European Journal of Dental Education最新文献

Introduction: Despite its utility, peer feedback within higher education curricula has not demonstrated a consistent correlation with academic performance. Student self-reflection may be one factor of influence, as one's metacognitive assessment can alter feedback perception and processing. Yet, formal instruction on reflection remains rare. This single-subject study assesses the level of students' self-reflective capabilities through the adaptation and pilot use of a rubric based on Korthagen's ALACT reflection model.

Materials and methods: A total of 125 third-year dental students enrolled in a diagnostic sciences course received peer feedback on a case-based assignment. Subsequently, reviewees completed self-reflection on four domains of their performance (examination, diagnostic reasoning, treatment planning and resource utilisation). Two evaluators experienced in dental education adapted an ALACT-based rubric to score reflections and assess the frequency of complete self-reflection, most commonly missed elements and the incidence of neglecting peer feedback.

Results: Of the 125 students, 60 (48%) submitted a complete self-reflection on at least one of four performance domains, with only 1 student (0.08%) submitting a complete self-reflection on all four. The most neglected area of reflection was the inclusion of a rationale for proposed future improvements, with on average 33/125 (26%) expressing the significance of their plans. Furthermore, 13/125 (10%) failed to address peer-suggested shortcomings.

Conclusions: Current findings demonstrate that student self-reflection is rarely performed to completion, which may impact the integration of peer feedback. We propose a framework for encouraging and evaluating self-reflection instruction and assessment, applicable within both didactic and clinical settings, as a means to set future clinicians up for success.

Background: Academic freedom is under increasing pressure across higher education, yet its erosion in dentistry has remained largely unnoticed. Dentistry rarely features in discussions about academic freedom, despite facing a unique blend of institutional, cultural and political forces that narrow the space for independent thought and inquiry.

Objective: This guest editorial aimed to highlight the quiet but profound erosion of academic freedom in dentistry. It examines how structural incentives, professional expectations and institutional dynamics are reshaping what can be thought, said and studied within dental schools.

Key arguments: Structural incentives and precarious work: The decline of tenure-track positions and the rise of contingent employment undermine the conditions for academic independence. Economic pressures, clinical productivity targets and tuition-driven business models reward conformity over curiosity. Metrics and research agendas: An excessive focus on performance metrics privileges what can be counted over what matters. Research funding structures reinforce this by prioritising clinical and basic sciences while sidelining public health and interdisciplinary perspectives. The 'triple threat' trap: The traditional expectation of excellence in teaching, research and service, now compounded by clinical revenue generation, has become a structural contradiction. It leaves little space for reflection, critical engagement or dissent. Internalized pressures: Political interference compounds the problem, but the deeper erosion comes from within. Institutional risk aversion, reputational control and self-censorship operate silently, narrowing the scope of academic discourse before external pressures even arrive.

Implications for dental education and scholarship: When academic freedom is curtailed, scholarship contracts. Public engagement becomes riskier, critical enquiry fades, and the profession's ability to interrogate itself diminishes. This weakens dentistry's intellectual and societal role.

Conclusion: Academic freedom is not a privilege or a romantic ideal; it is a shared responsibility. It must be practiced, protected and supported through valuing critical engagement, creating institutional space for intellectual risk and recognizing dissent as integral to scholarship. Defending this freedom is essential if dentistry is to remain a space for curiosity, reflection and meaningful contributions to public health.

Introduction: The literature has established burnout syndrome as a modern epidemic with adverse consequences. Burnout data for dental students training in the United States is lacking. This study aimed to examine differences in the dimensions of burnout between traditional standing (TS) and advanced standing (AS) dental students.

Materials and methods: TS and AS predoctoral dental students transitioning from didactic course work to preclinical and clinical education completed an informed consent, a demographic survey, and the Maslach Burnout Inventory-General Survey for Students. Statistical analyses included descriptive statistics, assumptions testing, independent samples t-test analysis, and Cronbach's alpha analysis.

Results: Significant differences in the burnout dimension of exhaustion, M = 0.82, 95% CI (0.41, 1.22), t (108) = 3.97, p < 0.001, and the burnout dimension of cynicism, M = 0.96, 95% CI (0.50, 1.42), t (182) = 4.11, p < 0.001, existed between TS and AS dental students. TS dental students demonstrated significantly higher exhaustion (M = 4.61) and cynicism (M = 3.43) compared to AS dental students (M = 3.79 exhaustion and M = 2.47 cynicism). No significant difference in professional efficacy, M = -0.096, 95% CI [-0.38, 0.18], t (182) = 0.68, p = 0.50, was observed between the TS dental students (M = 4.38) and AS dental students (M = 4.47).

Conclusion: While both groups of dental students experienced burnout, TS dental students experienced significantly more burnout along the dimensions of exhaustion and cynicism. The presence of burnout in both groups of students suggests the need to develop programme-based strategies that aim to alleviate academic burnout and promote the wellbeing of the future dental workforce.

