Journal of Dental Education最新文献

{"title":"Correction to “Beyond Diversity, Equity, and Inclusion: American Dental Education Association's Role in Inclusivity, Humanism, and Leadership”","authors":"","doi":"10.1002/jdd.13985","DOIUrl":"10.1002/jdd.13985","url":null,"abstract":"<p>H. Perez, A. Fuentes, and W. Scripps. Beyond Diversity, Equity, and Inclusion: American Dental Education Association's Role in Inclusivity, Humanism, and Leadership. <i>Journal of Dental Education</i>. 2025;89:781-786. https://doi.org/10.1002/jdd.13732</p><p>The credentials and affiliation for author Wendy Scripps should be as follows:</p><p>Wendy Scripps, MS, MPA³</p><p>³Department of Student, Alumni &amp; External Affairs, School of Dentistry, University of Alabama at Birmingham, Birmingham, Alabama, USA</p><p>We apologize for this error.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"90 4","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jdd.13985","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144499049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Preference on Teaching Mode and the Impact of Remote Teaching on Academic Performance in Undergraduate Orthodontics Course, a Follow-Up Study","authors":"Heidi Arponen,&nbsp;Emma Juuri","doi":"10.1002/jdd.13995","DOIUrl":"10.1002/jdd.13995","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The objective of this interventional mixed-methods study was to evaluate predoctoral dental students’ preferences for different teaching modalities, examine the impact of remote teaching on academic performance, and assess students’ well-being.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We implemented a blended teaching approach for the 19 theoretical lectures of an orthodontics course, combining remote delivery for half of the lectures with in-class sessions for the other half. In total, 51 students participated in the course. To assess learning outcome, the results of a summative course examination comprising 38 multiple-choice questions were analyzed, and performance on questions related to remotely delivered lecture topics were compared with topics presented through in-class lectures. The students’ preferences were assessed with a feedback questionnaire and their burnout level with the School Burnout Inventory (SBI-9). The correlation between teaching method of each topic and the corresponding examination results were investigated to identify for a possible association.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We found that online lectures yielded equally good overall learning outcomes as in-class lectures. Majority of the students favored the blended teaching approach as they considered that inclusion of remote teaching alleviated their study load and increased well-being. The students exhibited levels of exhaustion from schoolwork and feelings of inadequacy that were above the SBI-9 scale average, whereas cynicism toward the value of studies was found to be below the scale average.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>A blended teaching approach is effective in theoretical orthodontics and preferred by undergraduate students. This study provides insight for educators to enhance educational outcome and student's well-being.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"90 4","pages":"524-532"},"PeriodicalIF":1.6,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jdd.13995","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144651026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Trends in Dental Education: A Bibliometric Analysis From 2014 to 2023","authors":"Jili Chen,&nbsp;Qing Wang,&nbsp;Wanwei Shi,&nbsp;Lina Bao,&nbsp;Jingxin Weng,&nbsp;Yao Lin,&nbsp;Zeng Fan","doi":"10.1002/jdd.70009","DOIUrl":"10.1002/jdd.70009","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Bibliometrics helps to reveal the internal relations and development trends of the subject field. This study employs bibliometric analysis to provide a comprehensive scope of dental education over the past decade.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The Web of Science core collection was searched for articles about dental education between January 1, 2014, and December 31, 2023. The CiteSpace and SCImago Graphica software were used to extract and visualize the data, which included information about the number of publications, countries, institutions, authors, keywords, and other details.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>2472 research articles and reviews were included, and the yearly publishing volume demonstrated a general increasing trend over the previous ten years. The United States was a significant nation in the national cooperation network and had the most publications overall (1257 articles). Around 463 writers were included, and M. R. Inglehart was the scholar with the most publications. The most frequent keyword is “dental education”. The keywords burst analysis revealed that mental health, online learning, and virtual reality might be the key areas of focus in future research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study identified key trends in dental education, emphasizing the need for curriculum optimization and digital innovation. Educators should integrate digital technologies and psychological concepts to improve teaching methods and adapt to evolving educational needs in the future.