European Journal of Dental Education最新文献

Introduction: The aim was to evaluate the use of low-cost virtual reality (VR) simulation on teaching behaviour guidance of paediatric dental patients in multiple cohorts of dental students.

Methods: This cohort study recruited third-year dental students from three consecutive years (2021-2023). The intervention was a validated VR scenario used in a previous pilot. The students were evaluated at three phases: preintervention (baseline), postintervention, and postclinical (3 months after intervention). Demographics, impact of the VR intervention, empathy score, and self-perceived ability and comfort of managing paediatric dental patients were collected and analysed.

Results: The study recruited 181 dental students. 96% agreed that the VR intervention helped them better empathise with children. Most agreed that it made them more comfortable communicating (75%) and more confident interacting (82%) with children. Objective empathy scores significantly increased from preintervention to postintervention (110.50 ± 11.12 vs. 114.94 ± 11.55, p = 0.002) and remained unchanged at postclinical phase (112.17 ± 11.41). Additionally, students perceived themselves to be significantly more confident at communicating with children (5.61 ± 1.88 vs. 6.33 ± 1.74, p < 0.001), at interacting with children (5.83 ± 1.97 vs. 6.41 ± 1.70, p = 0.014), and performing dental procedures on children (4.44 ± 1.73 vs. 5.37 ± 1.71, p < 0.001) postintervention and remained elevated postclinical, suggesting better clinical performance when managing paediatric dental patients.

Conclusion: VR simulation was effective as an adjunct for the teaching of behaviour guidance of paediatric dental patients to dental students. The intervention was well received and improved both objective and subjective outcomes.

Purpose: The Latin American Spanish-speaking Cariology Curriculum framework (LACC), agreed in 2023, outlines 85 specific competencies grouped within 10 main competencies and five domains: Domain I (basic knowledge); Domains II-IV (clinical caries-risk and lesion assessment, synthesis, decision-making and care) and Domain V (practice/public health evidence-based cariology). This study, part of a broader implementation science project, aimed to assess how cariology is being taught in participating Latin American dental schools (DS) using the COM-B model and the LACC.

Methods: Fourteen DS were invited; those that agreed to participate completed a 425-item questionnaire based on the COM-B model, assessing self-reported cariology teaching behaviours aligned with the LACC. The 85 specific competencies were grouped into 16 thematic areas. Descriptive statistics, Welch's ANOVAs and multiple linear regression were used for analyses.

Results: Eight LA DS participated (Argentina: n = 2; Chile: n = 2; Colombia: n = 1; Dominican Republic: n = 1; Mexico: n = 1; Uruguay: n = 1). Half of DS performed the LACC thematic-area teaching behaviours almost 'most of the time' (DS2: 3.9 ± 1.3; DS6: 3.7 ± 1.2; DS7: 3.6 ± 0.6; DS8: 3.7 ± 1.1), followed by 37.5% performing them almost 'always' (DS3: 4.5 ± 0.6; DS4: 4.5 ± 1.0; DS5: 4.4 ± 0.9), and 1 DS (12.5%) almost 'sometimes' (DS1: 2.8 ± 0.8). The most frequent LACC thematic-area teaching behaviour was 'Caries epidemiology and research methodology' (Domain I) ('always': DS2-DS3, DS5; 'most of the time': DS4, DS6-DS7); the least one, 'Dental health systems, economy, approaches' (Domain V) (almost 'rarely': DS6; 'rarely': DS1-DS2, DS4, DS8). Capability was the best teaching behaviour predictor across all five domains.

Conclusion: Participating Latin American DS are incorporating updated cariology teaching behaviours with a moderate-to-high frequency. Capability was the key factor associated with the performance of these behaviours.

Background: Understanding patient grievances in dentistry is crucial for improving quality of care and patient-provider relationships.

Methods: A six-year study at a University dental clinic analysed all grievances filed by patients to identify associations with patient and provider characteristics, specifically age and gender. Grievances were categorised into clinical treatment, communication, behaviour, scheduling, and billing, and analysed using statistical software to examine demographic and complaint trends.

Results: Of 33 472 patients, 423 (1.26%) filed grievances, with the majority related to clinical treatment and interpersonal interactions. Female and older patients were more likely to file grievances. Older patients were more likely to file grievances against male providers than female providers. No significant relationship was found between grievance type and patient or provider gender. Grievances related to interpersonal interactions were as frequent as those concerning clinical treatment.

Conclusions: Patient age and gender influence grievance patterns against dental providers, with female and older patients filing grievances at higher rates. Male providers were more likely to receive grievances from older patients compared to female providers. Grievances related to interpersonal interactions are as frequent as those related to clinical treatment.

