European Journal of Dental Education最新文献

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.

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.