Introduction: Vicarious learning has demonstrated potential in dental education, particularly in enhancing cognitive engagement, analytical thinking, and self-efficacies among students. This study examined the impact of implementing a series of vicarious learning dialogue videos (VLDVs) to improve the critical thinking, operative skills, and confidence of newly engaged dental undergraduate students in paediatric dentistry.

Materials and methods: VLDVs were accessible to students through the university learning platform for self-directed access in a paediatric dentistry clinical course. Seventy-six dental students who had begun treating paediatric patients were recruited for the study. A comprehensive research approach was utilised, incorporating video viewing analysis, focus group interviews with thematic analyses, and questionnaire surveys to evaluate the VLDVs in terms of usage, general impressions, functionality, and application to learning.

Results: The evaluation of the VLDVs demonstrated favourable perceptions among students who were new to paediatric dentistry. Four main themes were identified, including learning resources, observational learning, empathy, and affordance phenomena. VLDVs were highly regarded for their contribution to the clinical transitional process, particularly in simulating real clinical procedures and providing informative content. Students utilised the VLDVs for revision, skill refinement, and preparation for assessments, often consuming them prior to performing procedures in the clinic. Vicarious learning through VLDVs was observed to stimulate critical thinking, prevent errors, and enhance self-confidence.

Conclusions: VLDVs effectively facilitate critical thinking and improve students' operative skills, preparedness, and confidence. This video genre shows promise in aiding the transition from simulation laboratory to real-life practice in treating paediatric patients.

Objectives: The aims of this study were to evaluate medical and dental students' evolution of knowledge and satisfaction after infection prevention and control (IPC) training using two methods.

Methods: We enrolled second-year medical and dental students who were naive to IPC knowledge. The students were randomly assigned to two groups (A and B). Group A followed a course in the conference room that included a slideshow with videos and interactive questions to captivate students and measure their level of understanding. Group B followed a course in the classroom with direct demonstrations and opportunities for students to practice. Only experienced IPC physicians were involved. The participants completed a standardised questionnaire about IPC before and after the teaching interventions to identify changes in knowledge. The participants were also asked to complete a satisfaction survey.

Results: A total of 226 second-year medical and dental students were enrolled. Students in both groups showed significant improvements in their knowledge. The relative change in knowledge (RCK) was 1.71 ± 1.20 (p < 0.0001) for Group A and 1.75 ± 1.15 (p < 0.0001) for Group B. The RCK was not significantly different between the two groups in terms of overall or per-topic scores (p > 0.05). Only 73 (32.3%) patients completed the satisfaction questionnaire. Satisfaction scores (out of 5) were significantly higher in Group B than in Group A on overall dimensions (4.59 vs. 4.40, p = 0.02), specifically learning objectives (4.83 vs. 4.37, p < 0.001) and interest (4.73 vs. 4.42, p = 0.03).

Conclusion: The two learning methods effectively improved student knowledge of IPC. These results suggest that, for IPC training and for students who are not yet comfortable with care, face-to-face practice in the classroom is more appreciated.

Introduction: Quantitative research on postgraduate (PG) dental students' perceptions of their educational environment is lacking. The aim of this research was to increase our understanding of taught PG dental students' educational environment.

Methods: A modified Dundee Ready Educational Environment Measure (DREEM) questionnaire was distributed to PG students at the University of Bristol Dental School. DREEM scores in relation to five domains (learning, teaching, academic, atmosphere and social), as well as total DREEM scores, were derived. In addition, demographic and global questions relating to blended learning and teaching support were captured. DREEM domain and total scores were summarised using medians, interquartile ranges and full ranges. Demographic data and answers to additional global questions were categorised as frequencies and percentages.

Results: Thirty-four participants (50% response rate) from four different taught PG programmes responded. Total DREEM scores suggest most PG students' perceived educational environment to be 'excellent' (55.9%) or 'more positive than negative' (41.2%). The highest scoring domain was teaching, while the lowest scoring was social. Global questions indicated good teaching support and acceptance of blending learning, although the reduced face to face peer/teacher contact did not meet the needs of some (20.5%) participants.

Conclusions: Although the DREEM measure has been used widely in dental training, its use has been limited in PG dental settings. The teaching and learning environment at the University of Bristol was rated highly. The lower social scoring highlights potential deficiencies within the educational environment of these PG students.

Introduction: To evaluate the prevalence and potential risk factors of work-related musculoskeletal disorders (WMSDs) among fifth-year dental students from Romania, Türkiye, Serbia, North Macedonia and Montenegro.

Materials and methods: A prospective questionnaire-based survey was conducted, including demographics, the Nordic Musculoskeletal Questionnaire and potential factors related to WMSDs (daily working hours, number of patients treated, preferred working position, chair support type, prolonged sitting, knowledge of ergonomic guidelines, physical activity levels and daily electronic device use).

