Journal of Dental Education最新文献

{"title":"Comparison of radiographic imaging quality/accuracy using photostimulable phosphor plates and metal oxide semiconductor receptors.","authors":"Roberto Schwerter-Medina, Sebastián Ríos-Kremer, Cristian Rosas, Pablo Romero-Araya, Felipe-Rodrigo Aguilera","doi":"10.1002/jdd.13812","DOIUrl":"https://doi.org/10.1002/jdd.13812","url":null,"abstract":"<p><strong>Aim: </strong>To compare thequality and accuracy of radiographic images obtained by dentistry students from a Chilean university using photostimulable phosphor plates (PSP) and complementary metal oxide semiconductor (CMOS) receptors.</p><p><strong>Materials and methods: </strong>An experimental study was carried out in which 31 dental students used PSP and CMOS receptors to acquire radiographic images with the aid of a phantom. The time required to generate a radiograph was recorded. Image quality included sharpness/definition and brightness/contrast analysis. Accuracy assessed placement error, angulation errors, and cone cutting. A three-point scale was used for each variable: 0 = undiagnosable, 1 = acceptable diagnosis with minor errors, and 2 = perfect diagnostic quality.</p><p><strong>Results: </strong>The required time to generate a radiograph was faster with PSP than with CMOS (1.43 ± 0.28 min and 1.52 ± 0.61 min, respectively). Image quality analysis revealed that PSP was superior in sharpness/definition and brightness/contrast, whereas no significant differences were observed compared to CMOS (p > 0.05). Moreover, no differences were noticed in technique accuracy regarding angulation errors and cone cutting (p > 0.05). However, placement errors with PSP had significantly higher average scores than CMOS (1.11 ± 0.77 and 0.67 ± 0.85, respectively; p < 0.01).</p><p><strong>Conclusion: </strong>Dental students would benefit from being trained on both receptors to be able to adapt to a diversified workplace. Radiographic images obtained by dentistry students demonstrate that PSP and CMOS exhibit similar parameters regarding quality and accuracy, except in placement where PSP demonstrates greater accuracy.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142900017","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":"Comparison of diagnoses made by dentistry students and by artificial intelligence dentists.","authors":"Hasibe Sevilay Bahadir, Neslihan Büşra Keskin, Emine Şebnem Kurşun Çakmak, Gürkan Güneç, Kader Cesur Aydin, Saliha Kübra Sari","doi":"10.1002/jdd.13810","DOIUrl":"https://doi.org/10.1002/jdd.13810","url":null,"abstract":"<p><strong>Objectives: </strong>The introduction of artificial intelligence (AI) about great changes in the field of dentistry, but it has not yet been fully determined in which areas it will make a positive contribution to dentistry students. The objective of our study was to compare the diagnostic accuracy of undergraduate students (fourth-year dentistry students [4DS] and final-year dentistry students [5DS]) and AI when examining panoramic radiographs.</p><p><strong>Methods: </strong>Fifty panoramic radiographs and 1602 teeth were examined by 50 4DS who had not received a clinical practice internship, 50 5DS, and an AI application. The participants and the AI application evaluated the teeth seen in each radiograph one by one in terms of caries, fillings, teeth with root canal treatment, periodontal loss, extractions, crowns, teeth with apical lesions, and impacted and extracted teeth. Findings were recorded in an Excel chart. Chi-square analysis was used to compare diagnostic success between the groups.</p><p><strong>Results: </strong>The results indicate that there was a statistically significant difference in the identified accuracy of caries, fillings, and extractions between the AI application and undergraduate students (p < 0.05). Although AI showed more identified accuracy in teeth with apical lesions, impacted teeth, and teeth with root canal treatment than in undergraduate students, there was no significant difference between them (p > 0.05).</p><p><strong>Conclusion: </strong>AI exhibited better results than undergraduate students especially in the detection of caries and fillings. AI could improve undergraduates' accuracy in detecting caries, fillings, and extractions and help them make accurate treatment decisions. In cases where dentistry students are examining patients using panoramic radiographs, employing AI programs during their clinical training to confirm and strengthen the student's diagnosis may be a promising new development.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142873401","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":"Dental hygiene and dental students' patient communication skills: Is public speaking education relevant?","authors":"Omair I Hasan, Marita R Inglehart","doi":"10.1002/jdd.13799","DOIUrl":"https://doi.org/10.1002/jdd.13799","url":null,"abstract":"<p><strong>Purpose: </strong>Commission of Dental Accreditation (CODA) Standards require graduates to be competent in patient-provider communication. The objectives were (a) to assess dental hygiene and dental students' general communication-related attitudes and self-reported skills related to establishing rapport, utilizing facilitative listening, and summarizing, as well as having oral health literacy-related expertise; (b) to evaluate students' prior public speaking experiences, their motivation to learn more about public speaking and evaluations of the public speaking-related educational intervention; (c) and explore the relationships between communication-related attitudes and skills and public speaking-related education.