Journal of Dental Education最新文献

{"title":"AI Virtual Standardized Patient Training for Perinatal Dental Communication: A Pilot Study.","authors":"Shasha Cui, Masum Hasan, Connie Yeo, Prateek Daga, Ehsan Hoque, Nisreen Al Jallad, Jin Xiao","doi":"10.1002/jdd.70246","DOIUrl":"https://doi.org/10.1002/jdd.70246","url":null,"abstract":"<p><strong>Background: </strong>Confidence in dentist-patient communication is essential for building trust, supporting treatment adherence, and improving oral health outcomes. However, many dental residents feel underprepared for sensitive or complex conversations. Traditional communication training methods, such as standardized patients and role-play, are effective but resource-intensive and difficult to scale. AI-powered virtual standardized patients offer a flexible alternative by enabling simulated practice supported by automated, real-time feedback.</p><p><strong>Objective: </strong>This pilot study explored the feasibility and preliminary educational impact of SOPHIE, an AI-powered virtual patient platform, in enhancing dental residents' confidence in clinical communication.</p><p><strong>Methods: </strong>Ten dental residents from a perinatal dental clinic participated. Residents completed a 30-min orientation and a baseline self-efficacy in patient-physician communication (SE-12) survey, followed by engagement with five virtual patient scenarios providing AI-generated communication feedback. Residents completed the SE-12 survey and the System Usability Scale (SUS) after the practice. A semi-structured focus group explored user experience and perceived educational value. Quantitative data were analyzed descriptively, and qualitative data were analyzed thematically.</p><p><strong>Results: </strong>Residents reported increased confidence in managing challenging patient conversations and valued the opportunity for repeated, low-stakes practice. SUS scores indicated strong usability and positive learner experience. AI-generated metrics suggested improvements in conversational balance and use of open-ended questions. Qualitative findings reinforced these outcomes, highlighting the platform's support for empathetic, patient-centered communication.</p><p><strong>Conclusion: </strong>SOPHIE was well accepted and demonstrated promising potential to strengthen communication confidence among dental residents, particularly in perinatal care. Future work should enhance conversational realism, emotional responsiveness, and nonverbal feedback.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147724479","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":"AI-Based Virtual Standardized Patients Improve Oral Mucosal Disease Training in Fourth-Year Dental Students.","authors":"Honglin Liu, Xiaotong Ma, Yan Zheng, Chunhui Zhao, Qing Liu, Zhenlai Zhu","doi":"10.1002/jdd.70236","DOIUrl":"https://doi.org/10.1002/jdd.70236","url":null,"abstract":"<p><strong>Purpose: </strong>History-taking is essential for the diagnosis of oral mucosal diseases, and subsequent medical record writing is a fundamental clinical skill for dental students. While standardized patients (SPs) have traditionally been used to improve these abilities, their application requires considerable human, material, and time resources. This study aimed to evaluate an AI-based virtual SP system-integrated with lesion images and examination results-as a convenient and feasible alternative for teaching oral mucosal disease history-taking and medical record writing.</p><p><strong>Methods: </strong>Fourth-year undergraduate dental students attended an oral mucosal disease course and, after each lecture, completed simulated interviews with an AI-based virtual SP using voice interaction. Lesion photographs and auxiliary examination results were provided to aid diagnosis. Students wrote medical records online within 20 min based on the collected history. A comprehensive assessment was conducted at the end of the course. Performance in history-taking and medical record writing during the first AI-based session (T1) was compared with the final assessment (T2) using paired analyses. Student satisfaction with the system was assessed via an online questionnaire.</p><p><strong>Results: </strong>Paired comparisons showed a significant mean improvement in history-taking scores (+18.64 points; 95% CI: 15.42-21.87). Overall medical record writing scores also increased, particularly in completeness and format standardization. Most students agreed that integrating the AI-based virtual SP into the curriculum improved their oral mucosal disease history-taking and medical record writing skills, and they supported its application in dental education.</p><p><strong>Conclusions: </strong>Incorporating AI-based virtual SPs into oral mucosal disease teaching can effectively improve key clinical documentation skills while offering a time- and resource-efficient solution for dental education.</p><p><strong>Trial registration: </strong>Approved by the Fourth Military Medical University IRB protocol number #2024YB31.