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"90 4","pages":"516-523"},"PeriodicalIF":1.6,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144838463","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":"Difficulties and Feelings Experienced by Undergraduate Dental Students When Caring for Patients","authors":"Bruna B. Rodrigues,&nbsp;Ana L. Santos-Sousa,&nbsp;Tamara F. Castro,&nbsp;Vitor B. Valente,&nbsp;Glauco I. Miyahara,&nbsp;Daniel G. Bernabé","doi":"10.1002/jdd.70005","DOIUrl":"10.1002/jdd.70005","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Dealing with the patient's illness process is part of the academic trajectory of healthcare students. The relationship between patients and their healthcare professionals can be complex and challenging, especially for undergraduate dental students. The purpose of this study was to evaluate the perceptions, feelings, and difficulties of dental students triggered when caring for patients during their undergraduate course.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Eighty-six undergraduate dental students responded to a semi-structured questionnaire about their experiences with patient care in the oral medicine clinic.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Forty-two students (48.8%) felt uncomfortable with the patients’ anamnesis questions. Among these, the inquiries about sexually transmitted infections (STIs) were the most discomforting topic to address with the patient (65%), followed by drug abuse (35%) and sexual behavior (15%). According to the students, the most difficult topic to discuss with the patient was a negative diagnosis (40%), followed by STIs and sexual behavior (25.3%), and physical and sexual violence (20%). During patient care, the main challenging issue was dealing with uncooperative patients, reported by 29 students (36.7%). About the challenges faced during patient interviews, the majority of the students reported feeling bad when the patient shared a negative life story (90.7%) or when they described a traumatic life event (83.7%). A portion of the students (26.7%) reported that this discomfort in hearing a patient's negative life story can negatively impact the care they provide to the patient.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Dental students experience evident difficulties in clinical practice with patients in the oral medicine clinic, especially in relation to some themes addressed during the anamnesis. Knowledge of these difficulties is essential to develop new learning and teaching strategies and improve the students’ professional training during their dental undergraduate course.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"90 4","pages":"500-507"},"PeriodicalIF":1.6,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jdd.70005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integration of Virtual Simulation Software in Preclinical Teaching in Temporomandibular Joint Surgery: Improving Learning Outcomes","authors":"HuiLin Guo,&nbsp;HengXing Cai,&nbsp;Jin Ke,&nbsp;QingGong Meng,&nbsp;Shuang Zhang,&nbsp;Wei Fang","doi":"10.1002/jdd.70006","DOIUrl":"10.1002/jdd.70006","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The integration of virtual simulation software in medical education has revolutionized the way of students’ learning. This study evaluated the impact of a virtual simulation software in pre-clinical teaching of temporomandibular joint surgery.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 54 fourth-year stomatology undergraduates were randomly categorized into two groups after a pre-test: one subjected to traditional teaching and the other to virtual simulation teaching. After receiving unified theoretical teaching, the two groups conducted self-study in different ways respectively. Then they took the same theoretical tests. The scores of the tests were analyzed by non-parametric test- Mann–Whitney <i>U</i> test. And a questionnaire survey was implemented among the students in the virtual simulation group, focusing on the learning interest, understanding of anatomy, learning initiative, ease of operation, and overall learning efficiency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings revealed that the virtual simulation group had better theoretical scores. The questionnaire recovery rate reached 81.5%, and majority of students recognized its capacity to arouse their interest, enhance their understanding of anatomy, increase their learning initiative, make experiment operations easier and make the learning process lively and interesting. There was also a strong consensus on its ability to improve learning efficiency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study demonstrated that the use of virtual simulation software in pre-clinical teaching for temporomandibular joint surgery enhanced learning outcomes, and the novel teaching approach held remarkable advantages and potential in oral and maxillofacial surgery.