Results: A total of 297 individuals participated in this study; 107 (36%) Romania, 79 (26.6%) Türkiye, 71 (23.9%) Serbia, 20 (6.9%) Montenegro and 20 (6.9%) North Macedonia. The prevalence of WMSDs in at least one body part over the past 12 months was 82%. The most affected areas were the neck (68%) and lower back (64%). Neck pain showed a moderate correlation with prolonged sitting and a weak correlation with electronic device usage. Significant risk factors identified for reported WMSDs included prolonged sitting (odds ratio (OR) = 4.56, 95% confidence interval (CI): 2.172-9.609, p < 0.001), clinical practice time (OR = 3.11, 95% CI: 1.495-6.469, p = 0.002) and female gender (OR = 3.42: 95% CI: 1.705-6.851, p = 0.001). Interestingly, regular physical activity significantly reduced the odds of WMSDs (OR = 0.316, 95% CI: 0.128-0.780, p = 0.012). Additionally, mobility exercises decreased the likelihood of WMSDs (OR = 0.252, 95% CI: 0.101-0.626, p = 0.003).

Conclusions: The high prevalence of musculoskeletal discomfort observed in this study reflects that WMSDs present a substantial health burden for dental students. This underlines the urgent need for effective educational strategies to improve dental students' awareness and knowledge of ergonomic practices and preventive measures for reducing these disorders.

Purpose: Dental surgeons are particularly exposed to musculoskeletal disorders. Ergonomics can help prevent them. Third-party ergonomic assessment is beneficial in the short term. However, self-assessment of one's working posture is even more valuable, as it fosters lifelong awareness.

Methods: Fifth year odontology students were randomly assigned to one of two groups (control and training) to evaluate whether a protocol for ergonomic self-assessment by paediatric odontology students, using photography, led to an improvement in their working position. The Modified-Dental Operator Posture Assessment Instrument was used.

Results: The study included 82 fifth-year odontology students who performed paediatric care between September 2022 and June 2023. A statistically significant difference was found between the control and training groups for both self-assessments (p < 0.001) and evaluator analyses (p < 0.001).

Conclusions: The longitudinal follow-up approach appears to be unique in the field of ergonomics education in dentistry. The results demonstrated a significant reduction in ergonomics scores for the group that received ergonomic advice and visual feedback compared to the control group. This improvement was confirmed both by evaluator-assigned scores and by students' self-assessments.

Background: With Japan's rapidly ageing society, dental hygienists must be prepared to address older adults' complex needs. Despite the recognised importance of geriatric dentistry, the impact of didactic instruction on ageism remains unclear.

Objective: This study investigated whether a Geriatric Dentistry course affects peculiar and general ageism among second-year dental hygiene students.

Methods: A single-arm pre-post design was conducted in four dental hygiene schools in Fukuoka, Japan. Participants completed two validated questionnaires before and after the course: the 16-item Ageism Scale for Dental Students (ASDS-J) and the Fraboni Scale of Ageism (FSA-J). Statistical analyses included the Wilcoxon signed-rank sum test and Spearman's rank correlations.

Results: Of 152 eligible students, 119 (78.3%) completed both surveys. Overall, neither ASDS-J [55 (21-66) to 56 (21-75), p = 0.061] nor FSA-J [32 (6-55) to 33 (6-54), p = 0.161] changed significantly. Based on the median score on the ASDS-J at baseline (median = 55), the participants were divided into a low-ageism group and a high-ageism group. Students in the high-ageism group showed a significant reduction in ASDS-J [58 (55-66) to 56 (21-75), p = 0.046], while those in the high-ageism group exhibited an increase in both ASDS-J [51 (21-54) to 56 (41-64), p < 0.001] and FSA-J [29 (6-55) to 33 (16-51), p = 0.006].

Conclusion: Didactic geriatric dental education alone may have a limited overall impact on ageism but can differentially affect students based on their initial attitudes.

Introduction: Dental students are deemed fit to treat patients (clinical readiness) based on their performance in pre-clinical summative assessments. This involves assessing knowledge (theory exams) and technical skills (simulation-based activities). However, there is weak evidence to support whether these pre-clinical assessments accurately predict clinical performance. The aim of this study was to determine if pre-clinical summative assessments predicted the clinical performance of students in a graduate dental programme.

Materials and methods: This retrospective longitudinal cohort study analysed the results of pre-clinical (theory, simulation) and clinical summative assessments in Restorative Dentistry, Periodontics and Endodontics from six cohorts of second- and third-year students (2013 to 2019) enrolled in The University of Sydney's Doctor of Dental Medicine program. The association between pre-clinical (theory and simulation) marks with clinical marks were analysed by discipline using Pearson's correlation coefficient (r²).

Results: A weak but significant positive correlation was found between a student's pre-clinical theory mark and their clinical performance in all three disciplines. The only significant positive correlation between pre-clinical simulation marks and clinical performance was found in Restorative Dentistry.

Discussion: While some positive correlations were found between pre-clinical and clinical performance, overall, these results indicate that pre-clinical ability was not a reliable predictor of a student's clinical competence.

Conclusions: Assessing clinical readiness is complex. Our results indicate this attribute may potentially be better assessed using a range of qualitative and quantitative metrics. Further research is required to better define and quantify clinical readiness.