European Journal of Dental Education最新文献

Introduction: Exposure to excessive noise is a highly preventable occupational risk, with irreversible side effects that may negatively impact an individual's quality of life, such as noise-induced hearing loss and tinnitus. Dental personnel may be at particular risk due to their exposure to high levels of noise from dental equipment. Despite existing regulations and guidelines, there is limited understanding of cumulative noise exposure in dental teaching hospitals, particularly with respect to compliance with occupational standards. The aim of this study is to quantify the levels of noise exposure experienced by dental personnel at a dental teaching hospital.

Materials & methods: Data collection involved acoustic evaluations of five commonly used dental equipment and noise measurements in five distinct hospital locations in the Department of Restorative Dentistry. Reverberation time, ambient noise and noise emitted by equipment were assessed using calibrated instruments. Data analysis was carried out, and results were compared with regulatory guidelines.

Results: Reverberation times ranged from 0.3 to 0.6 s, and ambient noise ranged from 31 dB(A) to 43 dB(A), meeting acoustic design standards. Noise from dental equipment ranged from 53 dB(A) with the ultrasonic scaler to 83 dB(A) with the high-volume suction. Operational room noises ranged from 65 dB(A) in the dental hygiene clinic to 84 dB(A) in the plaster room.

Conclusions: The teaching hospital examined is at low risk of excessive noise exposure due to compliance with both Irish and United Kingdom noise regulations. However, noise levels within the plaster laboratory and from the high-volume suction exceeded 80 dB. Dental teaching clinics should take measures to reduce noise levels in areas and with equipment where noise levels exceed recommended limits. Regular monitoring of noise exposure in such facilities is recommended.

Background: Students undertaking clinical dental training in an educational program in Australia are required to be registered with the Australian Health Practitioner Regulation Agency and are expected to conform with the professional standards described in the Dental Board of Australia's (DBA) Code of Conduct. The DBA can refer a dentist to a tribunal for alleged professional misconduct. The aim of the study was to survey Bachelor of Dental Surgery (BDS) students at the University of Adelaide (UofA) about their opinions on professionalism and DBA tribunal outcomes.

Methods: Sixty-six final year UofA BDS students were invited to participate in a three-part electronic survey. Part 1 concerned respondent demographics. Parts 2 and 3 requested responses to nine statements about professionalism and the outcomes of 10 'real life' DBA tribunal hearings.

Results: A response rate of 69.7% (n = 46) was recorded. Eight (17.4%) students were not aware of the DBA's Code of Conduct. Ten (26.3%) responded that being bound by the Code meant they could not fully value the student university experience. DBA outcomes regarding infringement of patient autonomy were considered lenient/very lenient by 59.1% (n = 26) and an outcome regarding an employment dispute harsh/very harsh by 54.5% (n = 24).

Conclusions: The students generally agreed with statements regarding professionalism. Variation in opinion about DBA outcomes was observed. Outcomes regarding infringement of patient autonomy and protection of the dentist title were considered harsh whereas outcomes not otherwise directly related to patient care were considered lenient.

Introduction: The complexity and limited visibility associated with the deep surgical area make learning lateral approach maxillary sinus floor elevation a significant challenge for dental students in the current circumstances. This study is aimed at evaluating the effectiveness of a virtual simulation training system specifically designed for learning lateral approach maxillary sinus floor elevation skills by comparing it to conventional teaching methods among dental students.

Methods: A total of 40 participants were randomly assigned to two groups: a test group (N = 20) that utilised the virtual simulation training system and a control group (N = 20) that underwent conventional course-based learning. Following the training period, all participants completed a knowledge test and operational assessment to evaluate their learning efficiency. A specific questionnaire was administered to an additional 50 students to facilitate the development of the virtual simulation training system.

Results: Scores obtained by the test group in the knowledge test were significantly higher than those of the control group (p < 0.05). Additionally, the subjective and objective criteria assessed through the operational assessment indicated a notable improvement in the use of the virtual simulation training system. The test group outperformed the control group in both aspects, and these differences were statistically significant (p < 0.05). The questionnaire survey showed all questions regarding overall understanding exhibited a significant improvement after utilising the virtual simulation training system (p < 0.05).

Conclusion: The virtual simulation training system proves to be an effective tool for dental students to learn the lateral approach maxillary sinus floor elevation skill.

Objective: This study aimed to assess the impact of evidence-based dentistry (EBD) education on the critical appraisal abilities of dental students.

