Journal of Dental Education最新文献

{"title":"Ubiquitous-Based Testing in Dental Education: Insights From the Unified Theory of Acceptance and Use of Technology.","authors":"Jae-Hoon Kim, Hyoung Seok Shin","doi":"10.1002/jdd.70058","DOIUrl":"https://doi.org/10.1002/jdd.70058","url":null,"abstract":"<p><strong>Purpose: </strong>The aim of this study was to identify factors influencing the acceptance of Ubiquitous-Based Testing (UBT) in dental education. UBT involves the use of online information and communication technology-based smart devices, such as smartphones and tablet PCs, for student assessment. We applied the Unified Theory of Acceptance of Technology (UTAUT2) framework to examine the impact of various factors, including performance expectancy, effort expectancy, social influence, facilitating conditions, and habits, on dental students' intention to adopt UBT.</p><p><strong>Methods: </strong>The study was conducted during the fall semester of 2021 with 86 participants and had a 100.0% response rate, all in the fourth year of the master's program at a university's school of dentistry. The participants underwent their graduation exams using UBT and subsequently responded to a questionnaire. The data collected were analyzed using confirmatory factor analysis and path analysis.</p><p><strong>Results: </strong>The data analysis revealed that performance expectancy, social influence, and habit factors had positive and significant effects, but the facilitating conditions factor was found to exert a negative impact on students' intention to accept UBT. The effort expectancy factor demonstrated no significant effect.</p><p><strong>Conclusions: </strong>This study identifies performance expectancy, social influence, facilitating conditions, and habit as key factors influencing dental students' intention to adopt UBT. These insights can guide effective implementation strategies, though further research is needed to validate findings across diverse contexts and examine actual usage and outcomes.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145240208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Quiet Quitting: Authentic Leadership Strategies for Maximizing Workplace Efficiency in Dental Education.","authors":"Dan Burch, Roopwant Kaur, Salwa Mekled, Madhu Mohan, M Teresa Pulido, Kumar Shah","doi":"10.1002/jdd.70066","DOIUrl":"https://doi.org/10.1002/jdd.70066","url":null,"abstract":"<p><strong>Purpose: </strong>This study investigates the phenomenon of \"quiet quitting\" within dental education, where faculty members disengage from non-essential duties, impacting workplace efficiency and educational outcomes. The research aims to identify authentic leadership strategies to mitigate this issue.</p><p><strong>Methods: </strong>A comprehensive literature review was conducted, focusing on recent studies related to quiet quitting in healthcare and academia. Databases such as PubMed, Cochrane Library, Digital Commons Network, and DARE were searched using specific keywords. Inclusion criteria were applied to select relevant publications from the past five years.</p><p><strong>Results: </strong>The review identified seven key publications that met the inclusion criteria. Findings indicate that quiet quitting is prevalent among several healthcare service areas and academia, leading to reduced engagement in essential activities. The analysis highlights the role of authentic leadership in fostering a supportive and engaging work environment.</p><p><strong>Conclusion: </strong>Implementing authentic leadership strategies, characterized by self-awareness, relational transparency, balanced information processing, and an internalized moral perspective, can enhance faculty engagement and workplace efficiency. These strategies are crucial for improving educational outcomes and maintaining a positive academic environment in dental schools.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145240172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bridging the Gap: Student Perspectives on Improving Undergraduate Implant Dentistry Education in Australia.","authors":"An Tran, Tulio Fernandez-Medina","doi":"10.1002/jdd.70061","DOIUrl":"https://doi.org/10.1002/jdd.70061","url":null,"abstract":"<p><strong>Purpose: </strong>The proposed guidelines for implant dentistry education in Australian undergraduate dental programs from the 2010 Australian Consensus Workshop (ACW) have presented notable difficulties in their implementation. This study aims to explore the views of dental students regarding implant dentistry education and recommend improvements.</p><p><strong>Methods: </strong>A survey was distributed to final year dental students (n = 73) in one of the Australian dental schools. The 18-question survey was structured into four sections, covering participants experience in implant dentistry, their confidence in applying knowledge acquired from the implant curricula, satisfaction with the implant curricula in terms of quality, quantity, and timing of delivery, and considerations for possible improvements. Multilinear regression analysis was exclusively conducted for Satisfaction Likert data sets.