European Journal of Dental Education最新文献

Aim: To compare the item difficulty and discriminative index of multiple-choice questions (MCQs) generated by ChatGPT with those created by dental educators, based on the performance of dental students in a real exam setting.

Materials and methods: A total of 40 MCQs-20 generated by ChatGPT 4.0 and 20 by dental educators-were developed based on the Oral Diagnosis and Radiology course content. An independent, blinded panel of three educators assessed all MCQs for accuracy, relevance and clarity. Fifth-year dental students participated in an onsite and online exam featuring these questions. Item difficulty and discriminative indices were calculated using classical test theory and point-biserial correlation. Statistical analysis was conducted with the Shapiro-Wilk test, paired sample t-test and independent t-test, with significance set at p < 0.05.

Results: Educators created 20 valid MCQs in 2.5 h, with minor revisions needed for three questions. ChatGPT generated 36 MCQs in 30 min; 20 were accepted, while 44% were excluded due to poor distractors, repetition, bias, or factual errors. Eighty fifth-year dental students completed the exam. The mean difficulty index was 0.41 ± 0.19 for educator-generated questions and 0.42 ± 0.15 for ChatGPT-generated questions, with no statistically significant difference (p = 0.773). Similarly, the mean discriminative index was 0.30 ± 0.16 for educator-generated questions and 0.32 ± 0.16 for ChatGPT-generated questions, also showing no significant difference (p = 0.578). Notably, 60% (n = 12) of ChatGPT-generated and 50% (n = 10) of educator-generated questions met the criteria for 'good quality', demonstrating balanced difficulty and strong discriminative performance.

Conclusion: ChatGPT-generated MCQs performed comparably to educator-created questions in terms of difficulty and discriminative power, highlighting their potential to support assessment design. However, it is important to note that a substantial portion of the initial ChatGPT-generated MCQs were excluded by the independent panel due to issues related to clarity, accuracy, or distractor quality. To avoid overreliance, particularly among faculty who may lack experience in question development or awareness of AI limitations, expert review is essential before use. Future studies should investigate AI's ability to generate complex question formats and its long-term impact on learning.

Introduction: With the improvement of living standards and increasing aesthetic demands, the need for highly skilled orthodontic professionals is on the rise. China is continuously improving its medical education models to cultivate excellent orthodontic physicians. This study systematically reviews the current status of orthodontic medical education and physician training models in China, America and European countries, reveals core differences through multidimensional comparisons and proposes optimised pathways for reform in China while exploring goals and directions for deepening educational innovation.

Materials and methods: This paper searched databases such as PubMed, Web of Science and the official websites of representative dental schools in various countries. The article summarises and compares the orthodontic education models in China and other countries, from the aspects of educational systems, degree conferment, curriculum design and clinical practice and so on.

Results: At present, the training of orthodontic specialists in China is mainly after undergraduate education. There are many similarities between China and the United States and Europe in terms of orthodontics. The educational system can be roughly divided into the basic oral medicine and the orthodontic professional education stage. However, there are differences in the specific study period and the curriculum arrangement of each stage.

Conclusions: The education model system for Chinese orthodontic specialists has advantages such as systematisation, standardisation and interdisciplinary joint training. However, compared to America and European countries, there is still a gap, with problems such as a lack of general education and medical humanities courses, insufficient scientific research training and so on. We propose possible solutions to address the existing shortcomings and further improve the clinical and scientific research level of Chinese orthodontists.

Objective: The objective of this study was to evaluate access cavity preparation quality, procedure time, and working posture of general dentistry residents using different types of magnification (naked eye, traditional loupe and deflection loupe).

Methods: This in vitro study used a randomised cross-over design. Thirty general dentistry residents performed access cavity preparations using naked eye, traditional loupe, and deflection loupe on plastic right maxillary first molars in manikins. The working posture was evaluated using the Posture Assessment Instrument (PAI). The access cavity preparation quality scores, procedure time, and PAI scores were compared between groups. Questionnaire results on residents' perceptions were also analysed.

Results: The access cavity preparation scores were higher for both loupe groups than the naked eye group. Procedure time was not different between groups. Both PAI_total and PAI_neck scores were statistically lower in the deflection loupe group and traditional loupe group than in the naked eye group. The deflection loupe group had lower PAI_neck scores than the traditional loupe group. Both traditional loupe and deflection loupe were rated positively in terms of precision, ergonomics, treatment quality, and adaptability. The deflection loupe was considered superior in ergonomics but less comfortable. Eye fatigue is a common problem for both types of loupes.

