European Journal of Dental Education最新文献

{"title":"Comparing the Performance of Different Artificial Intelligence Tools in Evaluating Dental Morphology Model Assignments.","authors":"Ayşegül Hazir, Tansu Merve Beşparmak, Eray Ceylanoğlu","doi":"10.1111/eje.70186","DOIUrl":"https://doi.org/10.1111/eje.70186","url":null,"abstract":"<p><strong>Objectives: </strong>This study aimed to compare scores obtained for evaluating maxillary left canine tooth models prepared from soap in a dental morphology course using different artificial intelligence (AI) models and dental educators with the same rubric, and to evaluate the feedback generated by the AI models.</p><p><strong>Methods: </strong>Assignment models prepared by students were scored by ChatGPT 5.2, Gemini 3 Pro, and Grok 4.1 AI tools, and by dental educators using the same evaluation criteria. The quality of feedback generated by AI models was evaluated by experts using the Global Quality Scale (GQS). Data were analysed using SPSS v27.0, and normality was assessed using the Shapiro-Wilk test. Statistical differences between the three AI tools and expert scores were examined using the Friedman Test and Bonferroni-corrected multiple comparisons, and agreement among evaluators was assessed using Kendall's W coefficient.</p><p><strong>Results: </strong>A significant difference was found between the AI models and expert ratings (p < 0.001), with all AI models receiving higher scores than the experts. Significant differences were also found among the AI models' GQS scores (p < 0.001); Gemini 3 Pro produced the highest feedback quality, while ChatGPT 5.2 produced the lowest.</p><p><strong>Conclusion: </strong>AI models can be used as supportive tools in the assessment and feedback processes in dental education; however, in terms of contextual awareness and personalised feedback, they are not yet at a level to replace expert evaluations.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147857653","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":"Relationship Between Self-Reported Bruxism and Perceived Stress Among Brazilian Health Science Students.","authors":"Lizandra Oliveira Cunha, Mariana Martins de Vitro, Ihanael Ifanger, François Isnaldo Dias Caldeira, Allan Saj Porcacchia, Heloisa de Sousa Gomes, Nilton Jóse da Silva-Filho, Ticiana Sidorenko de Oliveira Capote, Larissa Santana Rodriguez, Diego Girotto Bussaneli","doi":"10.1111/eje.70184","DOIUrl":"https://doi.org/10.1111/eje.70184","url":null,"abstract":"<p><strong>Objectives: </strong>Investigate the relationship between perceived stress and self-reported bruxism among health science students, as well as to map the instruments used to assess both variables.</p><p><strong>Methods: </strong>A total of 545 students from health science programs at the UNIFAL-MG participated in this cross-sectional study, which used the Self-Reported Bruxism Questionnaire (SRBQ) and Perceived Stress Scale (PSS-14) for data collection. The data were analysed descriptively and subsequently using a General Linear Model analysis with repeated measures. Simultaneously, a scoping review was conducted following the PRISMA-ScR guidelines. This review included a comprehensive bibliographic search across the PubMed, Web of Science, Embase, and Cochrane Library databases.</p><p><strong>Results: </strong>The search was performed in accordance with pre-defined eligibility criteria, resulting in the inclusion of 11 studies. The analysis revealed that students with higher stress scores tended to report more bruxism symptoms. This pattern was defined by a statistically significant association between self-reported bruxism and perceived stress and was predominantly observed among young adult females. Moreover, the study highlighted the widespread use of validated scales for stress assessment, such as the PSS in its 10- and 14-item versions. Furthermore, the largest number of publications (n = 6) were related to dental students. Bruxism was mainly assessed through self-report instruments like the SRBQ, often supported by clinical data, which enhances the reliability of the findings.</p><p><strong>Conclusions: </strong>Therefore, the findings emphasize the importance of institutional strategies focused on psychological support and stress management, aiming to promote well-being and mitigate the impacts of bruxism among university students.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147857706","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":"Unmuting the Dental Student Voice: A Multi-Institutional Study on Raising Concerns.","authors":"Kamran Ali, Ulfat Bashir, Rebecca Glanville, Manal Matoug-Elwerfelli, Minahil Aruj Younis, Syed Muhammad Asad Ali, Mahwish Raja","doi":"10.1111/eje.70187","DOIUrl":"https://doi.org/10.1111/eje.70187","url":null,"abstract":"<p><strong>Background: </strong>In healthcare professions, raising concerns refers to the act of reporting issues that may affect the safety, wellbeing, or rights of patients, staff, or the public. There are few studies specifically focused on the abilities of dental students to raise concerns. The aim of this study was to evaluate the confidence in raising concerns amongst undergraduate dental students.