</p><p><strong>Results: </strong>The response rate was 71.2% (n = 52). Most students reported low confidence in applying implant knowledge clinically (65.4%-80.7%), with a notable increase in confident responses in understanding theory following a practical workshop (from 7.7%-32.6%). Students unanimously agreed on the need for improvements, particularly emphasizing a greater focus on clinical observations (78.8%) and preclinical training (76.9%). The regression model was statistically significant for theory amount (F (1,45) = 4.2, p < 0.05) and Sim-Lab quality (F (1,45) = 5.7, p < 0.02).</p><p><strong>Conclusions: </strong>Students expressed a lack of confidence in selecting and treating patients requiring implant dentistry. The quantity of theoretical content and the quality of Sim-Lab experiences were the factors that notably enhanced the satisfaction of students. Some of the obstacles identified by ACW 14 years ago persist in undergraduate dental education.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145234115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining Gender Differences in Faculty Promotion Among Canadian Dental Schools.","authors":"Roba Ramadan, Lauren Williams, Michelle F Siqueira","doi":"10.1002/jdd.70062","DOIUrl":"https://doi.org/10.1002/jdd.70062","url":null,"abstract":"<p><strong>Objectives: </strong>There is limited research on gender differences in academic dentistry and leadership within Canadian dental schools. This novel study aimed to assess gender trends among dental school faculty, deanship positions, and student convocation, as well as explore faculty perspectives on institutional attitudes toward gender equality in Canadian dental schools.</p><p><strong>Methods: </strong>Data were gathered and analyzed from all 10 Canadian dental schools' public websites for the categories of academic faculty, deans, and student convocation. An anonymous survey was sent to faculty members (n = 518) through SurveyMonkey. Statistical analysis was performed through IBM SPSS 28.0 to determine if any statistically significant differences in gender occurred.</p><p><strong>Results: </strong>An average of 12.3% more women graduated than men in 2019-2024, a trend not yet present within academic faculty. A statistically significant gender gap exists when comparing assistant, associate, and full professor positions (p = 0.019). In addition, the difference between men and women among individuals holding interim and permanent dean roles is statistically significant (p = < 0.001). Survey results indicate a positive outlook on gender inclusion within institutions; yet a large proportion of respondents ( > 50%) either agreed or were unsure on whether gender influenced their career progression and their ability to negotiate wages.</p><p><strong>Conclusion: </strong>This study significantly contributes to the understanding of current gender trends and beliefs that exist in Canadian dental schools. While strides have been made to close the gender gap, there are instances in which these differences should not be ignored. Results emphasize a need for initiatives that support gender parity within the academic setting, such as mentorship opportunities for women, greater institutional support for parents, and better data repositories that make gender trend data more easily accessible. Further research could investigate gender trends within dental specialties/residencies and possible wage disparities that affect dental schools' faculty.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145213810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Professionalism in Predoctoral Dental Education: An Analysis of Five US Course Catalogs and the Need for Standardization.","authors":"Dalia Seleem, Ane Poly, Steven S Toth, Marina Luna, Luis Lopez","doi":"10.1002/jdd.70064","DOIUrl":"https://doi.org/10.1002/jdd.70064","url":null,"abstract":"<p><p>Professionalism is a foundational pillar in dental education, encompassing the ethical principles and behavioral standards expected of future dental practitioners. While accrediting bodies like the Commission on Dental Accreditation (CODA) provide overarching guidelines, individual dental schools often articulate their own definitions and expectations of professionalism within their course catalogs. This variability can lead to inconsistencies in how professionalism is taught and assessed. This perspective paper examines the definitions and emphasis on professionalism in the predoctoral course catalogs of five dental schools: Western University of Health Sciences College of Dental Medicine, Harvard School of Dental Medicine, Rutgers School of Dental Medicine, Loma Linda University School of Dentistry, and Texas A&M College of Dentistry. The analysis highlights the variations and proposes a move toward a more standardized, actionable definition across institutions.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145226249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the Impact of Playing Video Games on Baseline Technical Aptitude in Pre-Clinical Dental Students.","authors":"Roselyne Clouet, Jeanne Tourtelier, Claire Gogendeau, Alexis Gaudin, Samuel Serisier, Tony Prud'homme","doi":"10.1002/jdd.70065","DOIUrl":"https://doi.org/10.1002/jdd.70065","url":null,"abstract":"<p><strong>Aim: </strong>Research on video games is growing, with literature indicating a link between psychomotor and cognitive faculties and playing video games. Their benefits have been observed in various fields, including medical training; however, no study has evaluated the beneficial effects on the technical skills of dental students. The main objective of our study was to determine whether students without any dental practice experience who play action video games perform better than those who do not play video games in three psychomotor skills: (1) Ability to represent a volume in three dimensions, (2) manual precision and dexterity, and (3) speed of execution of a technical dental gesture.