Journal of Dental Education最新文献

{"title":"Quantitative and Color-Coded Assessment of Crown Preparation Using a 3D-Printed Channel and Hole Guide: A Pilot Comparison With Conventional Guides.","authors":"Yuwon Jeong, Rashdan Muteb J Alharbi, Sangmin Ham, Jae Hoon Lee, Jaehan Park, Hyeonjong Lee","doi":"10.1002/jdd.70043","DOIUrl":"https://doi.org/10.1002/jdd.70043","url":null,"abstract":"<p><strong>Purpose: </strong>Crown preparation is a fundamental procedure in restorative dentistry. This study aimed to evaluate quantitative and color-coded assessment of tooth reduction using various 3D-printed tooth reduction guides in comparison to conventional guiding methods during crown preparation.</p><p><strong>Methods: </strong>Twelve prosthodontic residents from a single prosthodontic graduate program (first year: n = 6; second year: n = 6) participated in this IRB-approved study (Yonsei University Dental Hospital IRB 2-2024-0026). Recruitment was voluntary and the participation rate was 100%. Participants provided informed consent and performed tooth preparations using four guide types: freehand, putty guide, channel guide, and hole guide. Standardized reduction parameters were provided. Maxillary and mandibular models were generated using Medit Model Builder software, and selected teeth (upper left central incisor, lower left first molar, lower right second premolar) were converted into dies. Guides were designed with a uniform 2 mm thickness for stability. The putty guide was fabricated using polyvinylsiloxane, while channel and hole guides were 3D printed. Preparations were performed with a diamond bur, and completed teeth were scanned with an intraoral scanner. Accuracy was assessed by superimposing scans onto original tooth data using 3D inspection software, with under-prepared areas analyzed in detail. Preparation times were recorded.</p><p><strong>Results: </strong>The channel guide consistently demonstrated the highest accuracy, with the lowest mean distances in underprepared areas for all teeth. The freehand group showed the greatest variability and the highest mean distances in underprepared regions. Working time analysis showed significant differences among groups; the putty group required the longest time, while the freehand group was the most time-efficient. The channel group demonstrated moderate working times with low variability.</p><p><strong>Conclusions: </strong>The novel channel-type guide showed potential for improving preparation accuracy. However, underprepared areas in critical regions could compromise restoration durability. While the guides had minimal impact on procedure time, further studies are needed to confirm these findings in a wider clinical context.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145024650","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, Samyia Chaundhry, Erinne Lubisich, Juliana da Costa","doi":"10.1002/jdd.70004","DOIUrl":"https://doi.org/10.1002/jdd.70004","url":null,"abstract":"<p><strong>Objectives: </strong>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><p><strong>Methods: </strong>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><p><strong>Results: </strong>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><p><strong>Conclusions: </strong>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>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-08","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":"Effective Clinical Dental Hygiene Educators: A Qualitative Study of Perspectives of Students and Educators.","authors":"Charity Torpey, Leciel Bono, JoAnn Gurenlian","doi":"10.1002/jdd.70028","DOIUrl":"https://doi.org/10.1002/jdd.70028","url":null,"abstract":"<p><strong>Purpose/objectives: </strong>Clinical instruction is a vital aspect of healthcare education, equipping students with critical skills and knowledge in practical environments. However, many clinical educators lack formal training in teaching techniques despite the significant role of clinical instruction. This qualitative study aimed to explore the perspectives of dental hygiene students and educators on the key characteristics that define an effective clinical dental hygiene instructor.</p><p><strong>Methods: </strong>This study employed an exploratory online focus group design with a purposive sample of dental hygiene educators and students from the United States (IRB-FY2025-28). Separate interview guides were created for educators and students, and focus group interviews were conducted via Zoom during the fall semester of 2024. The sessions lasted 45-60 min and were recorded and saved to an encrypted, password-protected account. Qualitative data were analyzed using the Dedoose platform (Los Angeles, CA, USA), with responses coded and categorized into parent and child codes based on participant feedback.</p><p><strong>Results: </strong>Data analysis involved inductive coding to identify emerging themes. Twelve clinical dental hygiene educators and 22 dental hygiene students participated in the study. The themes identified from student responses included Responsiveness, Performance, and Empowerment, while educator themes encompassed Alignment, Integrity, Facilitation, Enlightenment, and Leadership.</p><p><strong>Conclusion(s): </strong>This study highlighted the key characteristics of effective clinical dental hygiene educators, as identified by both students and educators. The findings emphasized the importance of attributes such as responsiveness, performance, alignment, and leadership. Further research is needed to develop standardized training programs and best practices for clinical instructors.