Journal of Dental Education最新文献_第8页

Publication Inaccuracies Found in Applications to an Oral and Maxillofacial Surgery Residency Program. 在口腔颌面外科住院医师计划申请中发现的出版物不准确。

IF 1.4 4区医学

Journal of Dental Education Pub Date : 2025-07-17 DOI: 10.1002/jdd.13996

Jeffrey Taylor, Thomas M Austin, Christopher Edwards, Shelly Abramowicz

{"title":"Publication Inaccuracies Found in Applications to an Oral and Maxillofacial Surgery Residency Program.","authors":"Jeffrey Taylor, Thomas M Austin, Christopher Edwards, Shelly Abramowicz","doi":"10.1002/jdd.13996","DOIUrl":"https://doi.org/10.1002/jdd.13996","url":null,"abstract":"Background: 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.Materials and methods: 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).Results: 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 (p < 0.001 and p = 0.011, respectively).Conclusion: 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.","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-07-17","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}

引用次数: 0

Challenges and Opportunities in Developing Standardized Dental Implant Curriculum for Nigeria's Dental Schools. 为尼日利亚牙科学校制定标准化种植牙课程的挑战和机遇。

IF 1.4 4区医学

Journal of Dental Education Pub Date : 2025-07-17 DOI: 10.1002/jdd.13957

Uvoh Onoriobe, Berna Saglik, Cortino Sukotjo, Marianella Sierraalta, Michael Razzoog, Sompop Bencharit

{"title":"Challenges and Opportunities in Developing Standardized Dental Implant Curriculum for Nigeria's Dental Schools.","authors":"Uvoh Onoriobe, Berna Saglik, Cortino Sukotjo, Marianella Sierraalta, Michael Razzoog, Sompop Bencharit","doi":"10.1002/jdd.13957","DOIUrl":"https://doi.org/10.1002/jdd.13957","url":null,"abstract":"Introduction: Dental implant education in many African countries, including Nigeria, is limited due to a lack of expertise and resources. This study assessed the status of implant education in Nigeria's 13 dental schools, evaluated faculty and student willingness to implement a standardized curriculum, and explored student perceptions of implant education.Materials and methods: A cross-sectional study with two surveys was conducted in 2020. Survey I targeted faculty overseeing predoctoral curricula, while Survey II assessed dental students' perceptions of implant education. Primary outcomes included implant course offerings, faculty willingness to adopt an integrated curriculum, and student perceptions of implant training across fifth- and sixth-year students and residents.Results: The response rate was 64% for Survey I and 65.6% for Survey II. Less than half (45%) of dental schools required implant education, though all faculty (100%) supported online implant courses. Barriers included financial constraints (27%), curricular time (36%), and lack of faculty expertise (27%). Implant courses were primarily taught by restorative departments (53%), with 88% delivered in the final (sixth) year. While 79.8% of students reported exposure to implantology, only 19% felt the coverage was sufficient. Interest in incorporating implants into future practice was high (92%, 87%, and 91% in fifth-year students, sixth-year students, and residents, respectively). However, formal implant education was lower among fifth-year students (49%) compared to residents (81%, p < 0.001).Conclusions: There is a strong consensus to improve implant education in Nigeria. More comprehensive implant courses are needed to support future practitioners and enhance patient care.","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13957"},"PeriodicalIF":1.4,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144660938","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}

引用次数: 0

Student Preference on Teaching Mode and the Impact of Remote Teaching on Academic Performance in Undergraduate Orthodontics Course, a Follow-Up Study. 大学生正畸学课程教学模式偏好及远程教学对学习成绩影响的随访研究

IF 1.4 4区医学

Journal of Dental Education Pub Date : 2025-07-16 DOI: 10.1002/jdd.13995

Heidi Arponen, Emma Juuri

{"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, Emma Juuri","doi":"10.1002/jdd.13995","DOIUrl":"https://doi.org/10.1002/jdd.13995","url":null,"abstract":"Objectives: 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.Methods: 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.Results: 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.Conclusions: 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.","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","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":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preparing Dental Hygiene Students to Care for Patients With Breast Cancer. 帮助口腔卫生专业的学生照顾乳腺癌患者。

IF 1.4 4区医学

Journal of Dental Education Pub Date : 2025-07-16 DOI: 10.1002/jdd.13999

Denise M Messina, Matthew J Messina

引用次数: 0

Safety and Efficacy of Community Water Fluoridation 社区饮水氟化的安全性和有效性

IF 1.4 4区医学

Journal of Dental Education Pub Date : 2025-07-16 DOI: 10.1002/jdd.13987

Philip Tiso, Romesh P. Nalliah, Peggy Timothé, Michael S. Reddy

引用次数: 0

Immersive Learning With AI-Enhanced Virtual Dental Standardized Patient. 人工智能增强虚拟牙科标准化患者的沉浸式学习。

IF 1.4 4区医学

Journal of Dental Education Pub Date : 2025-07-16 DOI: 10.1002/jdd.13994

Betti Shahin, Judy Chia-Chun Yuan, Markus Santoso, Cortino Sukotjo

引用次数: 0

Journal of Dental Education Volume 89 Number 7/July 2025 牙科教育杂志第89卷第7期/ 2025年7月

IF 1.4 4区医学

Journal of Dental Education Pub Date : 2025-07-16 DOI: 10.1002/jdd.13605

引用次数: 0

Transitioning to Online Teaching: A Review of Resources for Creating an Effective Virtual Classroom. 向网络教学过渡：创建有效虚拟课堂的资源综述。

