European Journal of Dental Education最新文献

{"title":"Faculty Perspective on Physical Symptoms and Signs Wearing Personal Protective Equipment During COVID-19 Pandemic.","authors":"Kathleen Mae Fischer, Michael Metz, Michael Sekula, Diksha Katwal","doi":"10.1111/eje.13143","DOIUrl":"https://doi.org/10.1111/eje.13143","url":null,"abstract":"<p><strong>Purpose: </strong>This study examined faculty perspectives on physical symptoms and signs of wearing personal protective equipment (PPE) while performing aerosolised dental treatment during the COVID-19 pandemic.</p><p><strong>Methods: </strong>A subjective symptoms survey on wearing COVID-19 PPE was sent to all clinical faculty at a Midwestern dental school via BlueEval, the university's survey program. Following the survey, sixteen faculty members participated in the phase 2 objective study assessing vital signs with PPE usage. Data were analysed using SPSS 28 statistical software.</p><p><strong>Results: </strong>The phase 1 response rate was approximately 52.7% (59/112). Results showed that overall, 88.1% reported decreased ability to communicate, 69.5% felt smothered, and 56.1% had headaches. Comparisons across gender-age groups showed a significant difference in reporting headaches between young females (90.0%) and older males (29.4%). The before and after vital sign measurements in phase 2 across all sixteen volunteers showed a significant increase in temperature of 0.26°F ± 0.31°F.</p><p><strong>Conclusion: </strong>PPE protects all healthcare workers from transmitting diseases. This study showed several symptoms, including decreased communication ability, smothering, external ear discomfort, and headaches in significantly higher percentages. Reported signs included a reduction in mean pulse rate in younger males and females but increased in older males and females.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144318570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Virtual Reality in Preclinical Orthognathic Surgery Education for Dental Students.","authors":"Hanghang Liu, Zhaokun Zhu, Liwei Huang, Linyi Liu, Yao Liu, Xian Liu, Chenzhou Wu, En Luo","doi":"10.1111/eje.13137","DOIUrl":"https://doi.org/10.1111/eje.13137","url":null,"abstract":"<p><strong>Purpose: </strong>Orthognathic surgery is a complex and critical field within oral and maxillofacial surgery, necessitating extensive training and precise knowledge. Traditional educational methods have been supplemented with advanced technologies, such as virtual reality (VR), to enhance learning outcomes. This study aims to evaluate the effectiveness of VR-based preclinical training compared to traditional training methods among fifth-year dental students (undergraduates).</p><p><strong>Materials and methods: </strong>Twenty-six participants with no prior experience in orthognathic surgery were randomly assigned to either a traditional training group or a VR training group. Both groups underwent a 2-week preclinical training programme. Assessments conducted immediately after and 1 year following the training included professional knowledge evaluations, difficulty and effectiveness surveys and study burden assessments.</p><p><strong>Results: </strong>The results indicated that the VR group outperformed the traditional group in both immediate (86.77 ± 5.00 vs. 78.62 ± 8.98, p = 0.0086) and long-term knowledge assessments (80.71 ± 6.55 vs. 57.76 ± 13.55, p < 0.0001). Participants in the VR group reported higher confidence in understanding the steps of the procedure and lower perceived difficulty and workload.</p><p><strong>Discussion: </strong>VR technology represents a significant advancement in the teaching of orthognathic surgery. VR-based training can substantially improve the quality of dental education, providing valuable support for the training of future orthognathic surgeons.</p><p><strong>Conclusion: </strong>These findings underscore the potential of VR technology to significantly improve educational outcomes in orthognathic surgery training, providing a more engaging and efficient learning experience.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144318571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Digital Removable Denture Workflows in Dental Education: A Systematic Review and Curriculum Development Exploration.","authors":"Arthi Veerasamy, Fatimah Ghuloum, Yunam Lo, Wendy Jansen van Vuuren","doi":"10.1111/eje.70001","DOIUrl":"https://doi.org/10.1111/eje.70001","url":null,"abstract":"<p><strong>Background: </strong>In the realm of dental education, the conventional methods of complete denture fabrication have long been the norm. However, these methods often struggle to effectively communicate complex techniques, leaving students lacking comprehensive hands-on experiences. Digitalisation offers a potential solution, promising improved accuracy and a revolutionised curriculum. However, low global adoption rates and a lack of established teaching methodologies necessitate investigation into the challenges and successes of integrating digital removable denture workflows.