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145024711","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":"Flipped Classroom With Instant Polling for Oral Medicine Lectures.","authors":"Nabeel Ayappali Kalluvalappil","doi":"10.1002/jdd.70040","DOIUrl":"https://doi.org/10.1002/jdd.70040","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145016583","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":"Life Saving Skills in Dental Practice: Self-Perceived Preparedness of Dental Students to Manage Medical Emergencies.","authors":"Kamran Ali, Ulfat Bashir, Asma Shafique, Rebecca Glanville, Mahwish Raja, Amber Kiyani","doi":"10.1002/jdd.70035","DOIUrl":"https://doi.org/10.1002/jdd.70035","url":null,"abstract":"<p><strong>Introduction: </strong>Recognition and management of medical emergencies in dental practice is an essential topic area in dental education. However, limited published research on the topic is available from dental institutions in lower-middle income countries (LMICs). Therefore, the aim of this study was to evaluate the teaching methodologies and self-reported confidence of dental undergraduate (predoctoral) students in the management of medical emergencies likely to be encountered in clinical dental practice.</p><p><strong>Materials and methods: </strong>After obtaining ethical approval, undergraduate dental students from six dental institutions were invited to participate in an online survey. Data were collected using a purposefully designed questionnaire which was pretested. The survey inventory explored multiple facets of teaching, training, and assessment of recognized medical emergencies in clinical dental practice. In addition, the questionnaire evaluated the self-reported confidence of the participants in the management of medical emergencies.</p><p><strong>Results: </strong>Responses were received from 12 institutions with a population of 1402 students. A total of 727 participants responded to the survey, yielding a response rate of 51.85%. Marked variations in didactic and practical training of medical emergencies were reported. Overall, the participants reported between low and moderate confidence in the management of medical emergencies (α = 0.96). Analysis of variance showed significant variations in confidence based on demographic variables with male students, students aged over 26 years, interns, and those at private institutions reporting higher confidence (p < 0.05). Responses to open-ended items highlighted significant gaps in practical training of dental students on the management of medical emergencies.</p><p><strong>Conclusion: </strong>The results of this study highlight significant gaps in practical training of dental students on the management of medical emergencies. The participants expressed low to moderate confidence in their knowledge and skills to manage medical emergencies. The findings underscore the need to improve the teaching, training, and assessment of undergraduate students to improve their knowledge, skills, and confidence for prevention and enable them to manage medical emergencies promptly and effectively.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145016545","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":"Artificial Intelligence-Facilitated Chairside Integration of Curriculum Knowledge for Enhanced Patient Care.","authors":"Carroll Ann Trotman, Mike Douglas, Rachel C Kearney","doi":"10.1002/jdd.70039","DOIUrl":"https://doi.org/10.1002/jdd.70039","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145016555","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":"Progress of a Novel Dentistry Teaching Model Based on the Combination of Virtual Reality and Artificial Intelligence Technologies in Optimizing Cognitive Load: A Systematic Review.","authors":"Bingxu Lu, Ziming Wei, Xiaolan Li, Yaping Yin, Jiajia Linghu, Yunyi Wang, Lei Chen, Zhaoqiang Zhang","doi":"10.1002/jdd.70025","DOIUrl":"https://doi.org/10.1002/jdd.70025","url":null,"abstract":"<p><strong>Background: </strong>Virtual reality (VR) and artificial intelligence (AI) technologies have advanced significantly over the past few decades, expanding into various fields, including dental education.</p><p><strong>Purpose: </strong>To comprehensively review the application of VR and AI technologies in dentistry training, focusing on their impact on cognitive load management and skill enhancement. This study systematically summarizes the existing literature by means of a scoping review to explore the effects of the application of these technologies and to explore future directions.</p><p><strong>Methods: </strong>This study utilized a scoping review approach and a literature search using databases such as PubMed, IEEE Xplore, and Google Scholar. Keywords included \"virtual reality\", \"artificial intelligence\", \"dental training\", \"medical education\", and \"cognitive load\". \"cognitive load\". The collected literature was screened and evaluated according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, focusing on studies with rigorous methodology, detailed data analysis, and valid conclusions.