Methods: A prospective cohort study was conducted with students from the Faculty of Dental Medicine in Lisbon. After Local Ethics Committee approval and participants' informed consent, they completed the Cochrane Collaboration's Tool Assessment Risk of Bias 5.1.0 for two pre-selected articles, previously appraised by experts (reference answers). Questionnaires were administered at two time points, T0 (baseline) and T1 (post-training), with either 4.5 or 16 h of EBD instruction in between. Intra-student and inter-operator agreement were assessed using the Fleiss multirater kappa coefficient. Changes in the proportion of correct responses between T0 and T1 were evaluated using the McNemar-Bowker test, with significance set at p < 0.05.

Results: Recruitment began in January 2022, and 81 students enrolled (13.6% male, 86.4% female; mean age 26.84 ± 6.51 years). Response rates were 100% at T0, and 97.53% (paper A) and 98.77% (paper B) at T1. The Fleiss multirater kappa coefficient indicated slight agreement between T0 and T1 responses, with increased inter-operator agreement following training. A statistically significant improvement in critical appraisal performance was observed post-training (McNemar-Bowker Test = 395.450, df = 6, p = 0.001). Subgroup analysis based on training duration and students' self-reported prior EBD education revealed no significant differences in outcomes.

Conclusions: EBD education significantly improves the critical appraisal abilities of dental students, emphasising the positive impact of EBD training.

Objectives: The aim of this study was to evaluate an interprofessional education (IPE) programme including skill training and case presentation for dental and nursing students.

Materials and methods: Sixty-four third-year dental and 94 fourth-year nursing students were included. They participated in an IPE programme consisting of three parts: joint lectures, skill training sessions and case presentations. After the lectures, they performed student-on-student oral healthcare and nursing care skill training in mixed professional groups. After the session, the mixed professional groups presented to other groups an allocated case of oral healthcare collaboration between dentists and nurses for a patient. Before and after the programmes, questionnaires regarding perceptions of healthcare team and oral healthcare collaboration were distributed to the participants to compare the changes in their perceptions.

Results: The comparison involved data from 59 dental students and 92 nursing students who completed both questionnaires. The perceptions of their ability to communicate positively with other people, the differences in the approaches to nursing care between different health professionals, their ability to consider a holistic approach for older patients, the roles of other professionals and the need for multiprofessional collaboration significantly improved among the dental and nursing students after the programmes. Additionally, after the programmes, the dental students' understanding of oral healthcare collaboration in the cases they presented significantly improved to the same level as that of the nursing students.

Conclusion: Interprofessional education programmes for dental and nursing students may effectively improve their understanding of healthcare team and oral healthcare collaboration with patients.

Background: Assessment is essential to ensure that trainees meet competency standards in delivering patient care. However, a comprehensive summary of the literature on clinical assessment in postgraduate dental education is largely absent. Filling this gap is essential for developing effective assessment processes to help support competency-based education at the postgraduate level. To address this gap, this scoping review aims to map the published literature on the assessment of clinical competence for postgraduate dental specialty trainees to identify knowledge gaps and future research areas.

Methods: Guided by Arskey and O'Malley's framework, a comprehensive search was conducted across four databases (MEDLINE, EMBASE, SCOPUS and Google Scholar) from 2005 until March 2025. The search was focused on subheadings related to assessment and postgraduate dental specialty training. Two researchers independently screened the literature for eligibility using inclusion/exclusion criteria, extracted key data and analysed data thematically. The research report strategy followed the most recent PRISMA guidelines for scoping reviews.

Results: Thirty-three articles met the inclusion criteria, with almost equal distribution between Asia, the United States and Canada and Europe. The articles covered diverse aspects of assessment in postgraduate dental specialty training, such as individual assessment tools, WBA, assessment systems, EPA and assessment format. The number of published articles on this topic increased over fourfold in the 2015-2025 decade compared to the previous decade. Qualitatively, four themes were identified in the analysis: (1) assessment concept: the why, what and who? (2) methods and tools used in assessment; (3) challenges, opportunities and areas for future research and (4) users' perceptions of assessment.

Conclusion: Research on clinical competence assessment in postgraduate dental education is currently limited, particularly in terms of synthesis of assessment information for making progression decisions on individual trainees. Future research should focus on assessment systems that align with competency-based education principles, leverage digital enhancements and are contextually relevant. This review underscores the complexities involved in designing and implementing a competency-based assessment system within a clinical context and the need for user involvement and feedback to improve the effective utility of assessments and ensure engagement of all stakeholders.

Introduction: The flipped classroom (FC) model of blended learning has become more feasible with the advancement of digital technology platforms. Monitoring a FC approach in curriculum delivery provides an opportunity to evaluate its impact on student exam outcomes and satisfaction. Presented here are examination performances and learning experiences in undergraduate dental students taking pharmacological course material using a FC approach compared to that of a traditional classroom (TC) model.