</p><p><strong>Aim: </strong>This systemic review aims to investigate the integration of digital workflows into removable denture curricula within dental institutions globally.</p><p><strong>Method: </strong>A modified PICO framework guided the literature search focusing on digital removable denture workflows in dental education. A manual search of English-language publications from 2010 to 2024 was conducted, selecting studies meeting pre-defined inclusion criteria. The PRISMA guidelines were followed, including a two-stage independent screening process by two reviewers to assess eligibility.</p><p><strong>Results: </strong>The review identified six dental institutions incorporating digitalisation into their removable denture curricula. They utilise 3D-simulation tools for didactic training, while clinical training favours a hybrid approach. Students reported positive experiences, including enhanced learning efficiency, but voiced concerns about technical issues and aesthetic evaluations. Educators noted improvements in assessment quality and student motivation.</p><p><strong>Conclusions: </strong>Digital workflows offer substantial educational advantages, but their integration faces challenges including cost, infrastructure limitations and technological hurdles. Further research and development are crucial to overcome these barriers and establish standardised digital denture education across global dental institutions.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144310722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Linking Perspectives: A Participatory Study of Instructor and Patient Scores in Dental Anatomy and Morphology.","authors":"Tala Maragha, Babak Chehroudi","doi":"10.1111/eje.13140","DOIUrl":"https://doi.org/10.1111/eje.13140","url":null,"abstract":"<p><strong>Background: </strong>The transition from dental education to practice can be challenging for novice clinicians given the discrepancies between the curriculum and clinical practice. Dental anatomy is one area where such discrepancies are prominent, despite its significance in clinical restorative dentistry. These discrepancies are mostly understudied, and little is known about the alignment between the classic dental anatomy evaluation criteria and the patients' perspectives.</p><p><strong>Objective: </strong>This study aims to bridge the gap between education and practice by exploring the relationship between the instructors' and patients' evaluations of students' anterior wax-ups in the context of dental anatomy education.</p><p><strong>Methods: </strong>This study utilised a retrospective time-series design over the course of 13 academic years. Instructors and patients blindly evaluated patient-based anterior wax-ups produced by students during the dental anatomy course using a scale of 0-100. Data were analysed using t-tests and Pearson's correlations.</p><p><strong>Results: </strong>A total of 13 patients' scores were included. Instructor and patients evaluated a total of 566 students' anterior wax-ups. A statistically significant difference was observed between the overall instructors' and patients scores (p-value = 0.001), with instructors' demonstrating higher scores (mean = 85.79) than patients (mean = 67.78). A positive statistically significant correlation was observed between the instructors' and patients' scores (r = 0.42, p-value = 0.001).</p><p><strong>Conclusions: </strong>The findings of this emphasise the importance of exposing students as early as their first year in dental education to a patient-care environment and activities, including patient-based models. The alignment between the academic criteria and the patients' perspectives indicates the relevance of dental anatomy education. Future studies can explore patients' and instructors' perspectives in other courses, including restorative and rehabilitation dentistry.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144310723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Designing a Fully Online Work-Integrated Learning Module for Craniofacial Orthodontics.","authors":"Emad Ghabrial, Mari van Wyk, Thomas Corné Postma","doi":"10.1111/eje.70000","DOIUrl":"https://doi.org/10.1111/eje.70000","url":null,"abstract":"<p><strong>Introduction: </strong>Research has found that orthodontists often lack the knowledge and confidence to engage in craniofacial orthodontics, such as treating cleft-lip and palate patients. This gap highlights the need for an educational strategy that enhances skills transfer in this sub-speciality. This study explores the design considerations for developing a fully online, work-integrated learning module tailored to this need.