and methods: A cross-sectional study was conducted among first- and final-year medical students at Ondokuz Mayis University Faculty of Medicine, Samsun, Turkey. Data were collected using a self-administered questionnaire comprising 32 items across four domains: oral hygiene behaviours, periodontal education, knowledge of periodontal disease and awareness and attitudes toward periodontal health. Data were analysed using IBM SPSS v.21.

Results: A total of 596 medical students participated in the study, consisting of 281 first-year and 315 final-year students. Final-year students reported significantly higher rates of receiving periodontal education during medical school (41.3%) compared to first-year students (22.4%). In four out of five knowledge-based questions, final-year students demonstrated significantly higher correct response rates than first-year students (p < 0.001). Additionally, in the attitude and awareness section, final-year students showed significantly greater agreement with statements linking periodontal disease to diabetes (p < 0.001).

Conclusions: Although final-year students performed significantly better than first-year students in both knowledge and awareness regarding periodontal health, the overall level of knowledge remained insufficient. These findings highlight the need for more structured and integrated periodontal education within undergraduate medical curricula to support early diagnosis, interdisciplinary collaboration and improved patient outcomes.

Introduction: Dental caries is multifaceted and requires dental undergraduates to receive training in underlying science, risk factors, disease prevention, and treatment. Caries content features at many different points in a Bachelor of Dental Surgery (BDS) programme, making it a large task to consolidate and assimilate in clinical practice. The study aim is to investigate how effective a collaborative educational intervention is in consolidating taught content on dental caries and integrating related clinical experience through co-construction.

Methods: A collaborative idea generation tool was adapted using social constructivist principles as an educational intervention to consolidate and co-construct pre-clinical and early clinical caries content. Students visit a series of tables, answering questions through divergent thinking around aspects of caries. A qualitative study aligned to utilisation focused evaluation was conducted through four focus groups: two with students who recently received the intervention, and two with final-year students. Transcripts were analysed using reflexive thematic analysis.

Results: Thematic analysis generated themes: Consolidation and co-construction of knowledge of caries; Learning opportunities within Caries Café, Delivery of Caries Café, and Improvements to Caries Café. The café promoted collective working, while permitting individuals to ask questions. Overall confidence in caries identification increased, but further clinical reference is preferred by students for potential longer-term benefits.

Conclusion: The Café format served as a method to consolidate and co-construct caries knowledge in a programme where content is dispersed and experiences varied. It provided holistic exposure to a multi-faceted subject, with question topics aligned to domains of a proposed standardised caries curriculum.

Objective: To describe the knowledge of dentists and laypeople regarding the longevity and success rate of various restorative treatments in dentistry.

Methods: This observational cross-sectional study was conducted in two phases. In phase 1, a guided interview assessing the longevity of various restorative treatments (including direct composite resin, ceramic veneers, indirect restorations, success of root canal treatments, and implant-supported prosthesis) was administered to 20 dental surgeons. Based on the analysis of the responses from phase 1, an objective questionnaire was developed and applied online to a convenience sample of dentists and laypeople. A descriptive analysis of the responses was performed, and the data were compared with the existing literature. Additionally, the association between the characteristics of the dentists and their responses was examined.

Results: Phase 1 revealed considerable disparity in the longevity values reported by professionals for the same treatments. This heterogeneity of responses was instrumental in formulating the answer choices for the objective questionnaire used in the next phase. In Phase 2, 212 dentists and 398 laypeople responded to the survey. Of the laypeople, 68.6% visited the dentist in the past year, and 11.1% based their responses on dentist guidance. At least 11.3% of professionals couldn't identify the best option for describing treatment success or longevity, and responses varied greatly. The percentage of responses aligned with reference literature were: 43.4% for the longevity of composite resin restorations, 60.8% for ceramic veneers, 62.3% for indirect restorations in posterior teeth, 67.9% for successful root canal treatments, and 53.3% for implant-supported prostheses.