</p><p><strong>Methods: </strong>Anonymous web-based survey data were collected from 43 dental hygiene and 206 dental students after they participated in a zoom-based educational intervention entitled \"Utilizing Public Speaking Principles in Patient-Dental Care Provider Communication: An Exploration.\"</p><p><strong>Results: </strong>On average, dental hygiene and dental students had positive communication-related attitudes and agreed that communication is important (5-point answer scale: 5 = agree strongly: dental hygiene students: Mean = 4.00; dental students: Mean = 4.08; p = 0.487). Both groups agreed that they were comfortable with establishing rapport (3.98 vs. 4.08; p = 0.151), summarizing information (3.92 vs. 3.86; p = 0.309) and considering patients' oral health literacy skills in their communication (3.69 vs. 3.81; p = 0.108). However, dental hygiene students agreed less than dental students that they had facilitative listening skills (3.84 vs. 4.00; p = 0.034), had prior public speaking experiences (2.84 vs. 3.18; p = 0.004) and were less motivated to learn more about public speaking (3.06 vs. 3.68; p < 0.001). They also rated the educational intervention less positively than dental students (4.12 vs. 4.54; p < 0.001). Patient communication skills correlated significantly with public speaking considerations.</p><p><strong>Conclusions: </strong>Students' communication-related attitudes are positive, but they are not likely to have education about public speaking. Dental educators should realize that students are interested in learning about public speaking and that learning about public speaking principles can enrich their patient-provider communication skills.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142871987","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":"Calibrating faculty in selecting patients for dental students' clinical capacities - A pilot program.","authors":"Thomas A Caspers","doi":"10.1002/jdd.13816","DOIUrl":"https://doi.org/10.1002/jdd.13816","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142865859","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":"15-Point versus pass/fail grading in orthodontic education: A randomized controlled trial.","authors":"Marina Julia Bialas, Jonas Q Schmid, Claudius Middelberg, Thomas Stamm, Moritz Blanck-Lubarsch","doi":"10.1002/jdd.13815","DOIUrl":"https://doi.org/10.1002/jdd.13815","url":null,"abstract":"<p><strong>Objectives: </strong>There is a lack of evidence on whether a grading system or a pass/fail system influences manual skills in dental education. This parallel-group randomized controlled trial aimed to assess the influence of a 15-point grading system compared with a pass/fail evaluation on the quality of orthodontic appliances in dental education.</p><p><strong>Methods: </strong>Predoctoral dental students of three orthodontic courses (n = 139) were randomly assigned to either the test group (15-point grading system) or the control group (pass/fail) using sealed envelopes. In both groups, the fabricated orthodontic appliances were assessed by five calibrated dentists using standard criteria. The primary outcome was the quality of the orthodontic appliances using a 15-point grading system. Group differences were evaluated with Mann-Whitney U tests and Fisher ́s exact tests.</p><p><strong>Results: </strong>The quality of the orthodontic appliances was slightly higher in the test group (n = 68) compared with the control group (n = 70) in all three courses with mean grading values of 11.63 ± 0.75 versus 11.59 ± 0.99, 10.96 ± 0.83 versus 10.85 ± 0.82, and 10.93 ± 1.15 versus 10.14 ± 1.03. However, a statistically significant difference was found only in course 3 (p = 0.0222). Female participants performed better than males in all three courses (p = 0.0207).</p><p><strong>Conclusion: </strong>The implementation of a 15-point grading system has a positive impact on the quality of appliances in orthodontic education and can be recommended. However, the differences were small and clinically meaningful in only one of the three courses evaluated.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142865858","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":"Fear of missing out and internet addiction: A survey of dental students.","authors":"Hatice Harorli, Osman Tolga Harorli","doi":"10.1002/jdd.13809","DOIUrl":"https://doi.org/10.1002/jdd.13809","url":null,"abstract":"<p><strong>Purpose: </strong>Fear of missing out (FoMO) and internet addiction are significant phenomena in today's digital age. This study aims to explore the relationships between FoMO levels, internet addiction levels, time spent on the internet, and other factors among dental students.</p><p><strong>Methods: </strong>Data were collected from 252 dental students, including 127 females. Information gathered included FoMO levels, internet addiction levels, university year, age, time spent on the internet, and income level. Correlation analysis and statistical tests were performed to explore relationships between variables.</p><p><strong>Results: </strong>Descriptive statistics revealed that the majority of participants were between 21 and 24 years old, with most reporting a middle income. The correlation analysis showed a moderate positive relationship between FoMO and internet addiction (r = 0.356, p < 0.001). Time spent on the internet showed a moderately strong positive correlation with internet addiction levels (r = 0.583) and a moderate correlation with FoMO levels (r = 0.316). Average FoMO and internet addiction levels varied across university years, showing fluctuations without a consistent trend.