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147693457","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":"Immersion in Digital Dentistry: A Gamified Protocol for Developing 3D Preclinical Competencies.","authors":"César-Augusto Padilla-Avalos, Consuelo Marroquín-Soto, Claudio Peña-Soto","doi":"10.1002/jdd.70240","DOIUrl":"https://doi.org/10.1002/jdd.70240","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147692500","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":"Transforming Periodontal Health Literacy and Behavior through Education: A Quasi-Experimental One-Group Pre-Post Study.","authors":"Nur Zety Mohd Noh, Syahida Mastura Shamsudin, Munirah Daud, Sobrina Mohamed Khazin, Mohamad Shafiq Mohd Ibrahim","doi":"10.1002/jdd.70242","DOIUrl":"https://doi.org/10.1002/jdd.70242","url":null,"abstract":"<p><strong>Objectives: </strong>Knowledge, attitudes, practices, and awareness (KAPA) regarding periodontal health may influence patients' periodontal status and their responses to screening and education by dental students. However, limited research has examined how specific KAPA domains relate to periodontal health outcomes or how socio-demographic factors influence these domains. This study aimed to (i) compare adult patients' KAPA levels related to periodontal health before and after screening and education by dental students, (ii) examine correlations among KAPA domains, and (iii) assess how patients' socio-demographic profiles relate to their KAPA.</p><p><strong>Methods: </strong>A quasi-experimental one-group pre-post study was conducted among 93 adult patients with periodontal disease using an online self-administered questionnaire distributed before and after screening and education on KAPA. Statistical analyses included the Wilcoxon signed-rank test, correlation analyses, Mann-Whitney U, and Kruskal-Wallis tests.</p><p><strong>Results: </strong>Education provided by undergraduate dental students improved patients' knowledge and practices related to periodontal health. Among the KAPA domains, a significant positive correlation was observed only between attitude and awareness. These outcomes were influenced by patients' gender, residential area, household income, educational level, and smoking status.</p><p><strong>Conclusion: </strong>Patient education can enhance oral health literacy and preventive behaviors; tailoring interventions to individual patient characteristics may further optimize periodontal health outcomes.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147692814","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":"How Are Entrustable Professional Activities Shaping the Future of Dental Education in the United States?","authors":"Amanda Finger Stadler,&nbsp;Douglas Kistler,&nbsp;Reshma S. Menon,&nbsp;Hicret Islamoglu,&nbsp;Fatima Mashkoor,&nbsp;Austin J. Shackelford,&nbsp;Thyagaseely Premaraj","doi":"10.1002/jdd.13998","DOIUrl":"10.1002/jdd.13998","url":null,"abstract":"<div>\u0000 \u0000 <p>Entrustable professional activities (EPAs) represent tasks or responsibilities to be entrusted to the unsupervised execution by a trainee. This review describes the evolutionary state and current implementation of EPAs in American dental education, both on post-doctoral and pre-doctoral levels. Few residencies have incorporated the EPAs on the curriculum, and only one American dental school to date has graduated dentists under an EPAs-based curriculum. This process involved not only curriculum but structural changes and adaptations to the standards of the Commission of Dental Accreditation (CODA). This review also comments on a national effort to adopt EPAs as standard for dental curricula.</p>\u0000 </div>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"90 4","pages":"546-550"},"PeriodicalIF":1.6,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709687","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":"Effectiveness of Virtual Reality for Endodontic Education in Undergraduate Dental Students—A Systematic Review","authors":"Aditya Deshpande,&nbsp;Frank W. Licari,&nbsp;Shankargouda Patil,&nbsp;Shilpa Bhandi","doi":"10.1002/jdd.70007","DOIUrl":"10.1002/jdd.70007","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Virtual reality (VR) is increasingly being explored as a teaching tool in dental education. VR provides immersive training environments that aim to enhance procedural skills and anatomical understanding.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This systematic review aimed to examine the effectiveness of VR in undergraduate endodontic learning compared to traditional learning methods.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>Online databases of Scopus, Embase, Medline, and Web of Science databases were electronically searched according to specific inclusion and exclusion criteria in August 2024. Studies that explored the use of VR among dental undergraduates for endodontic education were included. Articles in languages other than English were excluded. Study quality was assessed based on the ROB2 and ROBINS-I tools. GRADE was used to assess the certainty of evidence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of 99 initial records, six studies met the inclusion criteria, comprising 255 participants. Four studies were RCTs, and two utilized non-randomized designs. The majority of the studies showed a high or serious risk of bias. Despite these limitations, the majority of studies demonstrated significant improvements in skill acquisition and performance with VR training, including reductions in task completion times and enhanced procedural accuracy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Based on the limited evidence available, there is low-level evidence that VR is as effective as traditional learning techniques in endodontic education, enhancing skill proficiency, reducing errors, and improving anatomical comprehension.