Conclusion: There is variability in the responses, with a significant portion of dentists demonstrating difficulty in providing accurate answers on the topic, while a considerable proportion of laypeople expect dental procedures to last a lifetime.

Introduction: Endodontic decision-making is influenced by clinicians' professional training and by the clinical and radiographic characteristics of each case. This study aimed to assess the association of these factors with treatment decisions and to determine whether the addition of clinical information modifies treatment choices compared with radiographic analysis alone.

Materials and methods: Thirty clinical cases involving endodontically treated teeth were evaluated through electronic questionnaires by 56 participants with different educational backgrounds (undergraduate students, general practitioners, postgraduate endodontic students, and endodontists). In the first questionnaire (Q1), only periapical radiographs were provided. One month later, a second questionnaire (Q2) included additional clinical information. Participants selected the most appropriate treatment option for each case. Changes in decisions between Q1 and Q2 (categorised as wait-and-see vs. reintervention) were analysed using the McNemar test. Associations between examiner- and tooth-related factors and treatment decisions were assessed using multilevel binary logistic regression (α = 0.05).

Results: Wait-and-see and nonsurgical retreatment were the preferred options at both time points. Endodontists recommended reintervention more frequently in Q2 than in Q1. In Q1, older examiners were more likely to recommend reintervention. Decisions were also influenced by tooth-related factors, with altered periapical conditions and inadequate root canal fillings being associated with a higher likelihood of reintervention, whereas posterior teeth, iatrogenic errors, and inadequate coronal restorations/prosthetic crowns were associated with a lower likelihood. In Q2, specialty training in endodontics and prior reintervention decisions in Q1 were strong predictors of reintervention, along with selected clinical and radiographic factors.

Conclusions: Conservative approaches were generally preferred. However, professional training and specific clinical and radiographic characteristics significantly influenced reintervention decisions.

Introduction: This study evaluated and compared the effectiveness of a novel 3D imaged models (3D IMs) and physical reference models in supporting student learning of indirect tooth preparations.

Materials and methods: Fourth-year dental students from 2021 (N = 69) and 2022 (N = 54) received access to 3D IMs and real-sized plastic models featuring inlays, veneers and other restorations. A 5-point Likert scale questionnaire assessed the perceived impact of both resources on students' learning. Open-ended responses were thematically analysed to identify common themes in student perceptions.

Results: Mann-Whitney U test indicated clear differences between the two cohorts. The 2022 students rated the 3D IMs more positively for visualisation, understanding and self-assessment skills (p < 0.001). While both cohorts agreed that physical models aided hands-on learning, the 2022 cohort gave consistently higher ratings to 3D IMs. Spearman's rank correlations showed meaningful associations between Likert items. Thematic analysis showed mixed perceptions and access challenges in 2021, along with suggestions for improving physical models. In contrast, the 2022 cohort expressed more positive views and recommended enhancements such as annotations, measurement indicators and broader integration of 3D IMs into the curriculum.

Conclusion: This study suggests that 3D IMs can support students' visualisation, understanding and self-assessment of tooth preparations, while physical models remain valuable for hands-on learners. Adapting teaching tools to accommodate diverse learning preferences and expanding access across the curriculum may further enhance learning outcomes. Further research with larger cohorts and longitudinal follow-up is needed to confirm these preliminary findings and assess their long-term educational impact.

Introduction: Ageism among dental and dental hygiene students is a barrier to appropriate oral healthcare for older adults. The 27-item Ageism Scale for Dental Students (ASDS) assesses dental-specific ageist attitudes. It has been translated into multiple languages, but its cross-cultural construct validity and optimal educational use remain unclear. The objective of this narrative review was to examine the cross-cultural construct validity of the ASDS and to clarify its implications for educational evaluation and intervention.

Methods: Using the original ASDS as a reference, we conducted a narrative review of international translation and validation studies. We included English-language peer-reviewed studies of undergraduate or postgraduate dental/dental hygiene trainees using the ASDS, and extracted factor structures, internal consistency and associations with external variables, and synthesised findings into recurring attitudinal domains.