</p><p><strong>Materials and methods: </strong>The research adopts a case study approach, guided by design thinking as the overarching conceptual model combined with a range of data collection strategies. Following the first three stages of design thinking, a thematic analysis was conducted, similar to the novel six-step process for conceptual model development in qualitative research, to identify the needs of educators and students engaged in orthodontic qualifications or certified examinations.</p><p><strong>Results: </strong>Five key themes emerged through this process, forming the basis for a problem statement and module definition. Building on these insights, five theoretical constructs were developed, providing a conceptual framework for designing a fully online, work-integrated learning module.</p><p><strong>Discussion: </strong>Using this framework, we addressed the identified needs while ensuring alignment with best practices. The next phase of this research will involve prototyping and testing the module with a cohort of students.</p><p><strong>Conclusion: </strong>The success of this model has the potential to extend beyond craniofacial orthodontics, offering valuable applications to other medical and dental specialities.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144310721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lithuanian Dental Students' Approach to Managing Deep Caries Lesions.","authors":"Ausra Vasauskiene, Emilija Sermuksnyte-Sutkiene, Vita Maciulskiene, Indre Stankeviciene, Alina Puriene, Vilma Brukiene, Lina Stangvaltaite-Mouhat","doi":"10.1111/eje.13134","DOIUrl":"https://doi.org/10.1111/eje.13134","url":null,"abstract":"<p><strong>Introduction: </strong>The present study aimed to evaluate the management approaches to deep caries among dental undergraduate students in Lithuania and to examine the associated demographic factors.</p><p><strong>Materials and methods: </strong>Out of 318 fourth- and fifth-year dental students from the only two universities in Lithuania offering dental education, Vilnius University (VU) and the Lithuanian University of Health Sciences (LSMU), 155 students (response rate 48.7%) completed a previously used questionnaire. Both Lithuanian and international students were included. The questionnaire inquired about the management approaches of deep caries lesions when the tooth was asymptomatic or symptomatic (with signs and symptoms indicating of no worse than reversible pulpitis), with or without pulp exposure during caries removal, in a mature permanent tooth. Bivariate and multivariable statistical analyses were performed.</p><p><strong>Results: </strong>For deep caries lesions with no symptoms and no pulp exposure during caries removal, 60% (87) of respondents chose selective caries removal, whereas for symptomatic cases, 56% (83) preferred non-selective removal. For deep caries with no symptoms and with pulp exposure during caries removal, 64% (96) opted for direct pulp capping, mainly choosing mineral trioxide aggregate as capping material. In symptomatic cases, 38% (56) chose endodontic treatment and 32% (47) chose partial pulpotomy. International students were five times more likely to choose non-selective caries removal for deep caries with no symptoms and without pulp exposure during caries treatment (OR 4.98; CI: 2.24-11.57), had higher odds of choosing non-selective methods in deep caries with symptoms (OR 2.54; 95% CI: 1.14-5.91) and endodontic treatment in cases of pulp exposure during caries removal regardless of the presence of symptoms (OR 2.96; 95% CI: 1.36-6.61 for asymptomatic and OR 3.47; 95% CI: 1.29-10.15 for symptomatic cases). In deep caries with symptoms, VU students (OR 3.33; 95% CI: 1.58-7.18) and women (OR 2.58; 95% CI: 1.11-6.28) were more likely to choose non-selective methods.</p><p><strong>Conclusion: </strong>Dental students in Lithuania applied evidence-based recommendations for managing deep caries lesions. However, when symptoms indicating reversible pulpitis were presented, a tendency to prefer more invasive treatments was observed. Universities in Lithuania should continue evidence-based teaching emphasising the regenerative capabilities of the pulp. In addition, providing a deeper understanding of pulp pathophysiology, highlighting that symptoms do not always indicate severe pathology, reinforcing aseptic techniques in clinical training and integrating case discussions between Lithuanian and international students could further improve the evidence-based curriculum.