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"90 4","pages":"584-598"},"PeriodicalIF":1.6,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977193","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":"Patterns of Antibiotic Use for Endodontic Treatment Among Final-Year Dentistry Students: A Questionnaire-Based Study","authors":"Ahmet Demirhan Uygun,&nbsp;Seray Doğan","doi":"10.1002/jdd.14000","DOIUrl":"10.1002/jdd.14000","url":null,"abstract":"<div>\u0000 \u0000 <p>A cross-sectional survey was conducted in Turkey with 193 senior dental students to assess their antibiotic prescribing habits in endodontic scenarios. The survey included multiple-choice questions and 11 case-based scenarios evaluated on a five-point Likert scale. Qualitative data were summarized using numbers and percentages, while categorical data were analyzed using chi-square tests. Of the 587 students contacted, 193 (32.8%) responded; 60.1% were female. Most students prescribed recommended antibiotics such as amoxicillin + clavulanic acid (58%). Clindamycin was preferred in cases of penicillin allergy (45.6%); however, 9.4% of participants mistakenly selected penicillin derivatives, indicating a significant prescribing error. Inappropriate prescribing was also observed in clinical scenarios that did not involve systemic infection, particularly in non-indicated retreatment cases. A statistically significant gender-based difference was identified only in Scenario 9, which involved moderate to severe symptoms requiring root canal retreatment (<i>p</i> = 0.01). These findings indicated that students' clinical decision-making may be limited in some scenarios, pointing to potential areas for improvement in endodontic education. Educational interventions focusing on clinical reasoning in case-based scenarios and reinforcing guideline-based prescribing are strongly recommended to improve prescribing accuracy and reduce the risk of antibiotic resistance.</p>\u0000 </div>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"90 4","pages":"482-490"},"PeriodicalIF":1.6,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144735031","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":"“Preparedness for Practice” in Mass-Casualty Events: An Exploratory Qualitative Study of Aotearoa New Zealand Dental Graduates’ Perceptions","authors":"Stefan Nemanja Hadži-Longinović","doi":"10.1002/jdd.14003","DOIUrl":"10.1002/jdd.14003","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Objectives</h3>\u0000 \u0000 <p>There is a rising concern to strengthen the global emergency healthcare workforce due to the increasing tendency of emergency and disaster events. This trend is mainly evident in countries such as New Zealand, which is attributed to its seismic risk profile and escalating exposure to extreme weather occurrences. This study aims to identify New Zealand final-year undergraduate dental students’ perceptions regarding their “Preparedness for Practice” before, during, and after mass-casualty incidents (MCIs).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study adopts an exploratory qualitative, descriptive methodology while using the Zoom platform for online audio-only, semi-structured interviews as the data-gathering method between October 6 and October 20, 2021, and also in April and May 2022.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Research findings indicate that the students had a limited and differing understanding of New Zealand's disaster profile. Surprisingly, the findings disclose students’ perceptions of additional disaster-related capabilities not typically related to dentists’ responses in MCIs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Study results have possible implications for reevaluating dental healthcare professional engagement in disasters. The expanded roles for dentists highlight a newly tailored scope that goes beyond the accepted clinically oriented skillset typically associated with dentists’ disaster responses.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"90 4","pages":"491-499"},"PeriodicalIF":1.6,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144796003","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":"Adapting Dental Education for the Gen Z: An Overview of Active Learning Strategies","authors":"Sofia S. Piglionico,&nbsp;Ana C. Lo Presti","doi":"10.1002/jdd.13997","DOIUrl":"10.1002/jdd.13997","url":null,"abstract":"<div>\u0000 \u0000 <p>Generational differences in learning preferences have become increasingly relevant in health professions education. The Pew Research Foundation has examined generational shifts over time, distinguishing Generation Z (born 1997–2012) as the first cohort of true digital natives. These students demonstrate unique expectations shaped by constant access to digital technology, social media, and instant information. As such, their learning preferences diverge significantly from those of previous generations, including Millennials, Generation X, and Baby Boomers.