</p><p><strong>Methods: </strong>An analytical cross-sectional study design was used for this research to recruit undergraduate dental students at eight dental institutions in Pakistan. Data were collected using an online questionnaire with high reliability. Participation was voluntary and all data were processed anonymously. T-tests and Analysis of Variance (ANOVA) were used to assess significant variations by demographic factors.</p><p><strong>Results: </strong>A total of 503 students provided their responses to the online survey yielding a response rate of 49.50%. Of these, 397 were female (78.93%) and 105 were male (20.87%). Participant ages were grouped as 18-21 years (30.42%), 22-25 years (63.62%) or 26 and older (5.96%). Existence of an institutional policy on raising concerns was reported by 226, and 38.96% regarded the policy as easily accessible to students. Only 27.23% of participants received formal training in raising concerns. The overall mean score for all items was 0.51 ± 1.37 (95% CI -0.39 to 0.63). ANOVA revealed significant variation by gender and year of study (p < 0.01), with female students and house officers reporting greater self-confidence in raising concerns. The participants were most confident in sharing their concerns with their peers and least confident in reporting them to the head of department. The most frequent barriers to reporting concerns were the fear of causing trouble, not being able to prove, and lack of institutional support.</p><p><strong>Conclusions: </strong>The findings of this study show that participants reported a low-moderate confidence in raising concerns during clinical training and identified several barriers which may discourage them from whistleblowing. The findings of this study underscore the need for a support structure in clinical training environments and provide further training and support to dental students to allow them to raise concerns in a timely manner.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147845374","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":"Understanding Empathy in Patient-Centered Dentistry: The Role of Emotional Intelligence and Psychosocial Factors.","authors":"Sevgi Güngör, Leyla Kerimova-Köse, Ruhsan Müdüroğlu-Adıgüzel, Neslihan Arhun","doi":"10.1111/eje.70177","DOIUrl":"https://doi.org/10.1111/eje.70177","url":null,"abstract":"<p><strong>Objective: </strong>This study investigated the relationship between empathy and emotional intelligence (EI) among undergraduate dental students and explored the effects of demographic and psychosocial factors on empathy levels.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted among first- to fifth-year dental students between May and June 2025. Data were collected using an electronic questionnaire comprising the Jefferson Scale of Physician Empathy-Student Version (JSPE-S) and the Schutte Emotional Intelligence Scale. Demographic and psychosocial variables included gender, academic year, daily screen time, medication use, negative dental experiences, pet ownership, co-living with a sibling or grandparents, participation in social responsibility projects, and engagement in artistic activities. Statistical analyses included the Kolmogorov-Smirnov test for normality, Mann-Whitney U, Kruskal-Wallis with Dunn-Bonferroni post hoc tests, Spearman's rank correlation, and multiple linear regression (p < 0.05).</p><p><strong>Results: </strong>Among 479 participants (response rate: 98%), a significant positive correlation was found between EI and empathy (p < 0.001). Higher empathy was associated with female gender (p = 0.008), participation or willingness to participate in social projects (p = 0.014), and pet ownership (p = 0.012). Higher EI was observed among students participating in social projects (p < 0.001), owning pets (p = 0.010), and engagement in artistic activities (p = 0.020). Multiple regression analysis identified EI (p < 0.001), social project participation (p = 0.018), and female gender (p = 0.044) as significant predictors of empathy.</p><p><strong>Conclusion: </strong>Empathy and EI are positively correlated. Female gender, social project participation, and elevated EI predict greater empathy. These findings emphasize the need for educational strategies that foster EI, empathy, and community engagement to promote compassionate, patient-centered care.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147845656","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":"Students as Partners in Dental Education: Comparing Co-Designed, Co-Delivered and Traditional Approaches to Mouthcare Training.","authors":"Pedro Vitali Kammer, Sviatlana Anishchuk, Katrina Byrne, Julie Ringrose, Jowita Pala, Ceara Cleary, Caoimhin Mac Giolla Phadraig","doi":"10.1111/eje.70182","DOIUrl":"https://doi.org/10.1111/eje.70182","url":null,"abstract":"<p><strong>Aim: </strong>To compare Students-as-Partners (SaP) and traditional (TRAD) approaches for teaching dental students to promote mouthcare for people with disabilities.