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144303514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Career Status, Progression and Aspirations of Dental Academics in Australia.","authors":"Ratilal Lalloo","doi":"10.1111/eje.13146","DOIUrl":"https://doi.org/10.1111/eje.13146","url":null,"abstract":"<p><strong>Introduction: </strong>Attracting and retaining oral health professionals in an academic career is a challenge, globally and in Australia.</p><p><strong>Methods: </strong>This study surveyed the current status, progression and aspirations of dental academics across 13 training institutions in Australia. The survey asked about their current appointment, time in academia, promotion plans, leadership roles and aspirations as well as facilitators and barriers to these aspirations.</p><p><strong>Results: </strong>Of the 472 invited to participate, 120 responded with fairly complete data, a response rate of 25%. There was a good representation across genders, age groups and appointment types. Reasons for taking up a leadership role related to making a difference and wanting to utilise skills and talents. Barrier-like situations were not common but differed by gender, with female academics more often (29%) reporting a lack of support and mentorship, compared to 6% of male academics. This and meeting research (publications, grants) criteria for progress/promotion and attaining leadership roles were identified as concerns by the respondents. Heavy teaching loads and increasing administrative responsibilities were also identified as barriers, impacting research productivity.</p><p><strong>Conclusions: </strong>To ensure current academic staff are retained, implementing a support and mentorship program beyond the annual appraisal requirement is critical, in particular for female academics who most often report feeling unsupported and lacking mentorship.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144295254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Do Dental Professionals and Students Assess Orthodontic Case Complexity?","authors":"Giulia Semerari, Antonino Peluso, Anthony Carlino, Francesco Moscagiuri, Michele D'Attilio","doi":"10.1111/eje.13141","DOIUrl":"https://doi.org/10.1111/eje.13141","url":null,"abstract":"<p><strong>Background: </strong>Accurately diagnosing and assessing orthodontic case complexity is essential for treatment planning, estimating therapy duration, and determining required expertise. Various indices, such as the American Board of Orthodontics Discrepancy Index (ABO DI), provide objective evaluations. This study explores how different dental professionals perceive case complexity and compares their assessments to the ABO DI.</p><p><strong>Materials/methods: </strong>Thirty pre-treatment orthodontic records from patients aged 6 to 42 years were classified as mild, moderate, or complex based on DI scores. An online survey was sent to 1289 dental professionals (students, general dentists, orthodontic specialists, and residents), who rated the 35 cases on a complexity scale from 0 (simple) to 10 (complex). The respondents' rating was then compared with the ABO DI score to assess the perception of orthodontic case complexity.</p><p><strong>Results: </strong>A total of 131 respondents participated, including 31 students, 68 general dentists, 20 orthodontic specialists, and 12 residents. The sample included 86 men and 45 women, with an average age of 34 years. General dentists tended to overestimate complexity compared to specialists and residents. Specialists perceived cases as more challenging than residents, while students rated cases as more complex than both. Across all groups, 57% of ratings aligned with DI scores, with general dentists achieving the highest agreement (63%). Specialists, residents, and students showed approximately 50% alignment.</p><p><strong>Conclusions: </strong>Variability in perceived complexity underscores the importance of specialised training for accurate diagnosis. The findings emphasise the need for enhanced orthodontic education for general dentists to improve diagnostic precision and treatment outcomes.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144295256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Perspectives on Integrating an Oral Health Helpline Service Into Dental and Dental Hygiene Education.","authors":"Vanessa Johnson, Mario Brondani, HsingChi von Bergmann, Susan Grossman, Bruce Wallace, Leeann Donnelly","doi":"10.1111/eje.13125","DOIUrl":"https://doi.org/10.1111/eje.13125","url":null,"abstract":"<p><strong>Introduction: </strong>The University of British Columbia's Faculty of Dentistry developed a helpline service to provide free oral health information, referrals to oral healthcare clinics and aid navigating public dental benefits. Over two academic years, 43 fourth-year dental hygiene students and 29 dental students received education on being a virtual provider for the helpline and participated in experiential rotations as virtual providers. This qualitative study explored undergraduate dental and dental hygiene students' perspectives on integrating an oral health helpline into their curriculum.