European Journal of Dental Education最新文献

Aim: To investigate the occurrence of Impostor Syndrome (IS) among faculty members of undergraduate dental courses at institutions in a capital city in the Northeast of Brazil.

Materials and methods: A quantitative cross-sectional observational study was conducted involving five higher education institutions. Data collection was performed through a structured online questionnaire composed of two domains: sociodemographic data and the Clance Impostor Phenomenon Scale (CIPS). Responses were analysed using descriptive and inferential statistics to identify differences and associations related to gender, type of institution and teaching experience (in years). A significance level of p ≤ 0.05 was adopted.

Results: The study included 65 professors with a median age of 37 years (p²⁵ = 32; p⁷⁵ = 46), predominantly female (72.3%, n = 47), teaching in private institutions (73.8%, n = 48) and with a median year of teaching experience of 7 years (p²⁵ = 4; p⁷⁵ = 13). The median IS score was 42 (p²⁵ = 35; p⁷⁵ =54), indicating a moderate level. A difference in IS scores was observed between professors from public and private institutions (p = 0.049; r = 0.322; 95% CI: 0.085 to 0.525) and a negative correlation between IS and years of teaching experience as continuous variables (p = 0.006; r = -0.335; CI = -0.099 to -0.535), suggesting that IS tends to decrease with increased years of teaching experience.

Conclusion: Moderate levels of IS were observed among dental faculty members teaching undergraduate courses. The findings suggest that professors working in private institutions and those with fewer years of teaching experience may be more susceptible to IS.

Introduction: This study examined dental students' perspectives on a hybrid simulation-laboratory (sim-lab) course for ultrasonic supragingival scaling.

Materials and methods: An interactive online system facilitated the course for second-year dental students from 23 colleges. The curriculum encompassed demonstrations of ultrasonic scaling techniques, coupled with opportunities for students to pose inquiries and engage in remotely guided practice sessions. Upon course completion, an anonymous survey was administered, and the collected data were analysed using Pearson correlation coefficient analysis. Responses to the open-ended question were tabulated and visualised through word clouds.

Results: A total of 529 students participated, yielding 516 valid questionnaires. The majority of students (492) expressed a willingness to engage in online courses during their free time, with a mean score of 3.295 ± 0.577. Similarly, 511 students reported satisfaction with the course content selection, achieving a mean score of 3.490 ± 0.549. Furthermore, 505 students concurred that remote guidance was instrumental in refining their practical skills, scoring a mean score of 3.669 ± 0.529. Notably, only a minority of participants (0.78%, 0.78% and 0.39%, respectively) strongly disagreed with these assertions. A robust correlation was observed between satisfaction with the course content selection and improvements in practical skills (r = 0.541, p < 0.001). Conversely, students' willingness to study or explore online courses in their leisure time exhibited a weaker correlation with practical skill improvements (r = 0.269, p < 0.001).

Conclusion: The findings of this study underscore the overwhelming acceptance of the hybrid sim-lab course among dental students and its potential to elevate their educational journey.

Purpose: To evaluate the performance of ChatGPT on the National Prosthodontics Resident Exam (NPRE).

Methods: Two separate OpenAI accounts were used for ChatGPT 3.5 and ChatGPT 4.0, each managed by independent examiners. The dataset was sourced from the American College of Prosthodontics (ACP) 2024 National Prosthodontics Resident Exam (NPRE), which includes 150 multiple-choice board-style questions on various prosthodontic topics. Questions were inputted as they appeared in the NPRE, and responses were recorded as correct or incorrect. Accuracy was assessed using a two-tailed t-test, with statistical significance set at p < 0.05. After the study was completed, OpenAI accounts were deleted to ensure data privacy and security.

Results: ChatGPT 3.5 correctly answered 84 out of 150 questions, achieving a score of 56.0%; while ChatGPT 4 significantly outperformed it with a score of 73.7%, correctly answering 109 out of 150 questions (p < 0.001). In specific subjects, ChatGPT 4 consistently scored higher, with significant improvements in Basic Science (71.2% vs. 61.3%), Implant Surgery (67.5% vs. 41.2%), Diagnosis and Treatment Planning (66.6% vs. 53.4%) and Fixed Prosthodontics (86.9% vs. 62.5%). The highest scores for both versions were in Dental Materials, with ChatGPT 4 achieving 91.6% compared to ChatGPT 3.5's 73.1%.

Conclusion: ChatGPT 4.0 shows promising potential as an educational tool for prosthodontics residents by effectively addressing board-style questions. However, due to a significant presence of misinformation in ChatGPT's current prosthodontics knowledge base, residents should exercise caution and supplement AI-generated content with evidence-based information from credible sources to ensure accuracy and reliability.

Purpose/objectives: This study aimed to develop a virtual reality simulation (VRS) program that is based on a scenario, training dental hygiene students in the intraoral bisecting angle technique. We tested the effectiveness of VRS in education using performance confidence (PC), clinical competency (CC) and learning satisfaction (LS).

Methods: This study developed a program based on performance competency and conducted a single-group pretest-posttest experiment to test its effectiveness. Thirty-three second- and third-year dental hygiene students were recruited from a single dental hygiene university. We confirmed each item's validity based on the content validity index (CVI) and compared differences in PC, LS and CC before and after training.

Results: Significant differences were observed in PC, which increased from a score of 78.51 ± 9.0 before training to 89.33 ± 7.03 after the first training and to 94.00 ± 5.75 after the second training (p < 0.001). CC increased significantly from 69.92 ± 9.46 before training to 87.04 ± 4.43 after training. LS also increased significantly, from a score of 94.15 ± 8.15 before training to 97.45 ± 4.71 after training (p = 0.002).

Conclusions: Dental hygiene students' PC, CC and LS improved after training using a VRS for the intraoral bisecting angle technique. VRS training is an effective educational tool that can complement traditional skills training; such training programmes should be developed not only for dental hygiene courses but also for the education and skill enhancement of other dental professionals.

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.