Journal of Dental Education最新文献

{"title":"Assessment and Management of Cardiac Patients in a Dental Office: A Learning Module for Dental Students.","authors":"Thomas R Stevenson, Shahram Houshyar, Ava K Chow, Nazlee Sharmin","doi":"10.1002/jdd.13948","DOIUrl":"https://doi.org/10.1002/jdd.13948","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13948"},"PeriodicalIF":1.4,"publicationDate":"2025-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144144264","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":"Enhancing Dental Care for Patients With Limited English Proficiency: Integrating Interpretation, Cultural Competency, and Artificial Intelligence.","authors":"Roopwant Kaur, Salwa Mekled","doi":"10.1002/jdd.13942","DOIUrl":"https://doi.org/10.1002/jdd.13942","url":null,"abstract":"<p><p>Limited English proficiency (LEP) presents substantial barriers in dental settings, including miscommunication, reduced access to care, and ethical challenges in informed consent. This manuscript explores how professional interpretation, cultural competency training, and Artificial Intelligence (AI) tools can address these disparities. Through a comprehensive literature review, we evaluate communication platforms, policy mandates, and technological solutions while outlining the ethical considerations related to AI integration. Our findings suggest that leveraging trained interpreters, enhancing provider training in cultural competency, and ensuring ethical AI use can significantly improve outcomes for LEP patients. The paper also highlights the adverse effects of reduced diversity, equity, and inclusion (DEI) support and proposes actionable strategies for future practice.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13942"},"PeriodicalIF":1.4,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144135956","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":"Generative Artificial Intelligence Innovations in Dental Education: Easing Faculty Workloads.","authors":"Adaias Oliveira Matos","doi":"10.1002/jdd.13941","DOIUrl":"https://doi.org/10.1002/jdd.13941","url":null,"abstract":"<p><p>Faculty in dental and health professions education face growing workloads, leading to stress, burnout, and attrition. To address these challenges, Large Language Models (LLMs) were introduced as a generative artificial intelligence (AI) tool to assist with instructional design in a dental curriculum. Supported by an institutional AI seed grant, LLMs were used for lecture preparation, course design, and the creation of assessments. While faculty remained essential in refining AI-generated content for accuracy and relevance, the integration of LLMs reduced time spent on routine tasks inspired creative teaching approaches, and allowed more focus on mentoring and pedagogy. Challenges included addressing inaccuracies and refining prompts, highlighting the importance of faculty oversight and ethical AI use. The pilot program demonstrated that thoughtful AI adoption can enhance efficiency and innovation in dental education, fostering faculty satisfaction and improving educational outcomes.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13941"},"PeriodicalIF":1.4,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121174","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":"Concept Validation and Clinical Application of Social Determinants of Health in Dental Education Curriculum.","authors":"Mariela Padilla, Hannah Schilperoort, Mina Habibian, Mahvash Navazesh","doi":"10.1002/jdd.13946","DOIUrl":"https://doi.org/10.1002/jdd.13946","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13946"},"PeriodicalIF":1.4,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121169","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":"The 2022 ADEA Climate Study in US and Canadian Dental Schools and Allied Dental Programs—Preliminary Research","authors":"Marita R. Inglehart,&nbsp;Karen P. West,&nbsp;Rebecca Stolberg,&nbsp;Sonya Gyjuan Smith,&nbsp;Angelo Lee,&nbsp;Todd V. Ester,&nbsp;Felicia L. Tucker-Lively,&nbsp;Carlos S. Smith,&nbsp;George W. Taylor,&nbsp;Tawana K. Ware,&nbsp;Rosa Chaviano Moran,&nbsp;M. Nathalia Garcia,&nbsp;Rachel E. Hogan,&nbsp;Ana Lopez-Fuentes,&nbsp;Dennis A. Mitchell,&nbsp;Scott B. Schwartz","doi":"10.1002/jdd.13836","DOIUrl":"10.1002/jdd.13836","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Dental and allied dental educators train future providers that will work in increasingly more diverse environments in which the non-Hispanic White population in the United States will become a minority (47%) by 2050. The objective was to determine the feasibility and need of conducting an ADEA-led climate study of dental schools and allied dental programs in the United States and Canada. Specifically, Aim 1 was to assess the perceptions of deans and program directors of previous climate assessments in their institutions. Aim 2 focused on assessing these academic leaders’ considerations concerning a future ADEA-led climate study. Aim 3 was to explore dental and allied dental diversity officers’ considerations of the influence of COVID-19 and the Black Lives Matter movement on such a project.