IF 1.4 4区医学

Journal of Dental Education Pub Date : 2025-07-09 DOI: 10.1002/jdd.13989

Fatin Zehra, Kulsoom Ghias, Syed Hani Abidi

引用次数: 0

Knowledge, Attitudes, and Practices of Dental Students on Pulp Sensitivity Tests and Diagnostic Tools. 牙科学生对牙髓敏感性测试和诊断工具的知识、态度和实践。

IF 1.4 4区医学

Journal of Dental Education Pub Date : 2025-07-08 DOI: 10.1002/jdd.13988

Camila Leão de Azevedo Pereira, Lucas Alves Jural, Manuella Freire Marzullo, Eveline Salomão Portella Mariano Lima, Marcela Barauna Magno, Patrícia A Risso

{"title":"Knowledge, Attitudes, and Practices of Dental Students on Pulp Sensitivity Tests and Diagnostic Tools.","authors":"Camila Leão de Azevedo Pereira, Lucas Alves Jural, Manuella Freire Marzullo, Eveline Salomão Portella Mariano Lima, Marcela Barauna Magno, Patrícia A Risso","doi":"10.1002/jdd.13988","DOIUrl":"https://doi.org/10.1002/jdd.13988","url":null,"abstract":"Objective: To investigate the knowledge of Brazilian dental students about pulp sensitivity tests (PSTs), their attitudes concerning their aptitude for performing different diagnostic tools (DTs), and how frequently these DTs are practiced in clinical scenarios involving asymptomatic teeth.Methods: In 2024, an online questionnaire with 23 questions was developed and administered, divided into four sections: (1) sample characterization, as well as the frequency of endodontic emergency care and the participant's self-assessment of their knowledge about PSTs; (2) knowledge of PSTs (cold, heat, and electric)-K-PST; (3) Attitudes; (4) Practices. The mean number of correct answers for K-PST was used to assess the knowledge level. Differences in the K-PST mean scores between demographic and academic variables were analyzed using the Mann-Whitney and Kruskal-Wallis tests (p < 0.05).Results: Among the 628 students, 51.3% considered themselves to have good knowledge of PSTs. However, the mean number of correct answers in K-PST was 3.43 ± 1.72. The DTs with which students felt most confident were radiography, mobility testing, and cold pulp test, respectively. No significant differences in PST knowledge were found with respect to the variables analyzed. In the clinical scenarios presented, radiographs and the collection of pain history were the most frequently reported practices, whereas PSTs were less commonly utilized.Conclusion: Although students demonstrated self-confidence regarding their PST knowledge, the mean number of correct answers indicates a low level of knowledge. Moreover, the use of these tests does not appear to be a common practice among students.","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13988"},"PeriodicalIF":1.4,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144592826","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}

引用次数: 0

Application of Clinical-Experimental-Clinical Teaching Model for Specialist Training in Dentistry. 临床-实验-临床教学模式在牙科专科人才培养中的应用。

IF 1.4 4区医学

Journal of Dental Education Pub Date : 2025-07-03 DOI: 10.1002/jdd.13991

Dan Wu, Qinghua Zheng, Bingbing Sun, Xian Liu, Jing Yang

{"title":"Application of Clinical-Experimental-Clinical Teaching Model for Specialist Training in Dentistry.","authors":"Dan Wu, Qinghua Zheng, Bingbing Sun, Xian Liu, Jing Yang","doi":"10.1002/jdd.13991","DOIUrl":"https://doi.org/10.1002/jdd.13991","url":null,"abstract":"Objectives: Dental education faces challenges in terms of integrating theory and practice. This study aimed to integrate online virtual simulation, three-dimensional (3D)-printed models, and hands-on training to develop a clinical-experimental-clinical (CEC) teaching model based on third-molar pericoronitis and tooth extraction and to evaluate its application in oral and maxillofacial surgery (OMFS) specialist training.Methods: The study enrolled 67 OMFS students and 22 surgeons from the West China School of Stomatology, Sichuan University. Patients with third-molar pericoronitis were selected, and their cases were integrated into an online virtual simulation platform for students to practice tooth extraction procedures. Additionally, a 3D-printed model was used for offline training. The effectiveness of CEC was assessed through postoperative reviews and a questionnaire survey.Results: Nearly 80% of students considered CEC well-designed, and almost 90% were satisfied with its consistency with theoretical courses. A majority (80.6%) believed it improved clinical skills, and 86.57% agreed it enhanced theoretical understanding. Over 80% supported its expansion to other dental courses. Compared to traditional teaching, 83.58% found CEC facilitated repeated learning. Most teachers agreed it improved students' theoretical knowledge (95.45%), clinical skills (90.9%), and confidence (86.37%). While 50% found it easy to implement, 31.82% felt it required technical support. Despite some challenges, 77.25% of teachers preferred the CEC model over traditional methods and supported its broader application.Conclusions: The CEC teaching model effectively enhanced OMFS students' practical skills and clinical competence, demonstrating its potential for broader application in specialist training in dentistry.","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13991"},"PeriodicalIF":1.4,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144561813","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}

引用次数: 0