</p><p><strong>Methods: </strong>A two-group, pre-post quasi-experimental design was used to compare TRAD and SaP training. Both approaches included didactic and practical components; SaP was co-designed and co-delivered, incorporating synchronous and asynchronous elements. Self-efficacy and intention scores (0-10) related to mouthcare provision were analysed. Descriptive statistics were calculated by training approach and time point. A between-subjects factorial analysis of variance (ANOVA) examined main effects of training approach, timepoint, and student group, and their interactions. Pre- and post-training responses were analysed as independent observations. Statistical significance was set at p < 0.05.</p><p><strong>Results: </strong>Data from 220 valid questionnaires were analysed. Across all outcomes, a significant main effect of timepoint was observed, with higher post-training self-efficacy and intention scores. No significant effects of training approach or interactions with timepoint were observed, indicating similar patterns across groups.</p><p><strong>Conclusions: </strong>Both TRAD and SaP groups showed higher post-training self-efficacy and intention scores, with no statistically significant differences between approaches; however, this should not be interpreted as evidence of equivalence. These findings suggest that SaP may be implemented without compromising observed scores.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147845743","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":"Stress, Anxiety and Empathy in Dental Students: A Multicentre Analysis From Turkey.","authors":"Şura Boyraz, Nevra Karamüftüoğlu, Nupelda Çağiran Görgin","doi":"10.1111/eje.70183","DOIUrl":"https://doi.org/10.1111/eje.70183","url":null,"abstract":"<p><strong>Introduction: </strong>This study investigates the relationships between stress, anxiety and empathy levels among dental students from two universities in Turkey. By examining variations across gender and academic year, it aims to address a significant gap in the literature regarding the psychological factors influencing empathy in dental education.</p><p><strong>Methods: </strong>A cross-sectional study was conducted among 573 dental students from Yozgat Bozok University and the Gülhane Faculty of Dentistry, University of Health Sciences. Data were collected using an online questionnaire including sociodemographic information, the Dental Environmental Stress Scale (DES), Beck Anxiety Inventory (BAI) and Jefferson Scale of Physician Empathy-Student Version (JSPE-S). Non-parametric tests (Mann-Whitney U, Kruskal-Wallis with Dunn-Bonferroni post hoc) were used, and Spearman's rho assessed correlations.</p><p><strong>Results: </strong>Female students reported significantly higher stress and anxiety levels compared to males (p < 0.001). Stress and anxiety peaked in the 2nd-4th academic years, while 1st-year students had significantly lower scores (p < 0.001). Empathy scores were moderate-to-high across all years, with higher scores in females, though the difference was marginal (p = 0.051). Stress and anxiety were moderately correlated (r = 0.481, p < 0.001). However, neither stress-empathy (r = 0.015, p = 0.712) nor anxiety-empathy (r = 0.080, p = 0.057) correlations were statistically significant.</p><p><strong>Conclusions: </strong>Dental students experience substantial stress and anxiety, particularly during clinical training years, with female students more affected. Despite these challenges, empathy levels remain moderate-to-high and largely unaffected by stress or anxiety. These findings underscore the importance of incorporating stress management, psychological support and empathy training into dental curricula to promote student well-being and enhance patient-centred care.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147845679","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":"Artificial Intelligence (AI) Impact on Dental Education and Curriculum: A Systematic Review Following PRISMA Guidelines.","authors":"Laura Reyes Alardo, Franklin García-Godoy, Romina Paola Quiroga, María Isabel Pardo Silva, Rita Licelot Cruz, Darwin Muñoz, Massiel Cohen Camacho, Luis Ney Quiterio Montero","doi":"10.1111/eje.70127","DOIUrl":"https://doi.org/10.1111/eje.70127","url":null,"abstract":"<p><strong>Importance: </strong>AI technologies increasingly influence dental education, but their instructional value, stakeholder perspectives, and institutional implications require further study.</p><p><strong>Objective: </strong>To synthesise evidence on AI's impact in undergraduate dental education, focusing on learning outcomes, stakeholder perspectives, and curriculum design.