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In 2020, data were collected with two surveys from dental deans, two surveys from allied dental program directors, and two surveys from diversity officers in the United States and Canada. Two focus group studies were also conducted.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The perceptions of dental deans and allied dental program directors of previous climate-related research in their institutions differed widely, with a majority agreeing that they would be likely/very likely to participate in an ADEA-led climate study. Concerning such a future climate study, both groups of respondents agreed/agreed strongly that a climate study should collect data from specific groups of dental school and allied dental program members with different social identity characteristics. They also agreed that ADEA should collect information about community members’ well-being and stress, sense of belonging, perceptions of discrimination and harassment, and experiences with discrimination and harassment. Findings concerning the effects of COVID-19 on their institutions’ climate were mixed. While allied dental program respondents did not consider COVID-19 had a considerable effect, dental school participants perceived a moderate-to-major effect of COVID-19 on their climate. Focus group participants pointed out that resources were scarcer due to COVID-19.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Overall, preliminary literature review results and survey and focus group findings supported and informed plans to conduct an ADEA-led joint dental school and allied dental program climate study in the United States and Canada.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"89 5","pages":"591-603"},"PeriodicalIF":1.4,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jdd.13836","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144103047","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":"The American Dental Education Association 2022 Climate Study Recommendations and Strategic Actions","authors":"Keith Mays  ,&nbsp;Angelo Lee  ,&nbsp;Rachael Forester  ,&nbsp;Sheila Brear","doi":"10.1002/jdd.13833","DOIUrl":"10.1002/jdd.13833","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"89 5","pages":"798-804"},"PeriodicalIF":1.4,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144103048","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":"The Power of Broadened Perspectives: The 2022 ADEA Climate Study and Charting the Future of Oral Health Education","authors":"Sonya G. Smith,&nbsp;Jeanne C. Sinkford,&nbsp;Angelo C. Lee","doi":"10.1002/jdd.13903","DOIUrl":"10.1002/jdd.13903","url":null,"abstract":"&lt;p&gt;The American Dental Education Association's (ADEA) mission is “to develop an inclusive, future-ready oral health workforce prepared to improve the health of all people and communities through leadership, education and collaboration” [&lt;span&gt;1&lt;/span&gt;]. ADEA's vision also states that “good oral health and a well-prepared and inclusive oral health workforce are integral to advancing overall health and well-being” [&lt;span&gt;1&lt;/span&gt;].&lt;/p&gt;&lt;p&gt;In support of this mission and vision, ADEA launched its first climate study in spring 2022 [&lt;span&gt;2&lt;/span&gt;]. In 2023, planning also began for this special issue of the &lt;i&gt;Journal of Dental Education&lt;/i&gt;. This edition serves as another important space through which the Association presents the data and examines the perceptions and complex experiences of faculty, staff, students, and administrators within oral health education. Additionally, later in 2023, ADEA identified and issued invitations to potential lead authors and co-authors. These authors and coauthors submitted their manuscripts for peer review in spring and summer 2024. All revised manuscripts were finalized in fall/winter 2024.&lt;/p&gt;&lt;p&gt;The climate study included 258 participating US and Canadian dental schools and allied dental education programs. Specifically, 66 (or 88%) of eligible dental schools and 179 (or 75%) of eligible ADEA allied dental education programs participated in the climate study [&lt;span&gt;3&lt;/span&gt;]. Also, the study yielded more than 18,000 unique responses from faculty, staff, students, and administrators, and the overall participation rate was 29.19%.