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"90 4","pages":"475-481"},"PeriodicalIF":1.6,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144838462","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":"Evaluation of a Haptic Dental Simulator for Teaching Dental Anesthesia: Accuracy, Usability, and Educational Impact","authors":"Ana Paula P. Fugolin,&nbsp;Samyia Chaundhry,&nbsp;Erinne Lubisich,&nbsp;Juliana da Costa","doi":"10.1002/jdd.70004","DOIUrl":"10.1002/jdd.70004","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Teaching dental anesthesia techniques poses a considerable challenge, primarily due to the limited availability of tools that effectively replicate clinical procedures in preclinical settings. Over the past decade, haptic dental simulators have emerged as promising training aids for various dental procedures, including local anesthesia. This study aimed to evaluate the educational value of a haptic dental simulator in teaching the inferior alveolar nerve block (IANB) technique by assessing the experiences and perceptions of dental students with varying levels of clinical exposure.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 70 dental students from the second, third, and fourth year (DS2, DS3, and DS4) were recruited. Following the training session, all students performed the IANB technique using the device and subsequently completed a survey to assess their perceptions of the learning experience. Survey results and performance metrics collected from the simulator were processed and statistically analyzed using percentage mapping, one-way ANOVA, and Tukey's post hoc test.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Most students found the simulator user-friendly and realistic in replicating tissue resistance (≥ 90%). DS2 students achieved greater accuracy in targeting the nerve (4.58 ± 2.08 vs. 6.03 ± 2.78 mm), while DS3/DS4 students demonstrated better control of anesthetic delivery. Feedback noted increased confidence and understanding, alongside suggestions for improving syringe handling, positioning, and aspiration. Despite simulator limitations, 96.8% of DS3/DS4 students supported incorporating the simulator into the curriculum.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings highlight the preference of Generation Z students for interactive learning methods and support the implementation of haptic simulators as a promising tool for dental anesthesia training.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"90 4","pages":"565-573"},"PeriodicalIF":1.6,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145024644","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":"Publication Inaccuracies Found in Applications to an Oral and Maxillofacial Surgery Residency Program","authors":"Jeffrey Taylor II,&nbsp;Thomas M. Austin,&nbsp;Christopher Edwards,&nbsp;Shelly Abramowicz","doi":"10.1002/jdd.13996","DOIUrl":"10.1002/jdd.13996","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Professionalism is one of the core competencies required by the Commission on Dental Accreditation (CODA). The purpose of this study was to determine if publication inaccuracies exist among applicants OMS residency programs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>Retrospective cohort observational study of OMS applications to the Emory University oral and maxillofacial surgery program from 2017 to 2020. Information was obtained from the ADEA PASS application portal. The primary predictor variable was the sum of peer-reviewed publications reported by each applicant. The primary outcome variable was the presence of an inaccuracy in an application and the secondary outcome variable was the severity of inaccuracy (major or minor) according to previously reported method. Major inaccuracies consist of misrepresentation of publication authorship, verifiability, peer-review status, or journal citation. Minor inaccuracies are incorrect author order or citation errors (e.g. title misspellings).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of the applications sent, 578 applications met the inclusion criteria. One in twelve applicants was found to have at least one inaccuracy in their application. Applicants who reported more than two peer-reviewed publications or included at least one non-peer-reviewed publication were more likely to have a publication inaccuracy (<i>p</i> &lt; 0.001 and <i>p</i> = 0.011, respectively).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Our preliminary data demonstrates publication inaccuracies occur among OMS applicants. There may be an increased association between applicants who report more than one peer-reviewed article and inaccuracies. With this data, OMS programs may consider checking details of applicants who report more publications than their peers.