Conclusion: Both deflection loupe and traditional loupe can improve working posture and access cavity preparation quality. Deflection loupe had an ergonomic advantage over traditional loupe. The comfort of deflection loupe needed improvement because of its heavy weight. Another perceived problem of deflection loupe and traditional loupe was eye fatigue.

Introduction: Burnout has become a significant issue in dentistry in recent years, affecting both qualified dentists and dental students. By identifying and managing the key sources of burnout for dental students early on, this can help to reduce levels of burnout later in their careers.

Materials and methods: Eighty-four dental students from the University of Birmingham completed a questionnaire derived from the Maslach Burnout Inventory to assess the levels of burnout amongst these students. This survey also extracted information regarding the students' main sources of burnout and suggestions to prevent burnout in future cohorts.

Results: 28.5% of the surveyed students were classed as 'burnt out' according to the findings of the questionnaire, with the key sources of burnout including exams, clinical requirements and patient admin. Suggestions for reducing burnout included spreading heavy workloads out evenly through the year and offering more support and advice to students on how they can prevent burnout.

Discussion: Although some of the sources of burnout for dental students are not completely avoidable, such as exams and clinical work, smaller changes can definitely be made to improve student experience and reduce burnout levels. The School of Dentistry has already started to succeed in taking action to reduce burnout by acting on suggestions from students, such as increasing study spaces in the Dental Hospital and introducing morning yoga classes.

Conclusion: Further steps should still be taken to reduce burnout amongst dental students; research should also be carried out to investigate the effects of these interventions on burnout levels.

Introduction: Dental students develop fine motor skills that include a complex interplay of finger dexterity, posture and progressive visual-tactile improvement through spatial awareness and cognition facilitated through university simulation training. Identifying students with a natural aptitude for these skills is vital to make the most of available resources. This study examines the relationship between pre-existing hobbies and fine motor skills before and after a five-week training module.

Materials and methods: Seventy-two first-year students at an Australian University completed a questionnaire that measured their personal interests. Students' performance on a foundational cavity preparation task was assessed before and after five weeks of simulation clinic training on plastic typodont teeth. In-class assessment tasks aimed to evaluate innate and acquired skills. The relationships between personal interests and cavity preparation skills, before and after the simulation training, were explored.

Results: The three hobbies with the highest mean cavity preparation percentage at baseline were playing music (51.7%; 95% CI: 41.5, 61.9), cooking (50.3%; 95% CI: 45.1, 55.5) and participating in sports (48.4%; 95% CI: 42.9, 53.8). Estimated mean improvement in cavity preparation was highest for participants that had cooking as the only hobby (19.2%; 95% CI: 14.4, 24.1). Participants with four hobbies had the lowest mean improvement in cavity preparation, with 11.3 (95% CI: 5.1, 17.5) percentage units. Participants with zero hobbies improved by 11.7 (95% CI: 7.7, 15.7) percentage units.

Conclusion: Cooking at least once a week has a better impact on the mean improvement in scores after formal university simulation training than other hobbies. Students without any identified hobbies might benefit from task-specific training for fine motor skills improvement.

Background: Effective communication in dentistry is crucial for patient understanding and promoting health. Undergraduate dental education provides a critical opportunity to instil these skills.

Objectives: To describe the self-perceptions of undergraduate dental students at Universitat Internacional de Catalunya (Barcelona, Spain) regarding their communication skills and evaluate communication training across the current undergraduate programme.

Methods: A structured multilingual online questionnaire was designed and distributed to undergraduate dental students during 2023. It collected demographic data (age, nationality, program year) and assessed global self-perceived communication competency (scored from 1 to 5), use of good communication practices (range of 0-28), perceived course impact on communication development, and adequacy and implementation of enabling methodologies. Communication development was evaluated across the curriculum.

Results: Of 480 students, 137 (28.5%) participated in the survey (22-25 years old, 75.9% female). Communication competency was predominantly self-perceived as 'very good' (38.7%). Mean score of good communication practices was 23.6 (SD 3.3), showing significant differences by age (p = 0.02) and program year (p = 0.02). Interacting with patients and clinical cases was the primary methodologies preferred for developing communication skills. Integrating specific relational competencies defined by the Association for Dental Education in Europe (ADEE) throughout the curriculum was recommended.

Conclusions: Students reported high self-perception of their communication skills and consistent use of good communication practices in most clinical situations. Practical, patient-focused methodologies were preferred for skill acquisition by students. Specific ADEE relational competencies should be included in the curriculum to strengthen the communication skills of dental students.

Introduction: This prospective cohort study evaluated dental students' confidence and competency in root canal treatment across their dental programme, encompassing the transition from preclinical laboratory to clinical patient care.

