European Journal of Dental Education最新文献

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.

Introduction: This study compares the effects of different depth guiding techniques used by undergraduates on improving the reliability of full crown tooth preparation.

Materials and methods: A primary virtual model was designed by making a 3-dimensional print of a scanned standard artificial tooth #11 and the base. Thirty undergraduate students were divided into three groups based on different depth guiding techniques tested: depth groove group (G), silicone indices group (S) and depth hole group (H). The participants prepared the teeth 10 times after being informed of the required amount of preparation at different sites. The prepared models were matched virtually with the primary model. The preparation depth of three groups at twenty-nine sites per tooth was measured and compared against the recommendation. Additionally, curves showing the relationship between preparation depth and preparation count were obtained.

Results: The depth guiding technique and preparation count had different effects on the preparation depth in different sites. Excluding the finish line, the different methods had a significant impact on the preparation depth at other measured sites (p < 0.05). Comparing the actual preparation depth for each group with the recommendation, the qualified ratio was 45.29% in group H, 38.00% in group S and 26.57% in group G. The preparation count also had a significant impact on the preparation depth (p < 0.05).

Conclusion: The depth hole method was the most effective in controlling the preparation depth for undergraduate dental students, while the depth groove method performed the least effectively. In the finish line area, the operators' proficiency in tooth preparation appeared to be more dominant than the guiding method for the reliability of its preparation.

Objectives: This study explores the perspectives of dental students in Saudi Arabia regarding the integration of large language models (LLMs) in dental education. It aims to understand their familiarity, utilisation and perceptions of these tools, while addressing the potential benefits, risks, and ethical considerations associated with their use.

Methods: A cross-sectional survey was conducted between January and March 2024, involving 1370 dental students from various institutions across Saudi Arabia. The survey included multiple-choice questions and Likert scale items, assessing familiarity, usage patterns, and perceptions of LLMs. Statistical analyses were performed to identify significant associations between demographic variables and students' familiarity, utilisation, and perceptions of LLMs.

Results: The survey revealed broad familiarity with LLMs, with 58.1% of participants being aware of their capabilities. Usage patterns varied, with high engagement in tools like ChatGPT and Google Translate. Significant gender, educational level and regional differences were observed, with males and postgraduate residents showing higher familiarity and utilisation rates. However, ethical concerns, including the potential for plagiarism and academic dishonesty, were prevalent, with only 15% of students reporting that their institutions had specific guidelines for LLM use.

Conclusion: The study highlights the need for a controlled and ethically informed approach to integrating LLMs into dental education. While LLMs offer potential benefits, their use must be regulated to prevent misuse and ensure that educational outcomes are enhanced rather than compromised. Institutions should develop clear guidelines, provide ethical training and emphasise the importance of critical evaluation when using LLMs.

Aim: This study compared the writing quality of AI- and student-authored essays, evaluated faculty members' reliability to differentiate between essays authored by AI and students, and assessed the scoring accuracy between human and AI raters using a standardised rubric.

Methods: Four topics were selected from a preclinical operative and aesthetic dentistry course. Each topic was presented as four essays authored by two students and two AI tools (ChatGPT4 and Gemini) (N = 48). Then, the 16 essays were evaluated either by three blinded experts and two AI tool raters (ChatGPT4 and Gemini) using a modified Universal Science Writing Rubric. The Shapiro-Wilk W test assessed data normality. Kruskal-Wallis, Dunn's Pairwise, Wilcoxon Signed-rank, and Friedman tests analysed the writing performances and inter-rater reliabilities with a significance level of (α = 0.05).

Results: Significant differences were found in evaluating scientific content (Z = 9.28, p = 0.005) and interpreting scientific content (Z = 6.74, p = 0.021) between AI- and student-authored essays. ChatGPT4-authored essays differed significantly in scientific content from both Gemini- and student-authored essays, with further differences in interpretation between ChatGPT4- and student-authored essays (p = 0.011). Faculty members correctly identified 75% of essay authors. No significant differences were found between raters using ChatGPT4 or Gemini, while a marginally significant difference was observed between human raters in the overall score, though not in specific parameters.

Conclusions: Gemini's scores closely matched those of human-authored essays, aligning more with human raters than ChatGPT-4. AI's capacity emulated human writing, though differences are noticeable to trained faculty members. There are evident disparities in content quality and organisation between AI- and human-authored work.

Background: Periodontal disease is a common chronic inflammatory condition that poses a significant threat to global oral health. Effective periodontal education is crucial for preparing future clinicians to manage this widespread condition. Traditional teaching methods, however, often fail to bridge the gap between theoretical knowledge and practical skills.

Objectives: This study aimed to evaluate the effectiveness of the PERIO framework - a structured blended learning model specifically designed for periodontic practical training - in enhancing student satisfaction, learning outcomes and engagement in a periodontics course.

Methods: A total of 113 third-year dental students participated in the study, but after data cleaning, 112 valid responses were retained. A mixed-methods approach was employed, including quantitative assessments using four validated scales - satisfaction, engagement, flow state and learning process - which were adapted to fit the specific research objectives. The reliability of these scales was assessed using Cronbach's alpha, with values ranging from 0.933 to 0.982. Qualitative feedback was collected through open-ended questions and analysed to identify recurring themes.

Results: Students trained under the PERIO framework exhibited higher levels of satisfaction, engagement and practical competence. Participants reported improved understanding of periodontal concepts and increased confidence in applying theoretical knowledge in clinical settings.

Conclusion: The PERIO framework provides a scalable solution for improving periodontal education by effectively integrating theory and practice. The findings contribute to the growing body of literature on innovative dental education methods, demonstrating the potential of structured, student-centred frameworks to enhance clinical training outcomes.