Practical implications: Integrating communication training into dental education and professional development could help reduce patient grievances, particularly those related to interpersonal interactions. Addressing provider-patient dynamics may improve patient satisfaction and overall quality of care.

Introduction: As part of a wider study investigating the declared, taught and learned curriculum, this paper aims to explore aspects of the learned endodontic curriculum within an undergraduate dental programme in the United Kingdom. This was done through the lens of deep caries management and management of the pulp.

Method: The learned curriculum was identified through a student online questionnaire using case vignettes and subsequently explored further with structured focus group interviews. Two focus groups with a total of 15 participants were undertaken. Following transcription, data were analysed through reflexive thematic analysis.

Results: Valid responses to the questionnaire were received from 39/69 (57%) final year students. Although students largely favoured selective caries removal techniques in deep caries management, their management of a pulp exposure differed significantly from international evidence-based guidelines in terms of technique and material choice. Following focus group interviews, four themes emerged that influenced the students' answers to the questionnaire and their assumed learning: disconnect between lectures and practical experience; the influence of supervising clinicians; decision-making regarding treatment; online learning.

Conclusion: This mixed-methods study identifies variation between current evidence-based guidelines and the learned curriculum in relation to deep caries and management of the pulp, resulting in student knowledge and practice that do not align with current guidelines. Recommendations include: clear delivery of current guidelines in lectures, use of typodent teeth in the pre-clinical teaching programme, improved clinical teacher training, a more collaborative and integrative consistent approach, increased availability of materials and creation of more engaging online learning.

In 2025 the Association for Dental Education in Europe (ADEE) Graduating European Dentist (GED) taskforce held an international multi-stakeholder event that undertook a deep-dive into the perceived ideologies underpinning Oral Health Professional (OHP) education. This paper reports how the event was planned and conducted—and reports the challenges that were discussed in relation to delivering OHP education, potential solutions to each challenge, and priorities for which the ADEE GED taskforce should focus its activity. Due to the very collaborative and fruitful nature of this event, ADEE plans to hold further multi-stakeholder meetings across Europe.

Objectives: To evaluate the importance of generic skills in clinical dental practice and how well these skills were achieved during undergraduate dental education.

Materials and methods: The data were based on a national online questionnaire survey called 'Young Dentist', which was hosted by the Finnish Dental Association. The questionnaire was sent via an email link in May 2021 to dentists who had graduated in Finland during 2018-2020. Altogether 221/505 recently graduated dentists (response rate 44%) answered the questionnaire. At the same time, the questionnaire was also sent to more experienced colleagues, who were selected by random sampling from the member register of the Finnish Dental Association (response rate 82/778, 14%).

Results: Recently graduated dentists stated that patient encounter skills were the most important generic skill in clinical dental practice, and this skill was well achieved during undergraduate studies. Other important skills in clinical dental practice reported by young dentists were aseptic techniques and patient safety and risk management skills, which were also well or very well achieved during undergraduate studies. The opinions of recently graduated dentists and more experienced colleagues were quite similar.

Conclusion: According to the opinions of the dentists, undergraduate dental education develops most generic competencies in clinical dental practice, but evolving practices, advancing technologies and health system challenges highlight the growing importance of diverse generic skills in the dental profession.

Objectives: This descriptive and correlational study investigates the learning styles (LS) and emotional intelligence (EI) of students enrolled in medicine, dentistry, and pharmacy degree programmes. The study examines gender and programme-related differences and analyses the correlation between LS and EI.

Materials and methods: A total of 247 students (57 men and 190 women) participated, completing the Honey-Alonso Learning Styles and the Trait Meta-Mood Scale (TMMS-24) questionnaires to assess perceived EI. Data were collected via the Qualtrics XM platform from January to September 2023.

Results: Results indicated significant differences among the four learning styles (F(3, 738) = 66.511, p < 0.001), with the highest scores in the reflector and theorist styles, and no gender differences observed. Across all three degree programmes, the highest scores were also found in the reflector and theorist styles, though significant differences were noted in reflector-style scores among the programmes (F(2, 244) = 3.097, p = 0.047): dentistry students scored the lowest (M = 7.97) compared to medicine (M = 9.50) and pharmacy (M = 9.09). All four learning styles showed positive and significant correlations with emotional clarity (r ranging from 0.145 to 0.182); students with a better understanding of their emotional states scored higher in all learning styles. Additionally, the activist style was positively correlated with emotional repair (r = 0.136).

Conclusions: Reflector and theorist styles were predominant among the students, with no gender differences. The association between LS and the emotional clarity component of EI may inform the design of teaching methodologies; though further exploration is required due to the study's sample limitations. Tailored educational programmes focusing on LS and EI could enhance skill acquisition.

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.