&lt;/p&gt;&lt;p&gt;Together, these articles note progress in fostering a humanistic and inclusive environment in oral health education but also reveal systemic inequities, examine barriers to inclusion, and highlight innovative strategies leaders are using to foster meaningful change. Collectively, they underscore the power of data-driven inquiry, collaboration, and a combined commitment to advancing equity in oral health education and practice.&lt;/p&gt;&lt;p&gt;At the time of publication, the ADEA Climate Study, as reported, also aligns with the Commission on Dental Accreditation (CODA) standards for dental schools, dental therapy, and dental hygiene programs and their commitment to regularly use evaluation tools and strategies to advance “a humanistic culture and learning environment” [&lt;span&gt;4-6&lt;/span&gt;].&lt;/p&gt;&lt;p&gt;As well, the importance of creating humanistic and welcoming educational and health care treatment cultures is also bolstered by research in these areas. Specifically, research studies show the positive effects of healthy, respectful, inclusive environments free from discrimination on student learning and development [&lt;span&gt;7&lt;/span&gt;]. Research further shows a correlation between discrimination and marginalized faculty, staff, and administrators navigating anti-diversity, equity, and inclusion (anti-DEI) legislation and poor physical and mental health, reduced research productivity, and a decrease in the q","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"89 5","pages":"587-590"},"PeriodicalIF":1.4,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jdd.13903","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144103049","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":"Chatbot Versus Lecture in the Teaching of Endodontic Diagnosis for Undergraduate Students-A Pilot Study.","authors":"Marcelo Santos Coelho, Guilherme Bilantini Piva, Rodrigo Arruda Vasconcelos, Cássia Cestari Toia, Lucas Santos Zambon, Sigisfredo Brenelli","doi":"10.1002/jdd.13940","DOIUrl":"https://doi.org/10.1002/jdd.13940","url":null,"abstract":"<p><strong>Purposes: </strong>This study compared a chatbot with an expository interactive lecture as a tool for teaching pulpal and periapical diagnosis in undergraduate dental education.</p><p><strong>Methods: </strong>A chatbot and an expository interactive lecture were used to deliver the topic of pulpal and periapical diagnosis based on the American Association of Endodontics guidelines. A total of 24 second-year students in a 4-year undergraduate program were enrolled. An initial test (Test A) with 10 multiple-choice questions was applied to all students. Then, the students were randomly assigned to two different groups: Lecture (control) and Chatbot (experimental). The Lecture group attended an expository interactive lecture delivered by an endodontist. Simultaneously, in the Chatbot group, the chatbot was delivered to the students through the Telegram Messenger application. After 50 min, both groups were submitted to the same test (Test B). Subsequently, the Control group used the chatbot, while the Experimental group attended a lecture by the same faculty. After the split activity, all the students replied to a questionnaire with their perceptions regarding both activities. Statistical analysis was performed with the significance level set at 5%.</p><p><strong>Results: </strong>Twenty-two students replied to the questions. Both Lecture and Chatbot groups showed significant grade improvement (Lecture: from 6.18 ± 2.08 to 8.45 ± 1.28; Chatbot: from 5.55 ± 1.63 to 7.91 ± 1.58). No difference in the initial and final average grades was detected between the groups. Overall, the chatbot was considered more fun and simpler while the lecture was preferred for understanding (p < 0.05). Chatbot was rated 4.95/5 for ease of use.</p><p><strong>Conclusions: </strong>The chatbot was as effective as an interactive lecture in delivering the basic content of pulpal and periapical diagnosis. The students' perception was that the chatbot was simpler and more fun than the lecture; however, the interactive lecture is a better tool to fully understand the topic. The professor is irreplaceable when discussing the content.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13940"},"PeriodicalIF":1.4,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095518","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":"App-Supported Assessment of Clinical Courses for Dental Students: Discrepancies between Self-Assessment and Instructor Assessment.","authors":"Janosch Goob, Anja Liebermann, Oliver Schubert, Isabel Lente, Kurt Erdelt","doi":"10.1002/jdd.13938","DOIUrl":"https://doi.org/10.1002/jdd.13938","url":null,"abstract":"<p><strong>Introduction: </strong>From a student's perspective, assessment plays a central role in education and is essential in a university setting. Developing accurate self-assessment, without over- or underestimating one's abilities, requires practice and is often misaligned with actual skills. This study examines the gap between student self-assessments and instructors' assessments in everyday dental courses, focusing on overestimation, underestimation, and accurate self-assessment.