Method: Ninety-seven students experiencing a FC delivery are compared to 129 students taking a TC approach over 2 academic years. Course lecture topics, scheduling, and assessment are consistent across both modes of delivery. At the end of each academic year, an anonymous student survey with a closed-end question was conducted to gain student feedback regarding course satisfaction.

Results: The FC positively improved student examination performances compared to the TC approach with a 7% increase in the percentage mean exam grade and a 15% increase in the number of students obtaining exam grades greater than 50%. An increase in the proportion of students achieving higher grades overall is seen in the FC versus the TC approach from the frequency distribution of exam results. The students also rated the FC more positively in the feedback satisfaction compared to the TC student cohort.

Conclusion: In summary, the student exam grades and feedback here indicate that the FC has a positive impact on student outcomes and experience compared to the TC approach. These findings provide evidence to dental pharmacological educators that an FC curriculum delivery can lead to an improvement in student performances in this subject area.

Introduction: Traditional methods versus active teaching-learning and new technologies have become increasingly important in health education, especially for training healthcare professionals for modern challenges. In dental education, active learning and digital technologies are recognised worldwide, but there is a lack of comprehensive analysis on their implementation in Brazilian undergraduate and postgraduate curricula.

Materials and methods: Data were collected from the official websites of undergraduate and postgraduate dentistry programs in Brazil. Descriptive and statistical analyses were performed using JASP software, with a significance level of p < 0.05. Chi-square, Fisher's exact, and Mann-Whitney tests were applied to evaluate relationships between active methods, digital technologies, and course characteristics.

Results: The study revealed low formal adoption of active learning methods and digital technologies in dental education. No significant association was found between active learning methods and general course characteristics. However, technology use was significantly associated with active learning methods in postgraduate and undergraduate courses.

Conclusion: This study underscores the need for a more structured approach to preparing educators in both undergraduate and postgraduate dentistry programs to integrate active learning methods and digital technologies effectively. A clear framework for educator training is essential to meet modern educational demands and improve the quality of dental education in Brazil.

Aim: The goal of this study is to examine the relationship between the Health-Promoting Lifestyle Profile II and the Hiroshima University-Dental Behavioural Inventory among dental and vocational school students in terms of healthy lifestyle habits and attitudes toward oral hygiene.

Material and methods: This cross-sectional study was conducted with 373 participants (113 dental students and 260 vocational students) from Istanbul Kent University, using the Hiroshima University-Dental Behavioural Inventory (HU-DBI) and the Health-Promoting Lifestyle Profile II (HPLP II) scales. Responses to the HU-DBI questionnaire were analysed via chi-square tests, while scale scores were evaluated using Kruskal-Wallis and Mann-Whitney U tests.

Results: Dental students exhibited significantly higher HU-DBI scores compared to vocational students. A significant difference in HU-DBI scores was observed between 1st and 5th-year dental students. Notable disparities were identified between dental and vocational students in HU-DBI, total HPLP II, HPLP 1 (Health Responsibility) and HPLP 5 (Interpersonal relationships) scores.

Conclusion: While dental education enhances students' dental awareness, no corresponding improvement was observed in healthy lifestyle scores. Curricular reforms are recommended to strengthen dental awareness education for non-dental students, alongside initiatives promoting holistic health practices across university populations.

Purpose: This study aims to develop a novel method for objectively assessing dental students' manual dexterity in tooth cavity preparation using 3D technology.

Materials and methods: An artificial tooth model compatible with traditional dental simulators was created using 3D scanning and printing technology. The model was designed with a simplified cavity to assess students' manual dexterity in cavity preparation. To validate the new assessment model, it was tested on 10 undergraduate dental students. After the students prepared the cavities, the models were scanned again, and the resulting 3D data were analyzed using open-source software. The assessment score was calculated based on the volume of over-prepared and under-prepared areas.

Results: The 3D-printed tooth model was successfully integrated with traditional dental simulators, providing stability and consistency during cavity preparation practice. The assessment results revealed a range of performance levels, with scores ranging from 41.6 - 78.1, and an average score of 60.5. This variation highlights differences in students' manual dexterity and precision in cavity preparation.

Conclusion: The newly developed tooth model and analysis method successfully enabled the objective evaluation of students' manual dexterity in cavity preparation. This approach offers a standardised and cost-effective alternative to existing evaluation systems, enhancing the consistency and accuracy of assessments in dental education.