</p><p><strong>Methodology: </strong>The study was observational, monocentric, blind, controlled, and cross-sectional. Video game players and non-video game players were identified through a preliminary questionnaire. The psychomotor skills were assessed respectively by (1) Vandenberg & Kusel Mental Rotation test, (2) modified Precision Manual Dexterity test (mPMD test), and (3) pulpotomy test.</p><p><strong>Results: </strong>Eighty-five students were included, 22 were video game players, and 63 were non-players. The video game players showed a better ability to represent a volume in three dimensions (p = 0 .031) than the non-players. For the mPMD test (p = 0.83) and pulpotomy test (p = 0.077), there was a tendency for the video game players to perform better than the non-video game players but these differences did not reach statistical significance.</p><p><strong>Conclusion: </strong>The study seems to demonstrate a beneficial impact of playing video games on pre-clinical dental students in their ability to represent a volume in three dimensions.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145213831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implications and Opportunities of Expanding Enrollment in Dental Education through New Schools and Existing Programs.","authors":"Shankargouda Patil, Julie A Gray, Dara K Rogers, Upoma Guha, Elías M Morón, Kim Benton, Robert M Trombly","doi":"10.1002/jdd.70054","DOIUrl":"https://doi.org/10.1002/jdd.70054","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145226225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Simplifying Preclinical Periodontal Instrumentation Assessment: A Pass/Fail Rubric Approach.","authors":"Sheryl Syme, Oksana Mishler, Christine Barnes, Se-Lim Oh","doi":"10.1002/jdd.70052","DOIUrl":"https://doi.org/10.1002/jdd.70052","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e70052"},"PeriodicalIF":1.6,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145202151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparative Evaluation of the Reliability and Validity of Conventional and Objectively Structured Viva-Voce, as Assessment Tools for Dental Students.","authors":"Adhershitha Ar, Prasanth Viswambharan, Baiju Rm, Rajesh C, Sandhya M Raghavan","doi":"10.1002/jdd.70063","DOIUrl":"https://doi.org/10.1002/jdd.70063","url":null,"abstract":"<p><strong>Objectives: </strong>To estimate and compare the inter-examiner variability among examiners conducting Objectively Structured Viva-Voce (OSVE) and Conventional Viva-Voce (CVE) examinations among pre-clinical and clinical students of Prosthodontics and to compare the validity of OSVE and CVE. Additionally, to study the perceptions of examinees and examiners regarding OSVE and CVE.</p><p><strong>Methods: </strong>This study was conducted among Bachelor of Dental Surgery (BDS) students in the Department of Prosthodontics, Government Dental College, Kottayam, Kerala, India. Participants included 40 second-year BDS (pre-clinical) and 35 final-year BDS (clinical) students who voluntarily provided informed consent. Two examiners conducted OSVE using pre-validated viva cards. While CVE was conducted by two other examiners. Theory and total marks obtained by students in their summative examinations were recorded to assess potential correlations with their viva-voce performance. Perceptions of all students and examiners were collected.</p><p><strong>Result: </strong>Difference in mean marks awarded by examiners was minimum for OSVE. Inter-examiner variability was least for OSVE and it correlated well with the marks students scored in their summative examinations. Students and examiners preferred OSVE because of less examiner bias and even distribution of different difficulty level questions.</p><p><strong>Conclusions: </strong>OSVE demonstrated higher validity than CVE because of its stronger correlations to theory and total summative scores. Among pre-clinical students, OSVE demonstrated stronger reliability than CVE, whereas among clinical students, both methods showed moderate reliability. Students and examiners preferred OSVE for its greater objectivity. Findings indicate that OSVE has the potential to become a robust assessment tool in dental education, though more supporting evidence and examiner training are essential for effective implementation.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145202055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students' Perception of the Gated Pathway Implemented in a Dental Hygiene Course.","authors":"Nazlee Sharmin, Ava K Chow","doi":"10.1002/jdd.70051","DOIUrl":"https://doi.org/10.1002/jdd.70051","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145187116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}