</p>\u0000 <p>A systematic review was conducted to answer the research question: which teaching strategies are most consistent with the learning preferences and cognitive strengths of Gen Z dental students. A comprehensive analysis of current literature revealed that active learning methodologies such as team-based learning, flipped classroom, and case-based learning are effective in engaging Gen Z students. These strategies encourage active participation, collaboration, and reflection.</p>\u0000 <p>Many active learning approaches are well-documented and supported, but their implementation depends on the educator training and comfort with student-centered pedagogies and digital tools. This article highlights the necessity for educators to engage in continuous pedagogical development to align teaching methodologies with the unique learning preferences of Generation Z students. Moreover, the need for institutional support of structured professional development programs that equip faculty with the knowledge and skills to design, implement, and assess active learning strategies is important.</p>\u0000 <p>In conclusion, adapting dental education to Generation Z requires more than curricular change—it demands a systemic commitment to educator preparation. Prioritizing faculty development would ensure that teaching strategies evolve with student needs, enhancing educational quality and outcomes in dental programs.</p>\u0000 </div>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"90 4","pages":"533-545"},"PeriodicalIF":1.6,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144745870","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":"Comparison of Different Predoctoral Educational Modalities on Knowledge Levels in Temporomandibular Disorders: A National-Based Cross-Sectional Study","authors":"Danica Tuason,&nbsp;Caroline Sawicki,&nbsp;James Fricton,&nbsp;Janey Prodoehl,&nbsp;Stephen Palatinus,&nbsp;Linda Sangalli","doi":"10.1002/jdd.70000","DOIUrl":"10.1002/jdd.70000","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Objective&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;With the recognition of orofacial pain as dental specialty, the Commission on Dental Accreditation (CODA) mandated temporomandibular disorders (TMD) education in all US predoctoral dental programs. Yet, no study has evaluated whether current curricula adequately enhances students' knowledge of TMD pathology and management. This study assessed TMD knowledge among US predoctoral dental students and examined the impact of specific educational modalities on knowledge scores.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;An anonymous 61-item REDCap survey was distributed in Fall 2024 via the American Student Dental Association to students enrolled in CODA-accredited programs, assessing TMD knowledge (38-item, on pathophysiology, chronic pain, psychophysiology, and psychiatric disorders); exposure to different teaching modalities (5-item); confidence levels (13-item); and demographics (5-item). Scores were compared against TMD experts from published literature and across academic years, prior clinical exposure, and educational modalities (multimodal vs. single-modality) using ANOVA and &lt;i&gt;t&lt;/i&gt;-tests. Logistic regression tested whether specific educational approaches (didactic-only vs. didactic + patient clinical exposure vs. didactic + hands-on on peers/small-group discussion) predicted sufficient knowledge scores (&gt; 50% correct answers).&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Among 283 respondents (26.2 ± 3.7 years old, 68.9% women; 17.2% first-year, 30.7% second-year, 28.7% third-year, 23.1% fourth-year), students demonstrated low TMD knowledge compared to TMD experts (38.6% correct answers, range 0.0%–77.8%), which significantly improved with academic years (&lt;i&gt;p&lt;/i&gt; &lt; 0.001). Multimodal instruction (17.5 ± 5.9 vs. 11.2 ± 7.1, &lt;i&gt;p&lt;/i&gt; &lt; 0.001), prior patient exposure (18.4 ± 6.6 vs. 16.0 ± 6.3, &lt;i&gt;p&lt;/i&gt; = 0.028), and combining didactic teaching with clinical exposure (18.1 ± 6.3 vs. 7.5 ± 6.3, &lt;i&gt;p&lt;/i&gt; &lt; 0.001) significantly enhanced knowledge. Academic year (third-year: &lt;i&gt;p&lt;/i&gt; = 0.041, odds ratio [OR] = 5.33; fourth-year: &lt;i&gt;p&lt;/i&gt; = 0.008, OR = 9.34) and combining didactic teaching with clinical exposure (patient exposure: &lt;i&gt;p&lt;/i&gt; = 0.005, OR = 3.22; hands-on on peers/small-group discussion: &lt;i&gt;p&lt;/i&gt; = 0.030, OR = 2.44) predicted sufficient knowledge.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusion&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;While knowledge of TMD pathology and management among students was generally low, academic progression, multimodal instruction, and patient exposure significantly improved performance. Integrating clinical exposure along with traditional instruction may enhance TMD knowledge.","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"90 4","pages":"551-564"},"PeriodicalIF":1.6,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144805205","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}