</p><p><strong>Results: </strong>VR offers immersive, interactive 3D environments, allowing users to safely practice complex procedures in a controlled virtual setting. AI enhances this experience by automating and optimizing functions such as image recognition, natural language processing, and decision support through machine learning algorithms and big data analytics. Together, VR and AI significantly enhance students' technical skills and clinical decision-making abilities by providing real-time feedback and personalized learning pathways. Despite these benefits, challenges such as high costs, system complexity, and user acceptance still pose significant obstacles to widespread implementation.</p><p><strong>Discussion: </strong>The integration of VR and AI technologies presents significant potential for optimizing cognitive load and enhancing clinical skills in dental education. Effective strategies, including task decomposition, dynamic content adaptation, and real-time feedback mechanisms, are central to maximizing learning outcomes. Current training systems have demonstrated the practical benefits of applying these technologies in dental training. However, further research is required to evaluate their long-term impact, cost-effectiveness, and scalability for broader application in dental education.</p><p><strong>Conclusion: </strong>VR and AI technologies hold significant promise for revolutionizing dental education by offering an integrated training platform that enhances both skill acquisition and cognitive load management. To fully harness the potential benefits of these technologies, ongoing advancements and their strategic application in real-world training scenarios are essential.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145016513","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":"Ex Vivo Training in the \"Root Removal First\" Strategy Extraction Method Using a Deep Learning-Based CBCT Recognition System and PVC Resin Model.","authors":"Rui Sun, Zi-Neng Xu, Peng Ding, Jihong Zhao","doi":"10.1002/jdd.70029","DOIUrl":"10.1002/jdd.70029","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977218","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":"Content Validity Assessment of a Virtual Patient-Based Learning Platform for TMD Education among Orofacial Pain Experts.","authors":"Linda Sangalli, Elizabeth Manning, Anna Alessandri-Bonetti, Sahar Mirfarsi, Craig S Miller","doi":"10.1002/jdd.70032","DOIUrl":"https://doi.org/10.1002/jdd.70032","url":null,"abstract":"<p><strong>Introduction: </strong>To compensate for inadequate clinical exposure to temporomandibular disorders (TMD) among dental students during predoctoral training, a virtual patient-based learning (VPBL) platform was developed for integration into the TMD predoctoral curriculum. This study tested the VPBL's content validity among 10 orofacial pain (OFP) experts responsible for TMD education at U.S. institutions.</p><p><strong>Methods: </strong>We developed a digital platform of 20 virtual patients (VPs) using Articulate Storyline, featuring common OFP conditions (based on Diagnostic Criteria for TMD) and divided into four modules (muscular-TMD, articular-TMD, mixed-TMD, and non-TMD). Each OFP-expert was randomly assigned to one VP from each module (a total of 4 VPs). VP's content validity was assessed through the Suitability Assessment of Materials across 6 domains (content, literacy level, graphics, layout, learning simulation, and cultural appropriateness) by computing Item-Level Content Validity Index (0-1 I-CVI, with ≥0.78 = \"excellent validity\" based on established recommendations), Scale-CVI/Universal Agreement (0-1 S-CVI/UA, with ≥0.8 = \"excellent\"), and total suitability score (0%-100%, with ≥70% = \"superior material\").</p><p><strong>Results: </strong>The total suitability score was 89.1%±5.1 (range 81.2%-93.2%), corresponding to \"superior material.\" The average VP's CVI was 0.95±0.01. The literacy level category received the lowest scores due to >9th-grade reading level demand (I-CVI 0.28±0.38, range 0.22-0.33). The S-CVI/UA was 0.93±0.04 (range 0.86-1.00) across all VPs, the lowest being a case of disc displacement without reduction in the articular TMD module (average I-CVI = 0.86).</p><p><strong>Conclusions: </strong>The VPBL platform, designed for predoctoral TMD education, demonstrated excellent content validity among OFP experts. Future steps include testing its implementation in the TMD curriculum of a large predoctoral school.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977202","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":"Assessing Professionalism in Dental Education: A Multi-Domain Approach across Classroom-Based, Preclinical, Clinical, and Remediation Curricula.","authors":"Dalia Seleem, Travis Truong, Ane Poly, Steven S Toth, Marina Luna, Luis Lopez","doi":"10.1002/jdd.70027","DOIUrl":"https://doi.org/10.1002/jdd.70027","url":null,"abstract":"<p><p>Professionalism is a cornerstone of dental education, encompassing the ethical principles, behaviors, and attitudes expected of dental practitioners. Its multifaceted nature manifests uniquely across various domains of the dental curriculum, including classroom-based, preclinical, clinical, and remediation settings. Effectively assessing professionalism within these diverse contexts presents significant challenges, necessitating a structured, multi-contextual assessment approach. This paper explores current methodologies for assessing professionalism in each educational domain, identifies existing challenges, and proposes strategies to enhance measurement practices, ultimately advocating for a standardized framework to ensure consistent and comprehensive evaluation throughout dental education.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977096","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}