</p><p><strong>Methods: </strong>The app \"digital course organizer\" for organization and assessment was used to compare self-assessment and instructor evaluation (student and teacher) for each day of patient treatment at a university hospital. Data were collected over four semesters from 309 students resulting in a total of 15312 dual assessments. These were analyzed for tendencies toward overestimation, underestimation, or neutral assessment. Discrepancies between student self-assessments and evaluations by instructors were examined across four key criteria i) quality of treatment; ii) support from the teaching doctor; iii) theoretical knowledge and iv) professional appearance and organization.</p><p><strong>Results: </strong>The statistical results across all assessments showed a predominantly neutral difference between the assessment outcomes of students and instructors. Further statistical analysis of the differences in assessment results between clinical courses showed no significant differences (p ≥ 0.128).</p><p><strong>Conclusions: </strong>The results demonstrated a predominantly neutral correlation between students' self-assessments and the assessments provided by instructors in dental clinical courses. The findings indicate that students' self-assessments were largely aligned with those of the instructors, showing no significant discrepancies between student expectations and instructor assessment.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13938"},"PeriodicalIF":1.4,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144052211","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":"Empowering Future Dentists: A Comprehensive Mixed-Methods Exploration of Artificial Intelligence in Personalizing Year 3 Clinical Dental Practice Education.","authors":"Avita Rath","doi":"10.1002/jdd.13939","DOIUrl":"https://doi.org/10.1002/jdd.13939","url":null,"abstract":"<p><strong>Purpose/objectives: </strong>Dental education often struggles to bridge the gap between theoretical knowledge and clinical application. Traditional teaching methods may fail to meet individual learning needs, potentially impacting student performance and confidence. Artificial intelligence (AI)-driven platforms like Gemini offer personalized learning pathways and real-time feedback, which could enhance educational outcomes. This study investigates the integration of Gemini to personalize Year 3 dental students' learning experience. The study assesses its impact on formative and summative assessments, as well as the experiences of students and faculty.</p><p><strong>Methods: </strong>An explanatory sequential mixed-methods design was used, involving 46 Year 3 BDS students and six faculty members. Quantitative data were collected through pre- and post-implementation assessments, while semi-structured interviews provided qualitative insights into user experiences.</p><p><strong>Results: </strong>Quantitative analysis revealed a 15% mean increase in formative assessment scores post-Gemini integration (p < 0.05, Cohen's d = 0.7), with the largest observed gains in modified essay questions (MEQs). Summative assessments showed a 5% increase, though this difference was not statistically significant (p = 0.08, Cohen's d = 0.3). A strong positive correlation (r = 0.62; p < 0.01) was found between Gemini usage and student performance. Thematic analysis of interview data identified key themes, including initial technical challenges, increased student engagement, the value of personalized feedback, and suggestions for expanding the platform's use to other modules.</p><p><strong>Conclusion: </strong>Formative assessment gains were statistically significant (p < 0.05), reinforcing the effectiveness of AI-driven adaptive learning. However, the 5% increase in summative assessments was not statistically significant (p = 0.08), suggesting that AI platforms alone may not fully address the demands of high-stakes evaluations. This underscores the need for complementary educational strategies, such as simulation-based learning and structured clinical discussions. The study highlights the importance of thorough faculty training for the effective integration of AI tools. Gemini demonstrated potential in enhancing formative learning and student engagement, indicating its broader applicability in dental education.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13939"},"PeriodicalIF":1.4,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144037000","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}