</p><p><strong>Methods: </strong>This project focuses on students' perspectives as part of a larger study employing constructivist grounded theory to develop a conceptual model for integrating an oral health helpline into a dental and dental hygiene school. Semi-structured individual interviews were conducted with 5 dental and 7 dental hygiene students, audio-recorded, transcribed verbatim and coded using NVivo 12 software. The coding process included initial, focused and theoretical coding, supported by constant comparative analysis. In initial coding, transcripts were reviewed for familiarisation and codes were generated by applying codes to concepts. Focused coding involved selecting a set of codes that were most prevalent and important to the analysis to develop categories that represent groups of codes. Theoretical coding consisted of refining the final categories and connecting the categories to each other.</p><p><strong>Results: </strong>Three major themes emerged as follows: perceived usefulness, educational components and institutional context. The helpline education improved students' understanding of barriers to oral health care. Dental hygiene students gained confidence in phone communication and providing virtual services, while dental students improved their ability to address patient questions, navigate care and share community resources. Experiential learning was crucial for greater understanding, with students recommending in-person sessions, small group or one-on-one formats, organised resources and experienced instructors. Despite scheduling challenges, the helpline education could be integrated into existing relevant curriculum and distributed across academic years.</p><p><strong>Conclusion: </strong>Incorporating helpline education into dental programmes enhanced students' understanding of oral healthcare barriers, communications skills and ability to answer patient questions and share resources. This study's insights on helpline curriculum integration offer guidance for other dental programmes considering similar helpline initiatives.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144295257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparative Analysis of ChatGPT-3.5 and GPT-4 in Open-Ended Clinical Reasoning Across Dental Specialties.","authors":"Yasamin Babaee Hemmati, Morteza Rasouli, Mehran Falahchai","doi":"10.1111/eje.13144","DOIUrl":"https://doi.org/10.1111/eje.13144","url":null,"abstract":"<p><strong>Purpose: </strong>The integration of large language models (LLMs) such as ChatGPT into health care has garnered increasing interest. While previous studies have assessed these models using structured multiple-choice questions, limited research has evaluated their performance on open-ended, scenario-based clinical tasks, particularly in dentistry. This study aimed to evaluate and compare the clinical reasoning capabilities of ChatGPT-3.5 and GPT-4 in formulating treatment plans across seven dental specialties using realistic, open-ended clinical scenarios.</p><p><strong>Methods: </strong>A cross-sectional analytical study, reported in accordance with the STROBE guidelines, was conducted using 70 dental cases spanning endodontics, oral and maxillofacial surgery, oral medicine, orthodontics, paediatric dentistry, periodontology, and radiology. Each case was submitted to both ChatGPT-3.5 and GPT-4 (paid version, November 2024). Responses were evaluated by specialty-specific expert panels using a three-level rubric (poor, average, good). Statistical analyses included chi-square tests and Fisher-Freeman-Halton exact tests (α = 0.05).</p><p><strong>Results: </strong>GPT-4 significantly outperformed GPT-3.5 in overall response quality (67.1% vs. 44.3% rated as 'good'; p = 0.016). Although no significant differences were observed across most specialties, GPT-4 showed a statistically superior performance in oral and maxillofacial surgery. Its advantage was more pronounced in complex cases, aligning with the model's enhanced contextual reasoning.</p><p><strong>Conclusion: </strong>GPT-4 demonstrated superior accuracy and consistency compared to GPT-3.5, particularly in clinically complex and integrative tasks. These findings support the potential of advanced LLMs as adjunct tools in dental education and decision-making, though specialty-specific applications and expert oversight remain essential.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144295255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}