Journal of Dental Education最新文献

{"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":"https://doi.org/10.1002/jdd.14003","url":null,"abstract":"<p><strong>Purpose/objectives: </strong>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><p><strong>Methods: </strong>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><p><strong>Results: </strong>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><p><strong>Conclusions: </strong>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>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-08-06","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, Ana C Lo Presti","doi":"10.1002/jdd.13997","DOIUrl":"https://doi.org/10.1002/jdd.13997","url":null,"abstract":"<p><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. 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. 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. 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>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-07-29","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":"Patterns of Antibiotic Use for Endodontic Treatment Among Final-Year Dentistry Students: A Questionnaire-Based Study.","authors":"Ahmet Demirhan Uygun, Seray Doğan","doi":"10.1002/jdd.14000","DOIUrl":"https://doi.org/10.1002/jdd.14000","url":null,"abstract":"<p><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 (p = 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>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-07-27","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":"Longitudinal Study of Dental Environment Stressors Experienced by Undergraduate Dentistry Students.","authors":"Monica Moreno de Carvalho, Vitória Parmejane de Oliveira, Celso Koogi Sonoda, Glauco Issamu Miyahara, Daniel Galera Bernabé, Aline Satie Takamiya","doi":"10.1002/jdd.14001","DOIUrl":"https://doi.org/10.1002/jdd.14001","url":null,"abstract":"<p><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>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-07-27","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}

{"title":"Reliability and Performance of Four Large Language Models in Orthodontic Knowledge Assessment.","authors":"Shankargouda Patil, Gabriel Eisenhuth, Tarek El-Bialy, Frank W Licari","doi":"10.1002/jdd.14002","DOIUrl":"https://doi.org/10.1002/jdd.14002","url":null,"abstract":"<p><p>Artificial intelligence-based large language models (LLMs) are gaining prominence as educational tools. This study evaluated the accuracy and reliability of four popular publicly available LLM models-ChatGPT 4.0, ChatGPT 4o, Google Gemini, and Microsoft CoPilot-in answering orthodontic questions from the National Board of Dental Examiners examinations. Each model was tested across three trials to assess response consistency. Reliability was analyzed using Cohen's and Fleiss' Kappa. Among the four tested models, Microsoft CoPilot demonstrated the highest reliability, while ChatGPT-4.0 had the highest accuracy. Variability across trials suggests that AI-generated responses remain inconsistent. The variable responses generated over time by LLMs limit their standalone applicability in orthodontic education. Older models at times outperformed newer models. AI model updates do not necessarily lead to improved reliability. Although AI models may show potential as supplementary study aids, their accuracy and stability require further refinement before being deployed in educational contexts.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144719050","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":"Bylaws of the American Dental Education Association","authors":"","doi":"10.1002/jdd.13970","DOIUrl":"https://doi.org/10.1002/jdd.13970","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"89 S2","pages":"S32-S51"},"PeriodicalIF":1.4,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144695877","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 the \"Artistic Expression\" Course in the Development of Soft Skills in Dentistry Students.","authors":"Micaela Abigail Moyoli-Navarro, Renzo Soriano-Salvador, Claudio Peña-Soto, Guillermo Cano-Verdugo","doi":"10.1002/jdd.13990","DOIUrl":"https://doi.org/10.1002/jdd.13990","url":null,"abstract":"<p><strong>Introduction: </strong>Soft skills (SS) are essential in dentistry, fostering effective communication, teamwork, and empathy. Artistic expression, through activities like theater and music, enhances these competencies. A private dentistry institution in Peru incorporated an \"artistic expression\" elective course to strengthen communication, critical thinking, and leadership in dental students. This study evaluates the course's effectiveness in developing SS, aiming to support art-based strategies in dental education and promote well-rounded professional training for improved patient care and interdisciplinary collaboration.</p><p><strong>Methods: </strong>An analytical, longitudinal, pre-experimental design was used, where the impact of the course was measured through a pre-test and post-test. The post-test was administered immediately after the 16-week course concluded. The questionnaire was validated through expert judgment, and a pilot test was conducted to ensure its reliability. The McNemar non-parametric test was used in the study, and significance was obtained through a Spearman correlation.</p><p><strong>Results: </strong>The results showed a significant increase in positive responses between the pre-test and post-test, with significant differences in three items (11, 14, and 30): students indicated that they were able to manage conflicts, lead activities or projects, and remind peers of established times (p > 0.05). Additionally, a significant difference was observed in the intergroup analysis, with a tendency toward a high level in the post-test (pre-test: 28.67 ± 3.51 vs. post-test: 30.03 ± 2.50; rho = 0.68), but without significant intragroup changes by application level, as well as in the dimensions of communication skills, leadership skills, and initiative, showing a moderate effect (p > 0.05).</p><p><strong>Conclusion: </strong>The findings suggest that the \"Artistic Expression\" course effectively contributes to the development of SS in future health professionals, which is crucial for their performance in the job market.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13990"},"PeriodicalIF":1.4,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709686","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, Douglas Kistler, Reshma S Menon, Hicret Islamoglu, Fatima Mashkoor, Austin J Shackelford, Thyagaseely Premaraj","doi":"10.1002/jdd.13998","DOIUrl":"https://doi.org/10.1002/jdd.13998","url":null,"abstract":"<p><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>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-07-24","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":"Exhibit 8: ADEA Competency Documents","authors":"","doi":"10.1002/jdd.13975","DOIUrl":"https://doi.org/10.1002/jdd.13975","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"89 S2","pages":"S77-S91"},"PeriodicalIF":1.4,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144695717","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":"ADEA Staff (As of March 11, 2025)","authors":"","doi":"10.1002/jdd.13978","DOIUrl":"https://doi.org/10.1002/jdd.13978","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"89 S2","pages":"S142-S144"},"PeriodicalIF":1.4,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144695809","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}