</p><p><strong>Conclusion: </strong>FoMO is positively associated with internet addiction and time spent on the internet, highlighting its potential influence on dental students in the digital age. Addressing FoMO and promoting healthier digital habits may help mitigate internet addiction and excessive internet usage. Further research is needed to explore causal relationships and other influencing factors.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142865867","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":"Use of an oral hygiene education handout in Braille for the visually impaired.","authors":"Mariely Navarrete, Diego Aravena, Pamela Erber","doi":"10.1002/jdd.13814","DOIUrl":"https://doi.org/10.1002/jdd.13814","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142856556","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":"An introductory teaching skills training program for dental students.","authors":"Fawaz Shamim Ahmad Siddiqui, Ajay Telang, Nerali Jayashri Tamanna","doi":"10.1002/jdd.13818","DOIUrl":"https://doi.org/10.1002/jdd.13818","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142856549","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":"Comparison of clinical independence level scores among predoctoral dental students between dental school clinic and community clinic rotation.","authors":"Anubhuti Shukla, Vaishnavi Amrutham, Amanda Albright","doi":"10.1002/jdd.13803","DOIUrl":"https://doi.org/10.1002/jdd.13803","url":null,"abstract":"<p><strong>Objectives: </strong>The aim of this study was to compare the difference in the level of clinical independence among predoctoral dental students during their community clinic rotation with their dental school clinic rotations.</p><p><strong>Methods: </strong>Descriptive statistics, assessment of sample normality, and T-tests were performed to present the difference in average independence scale scores for the participants in each of the clinical disciplines at dental school clinical rotations and community rotations. The relative impact of each community clinical site was assessed to compare scores assigned at varying locations by different faculty.</p><p><strong>Results: </strong>This study analyzed 222 dental students, including 29 from International Dental Program (IDP) and 193 traditional Doctor of Dental Surgery (DDS) students. Community clinic scores showed greater variability, with significantly higher scores in diagnostics and operative dentistry compared to school clinics, where higher scores were noted in endodontics and oral surgery. IDP students scored lower than traditional DDS students in school clinics but outperformed them in community settings. Community clinic scores showed greater variation between 2023 and 2024 compared to the smaller changes observed in dental school clinic scores.</p><p><strong>Conclusions: </strong>This study highlights the impact of clinical setting, and duration on student procedural experience and performance, suggesting that varied clinical settings can enhance students' skills and readiness for practice. It reveals differences in DDS and IDP students' experiences due to prior training and potential evaluation biases. Study findings suggested lack of significant variance in the overall scores across different evaluators in community rotations. Future research should focus on refining evaluation metrics and better prepare students for practice.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142856552","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 teaching cognitive bias to dental students during the transition to independent dental practice.","authors":"Dechsak Nakhapaksirat","doi":"10.1002/jdd.13811","DOIUrl":"https://doi.org/10.1002/jdd.13811","url":null,"abstract":"<p><strong>Objectives: </strong>Cognitive bias is an increasingly important topic in healthcare education, though its significance in dental education remains underexplored. Ensuring that dental students learn more about cognitive bias to enhance dental care is challenging. This study aimed to evaluate dental students' perceptions of the value of teaching cognitive bias awareness in independent practice.</p><p><strong>Methods: </strong>The content of cognitive biases, along with related theories and debiasing strategies, was delivered through interactive lectures in April 2022 and May 2024 to final-year dental students transitioning to independent dental practice at Mahidol Dental School. At the end of the session, students' perceptions of the benefits of cognitive bias awareness in dental practice were assessed using an online questionnaire via Google Form. Students also provided feedback on the lecture through the same questionnaire.</p><p><strong>Results: </strong>Seventy-six dental students completed the questionnaire (55.47% response rate). Students reported gaining greater knowledge and understanding of cognitive biases, with most expressing satisfaction with the teaching format (interactive lecture with case discussions). They noted that they could apply debiasing strategies in their future practice to minimize clinical errors, enhance clinical reasoning and decision-making skills, and provide better patient care. Students also recommended incorporating cognitive bias awareness into both undergraduate and postgraduate dental curricula.</p><p><strong>Conclusion: </strong>Cognitive bias awareness is an important topic that should be integrated into dental education before students begin independent dental practice. Debiasing strategies can help dental students and practitioners reduce clinical errors and improve the quality of dental care.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142848213","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}