Material and methods: A cohort of 23 dental students was assessed during four phases of the DDS program over three academic semesters (18-month calendar year). Data collection occurred at the following stages: upon completion of the preclinical endodontic laboratory course (P1); at the conclusion of the Comprehensive Clinical Care I course, where students performed single-rooted canal treatments on patients (P2); after training with plastic/artificial multi-rooted teeth (P3); and upon completion of the Comprehensive Clinical Care II course, where students performed multi-rooted canal treatments on patients (P4). Self-reported confidence levels were measured using Likert scales, while root canal treatment competency was evaluated based on final radiographic outcomes. Focus group discussions explored students' perceptions of self-confidence and competence across the four phases and during the transition from preclinical to clinical practice. Quantitative data were analysed using statistical methods, while qualitative data were examined through thematic analysis.

Results and discussion: Confidence levels increased from P1 to P2, reaching a peak at P3 and P4. Participants demonstrated higher technical competency in root canal obturations during patient care than in laboratory work. Key themes were expectations/feelings and technique, with pulp chamber access opening identified as the most challenging procedure. The transition to clinical care induced fear, anxiety, and insecurity initially, but participants reported reduced anxiety and improved technical performance when working with patients.

Conclusion: Dental students exhibited enhanced competence and confidence in endodontic treatments when performed in the clinical setting, reflecting positive progression across the evaluated requirements.

Introduction: This study evaluated and compared the technical quality of treatments performed during the preclinical training using artificial and natural teeth and the students' perceptions regarding their learning process with the 2 groups.

Materials and methods: The study assessed the teeth used for preclinical training by 2nd-year students at São Leopoldo Mandic School of Dentistry. The natural teeth group (NTG) included the teeth used by the class of 2021, and the artificial teeth group (ATG) assessed the artificial teeth (LikeReal, Porto Alegre, Brazil) used by the class of 2022. The teeth were visually and radiographically observed, and the errors were divided according to the location in the crown or in the root. Errors in the crown included perforation, damage to the marginal ridge, fracture, and remnants of gutta-percha. Errors in the roots included overfilling, obturation at the apex, obturation > 2 mm short of the apex, voids, instrument separation, ledge, and root fracture. The students' perceptions were assessed by a questionnaire with 10 questions involving ethical, biohazard, technical challenges, and fairness of the evaluation. The chi-squared test was used for differences at p < 0.05.

Results: 408 teeth were assessed, 204 in each group. In the NTG, remaining gutta-percha, 36 (17.64%); voids, 53 (25.98%); and root filling at the apex, 48 (23.52%), were the most common errors. In the ATG, remaining gutta-percha, 45 (22.05%); voids; and filling > 2 mm short, 65 (31.86%) were the most common errors. In the ATG, the occurrence of damage to the marginal ridge and filling > 2 mm short of the apex was less frequent than in the NTG; ledges and root fractures were more frequent in the ATG (p < 0.05). Regarding students' perception, NTG was superior in access and instrumentation; both groups thought that training with natural teeth was better. The students in the ATG were more concerned with the ethical and biohazard aspects.

Conclusions: The technical quality of the treatments was similar in both groups; however, artificial teeth were more prone to fracture, indicating that improvements are necessary for the material. The students' perception was that natural teeth are more appropriate for their training.

Objective: The spectrum of socio-economic backgrounds can lead to an unpredictable range of social interactions between patients and prospective dentists. Tolerance is essential for patient relationships and conflict resolution, making it a topic of significant scientific and practical importance. This study aimed to explore the tolerance levels of dental students at King Abdulaziz University (KAU) towards their patients in relation to the students' associated circumstances.

Methods: A self-administered questionnaire was used to assess the tolerance level of dental interns and senior dental students of KAU towards their patients. The Likert scale was used in the questionnaire with bi-directional questions with points allocated. The questionnaire assessed demographic data and lifestyle patterns of the participant as well as the participant's tolerance towards various clinical scenarios involving patients of different nationalities and behaviours.

Results: In this study, 193 participants out of 254 completed the questionnaire, for a response rate of 75.98%. The dental interns reported more tolerance than 6th-year dental students, and students with a grade point average score of 'B' were found to be more tolerant than those with other scores. Male and female students were more tolerant of different parameters. Diet and sleep could not be directly correlated to tolerance. Married students and students living with family exhibited higher tolerance than single students and those living alone.

Conclusion: This study established a variety of factors that can influence tolerance levels. It would be informative to conduct future investigations with a broader range of patients and analyse the relationship between tolerance and other emotional parameters.