Results: Across countries, items reflecting perceived non-compliance, clinical complexity and time burden, and cost-benefit or "worthwhileness" calculations for treating older adults showed substantial convergence and acceptable reliability, suggesting a shared core of dental ageism. In contrast, value-laden items and those assessing preparedness and training showed marked cultural variability and sometimes weaker subscales. ASDS scores were moderately associated with general ageism and with intention to provide care for older adults, and improved after structured geriatric teaching and positive contact, whereas unstructured, stressful exposure to highly dependent patients could worsen general ageism while ASDS scores remained stable.

Conclusion: The ASDS combines cross-culturally stable and context-specific elements. Core items on compliance, complexity and treatment barriers support its use as an indicator of attitudinal obstacles to geriatric dental care, while value- and training-related items require cultural adaptation. When evaluating the impact of dental education, the ASDS may be most informative alongside a general ageism scale and if cross-national comparisons follow tests of measurement invariance.

Introduction: CAD/CAM (Computer-Aided Design/Computer-Aided Manufacturing) technology has become integral to modern dental practice, requiring structured integration into dental education. However, little is known about how well dental students in Croatia understand and engage with these technologies. This study aimed to quantitatively assess the level of knowledge, attitudes and practical experience with CAD/CAM among dental students in Osijek, and to explore the influence of academic year, gender and family background in dentistry on these dimensions.

Materials and methods: A cross-sectional survey was conducted at the Faculty of Dental Medicine and Health in Osijek, including 102 students from the 3rd to 6th year., with 44 (44.88%) in preclinical and 58 (55.12%) in clinical training. A 21-item questionnaire assessed theoretical knowledge, practical exposure and attitudes. Data were analysed using descriptive statistics, ANOVA, t-tests and chi-square tests (p < 0.05).

Results: While 88.24% of students had heard of CAD/CAM, only 45.10% had practical experience and just 11.76% had attended extracurricular CAD/CAM training. Nonetheless, 90.20% believed CAD/CAM should be more thoroughly taught, and 85.29% expressed interest in further education. Clinical-year students and those with family in dentistry showed significantly higher knowledge and more positive attitudes (p < 0.001), whereas no significant gender differences were observed (p = 0.222).

Conclusion: The findings indicate a gap between theoretical familiarity and practical competence among Croatian dental students regarding CAD/CAM technology. To address this, we recommend the development of a structured undergraduate CAD/CAM module that includes theoretical instruction, digital simulation and supervised clinical training across all study years. Such curriculum development is essential to prepare future dentists for the demands of digital clinical practice.

Background: Dentists educated outside the EU/EEA can undergo a national proficiency test to obtain a Swedish dental licence. These assessments aim to ensure competence and patient safety, but little is known about how foreign-trained dentists experience the process. This study aimed to describe the experiences of dentists undertaking the theoretical and clinical skills examinations included in the Swedish proficiency test for dentists educated outside EU/EEA.

Methods: Written responses to open-ended questions from post-examination online surveys were analysed, using systematic text condensation. Surveys were collected after six theoretical examinations (n = 486) and four clinical skills examinations (n = 190) between 2022 and 2024. Respondents represented 54 countries.

Results: Participants' experiences were summarised in one core theme: challenges in demonstrating competence, divided into four subthemes: (a) preparing for the exams, (b) relevance of assessments, (c) language barriers and (d) stress.

Discussion: Participants described several challenges in demonstrating competence during the recognition process, mirroring experiences previously reported by dentists and other health-care professionals in similar high-stakes contexts. Participants also expressed a need for preparatory guidance, language support and tasks closely aligned with professional practice, which may be useful in the future development of recognition processes for dentists and health professionals seeking to work under a licence within the European Union.

Conclusion: Participants confirmed known challenges in the recognition process while also highlighting a novel concern: they described the theoretical and clinical examinations, modelled on undergraduate assessments, as designed for students and as non-representative of real clinical situations, which they described as hindering their ability to demonstrate competence in professional practice.