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"90 4","pages":"455-461"},"PeriodicalIF":1.6,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144660939","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":"Journal of Dental Education Volume 90 Number 4/April 2026","authors":"","doi":"10.1002/jdd.70234","DOIUrl":"https://doi.org/10.1002/jdd.70234","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"90 4","pages":"449-450"},"PeriodicalIF":1.6,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jdd.70234","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147686762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of Virtual Patient-Based Learning on Temporomandibular Disorder Knowledge Among Dental Students: A Pre-Post Study.","authors":"Caroline M Sawicki, Linda Sangalli","doi":"10.1002/jdd.70232","DOIUrl":"10.1002/jdd.70232","url":null,"abstract":"<p><strong>Objectives: </strong>Temporomandibular disorders (TMD) are common in dental practice, yet dental students report limited confidence and competence due to insufficient clinical exposure during predoctoral training. Virtual patient-based learning (VPBL) may enhance experiential learning; however, its impact on clinically relevant educational outcomes remains underexplored. This study evaluated whether a TMD-specific VPBL educational intervention improves dental students' diagnostic and management performance, self-perceived confidence, and knowledge.</p><p><strong>Methods: </strong>This quasi-experimental pre-post study included 83 fourth-year dental students at Adams School of Dentistry, University of North Carolina. Participants completed pre- and post-intervention assessments consisting of five Objective Structured Clinical Examination (OSCE)-style case scenarios evaluating TMD-related diagnostic and management skills. Between assessments, students reviewed 15 TMD virtual patient cases. Performance was scored using a predefined rubric across diagnostic accuracy, diagnostic reasoning, management appropriateness, justification for additional testing, and understanding of systemic/local factors influencing TMD (0-10 scale, 10 = \"higher performance\"). Secondary outcomes included confidence in 12 TMD-related skills (0-10 scale) and retrospective pre/post self-perceived knowledge (1-4 scale, 4 = \"higher knowledge\"). Changes were evaluated using paired t-tests and Wilcoxon signed-rank tests.</p><p><strong>Results: </strong>100% of the students completed both assessments. Overall performance improved significantly post-intervention (8.3 ± 1.4 vs. 9.4 ± 0.8, p < 0.001, effect size = 0.64), with gains observed across all domains (all p's < 0.05). Self-perceived knowledge increased significantly (2.6 ± 0.7 vs. 2.9 ± 0.6, p < 0.001, effect size = 0.70). Overall confidence in TMD-related skills was moderate (5.3 ± 1.7) and positively correlated with post-intervention knowledge (r = 0.70, p < 0.001).</p><p><strong>Conclusions: </strong>A TMD-specific VPBL educational intervention was associated with significant improvements in diagnostic and management performance and self-perceived knowledge, supporting its utility as an educational strategy to enhance TMD predoctoral curricula.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13135694/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147678333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Longitudinal Study of Dental Environment Stressors Experienced by Undergraduate Dentistry Students","authors":"Monica Moreno de Carvalho,&nbsp;Vitória Parmejane de Oliveira,&nbsp;Celso Koogi Sonoda,&nbsp;Glauco Issamu Miyahara,&nbsp;Daniel Galera Bernabé,&nbsp;Aline Satie Takamiya","doi":"10.1002/jdd.14001","DOIUrl":"10.1002/jdd.14001","url":null,"abstract":"<div>\u0000 \u0000 <p>The aim of this investigation was to determine whether there were any changes in the stress factors of the dental environment between the first and last semesters of undergraduate study. This longitudinal and quantitative study was conducted on 84 undergraduates (60 females; 24 males) to analyze the sources of stress among dental students during their course. A modified version of dental environment stress (DES) questionnaire was used, consisting of 49 items describing stressors specifically relating to dental undergraduate training during the first and last semesters, evaluating the amount of stress on the five-point Likert scale. The average stress per student in the first semester was 86.51 (minimum: 46; maximum: 131), and the average stress per student was 73.80 (minimum: 30; maximum: 114) in the last semester. The domains preclinical and clinical training and workload had the highest stress rates in the first and last semesters. It was concluded that the amount and sources of stress change over time for first- and last-semester dental students, since those in their final semester showed lower levels of environmental stress.</p>\u0000 </div>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"90 4","pages":"508-515"},"PeriodicalIF":1.6,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144735030","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}