</p><p><strong>Evidence review: </strong>Following PRISMA 2020 guidelines, researchers searched PubMed, Scopus, Web of Science, IEEE Xplore, and Google Scholar for articles published between January 2015 and February 2025. Eligibility followed an adapted PECO framework: undergraduate dental students or faculty (Population); AI use in teaching, clinical training, or administration (Exposure); conventional or non-AI digital methods (Comparator); and outcomes including knowledge retention, skills, critical thinking, stakeholder perspectives, and curriculum effectiveness (Outcome). The initial pool of 402 references underwent systematic screening, quality appraisal, and AI-focused refinement across four stages, resulting in a final dataset of 107 studies meeting a minimum quality threshold (≥ 3) using validated appraisal tools.</p><p><strong>Findings: </strong>AI-powered educational resources, including adaptive learning platforms, intelligent tutoring systems, and generative AI tools, improved knowledge retention, technical skills, and clinical decision-making. Students benefited from personalised feedback, adaptive instruction, and increased engagement. Faculty expressed cautious optimism, tempered by gaps in training, technical readiness, and ethical guidance. Adoption patterns were shaped by generational, cultural, and infrastructural factors.</p><p><strong>Conclusions: </strong>AI enhances cognitive, technical, and clinical learning while complementing traditional instruction. Successful integration requires structured faculty development, clear ethical frameworks, institutional support, and close collaboration among educators, researchers, and technologists to ensure AI supports, rather than replaces, core clinical training and professional decision-making. Coordinated strategies addressing pedagogy, technical competence, and ethics will maximise AI's educational impact and support sustainable curriculum transformation in dental education.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147845653","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":"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":"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":"519-525"},"PeriodicalIF":1.9,"publicationDate":"2026-05-01","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":"Generative Artificial Intelligence, With Constrained Information, Outperforms Pre-Doctoral Student Average on Oral Pathology Differential Diagnosis Questions.","authors":"Austin J Davies","doi":"10.1111/eje.13116","DOIUrl":"10.1111/eje.13116","url":null,"abstract":"<p><strong>Background: </strong>Artificial intelligence (AI) technologies have seen rapid advancement and are increasingly used in healthcare fields, including clinical diagnostics and dental education. Despite their growing prominence, their effectiveness in assisting clinical decision-making in dental education remains under-explored. This study examined the performance of Generative AI in generating a clinical impression for oral pathology cases relative to dental students.</p><p><strong>Aims: </strong>The aim of this experiment was to assess the diagnostic accuracy and potential difference of Generative AI in clinical oral pathology compared to that of Doctor of Dental Surgery (DDS) students.</p><p><strong>Methods: </strong>A clinical oral pathology differential diagnosis exam was administered to both an AI model and DDS students. The AI model received limited information about each case, while the DDS students were provided with standard case details and a multiple-choice selection. The accuracy and statistical significance between both groups were compared and evaluated.</p><p><strong>Results: </strong>The AI model displayed higher diagnostic accuracy compared to the students, 95.65% to 78.92%, respectively, and the difference in groups was statistically significant.</p><p><strong>Conclusion: </strong>The findings suggest that Generative AI has the potential to be a valuable tool in clinical oral pathology, even when provided with minimal case information. Its superior diagnostic performance compared to DDS students highlights prospective benefits of incorporating AI into dental education and specifically in helping students formulate clinical impressions.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"291-295"},"PeriodicalIF":1.9,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144063161","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":"Effects of Galilean Loupes on Dental Students' Posture and Cavity Preparation Quality.","authors":"Júlia M Pazos, Matheus M Canonici, Patricia P N S Garcia","doi":"10.1111/eje.70010","DOIUrl":"10.1111/eje.70010","url":null,"abstract":"<p><strong>Objectives: </strong>This study investigated the effect of different magnification levels of the Galilean system loupes on dental students' working posture and the quality of cavity preparations.</p><p><strong>Materials and methods: </strong>An experimental study was conducted, with the response variables being compliance with ergonomic posture requirements (measured using the Compliance Assessment of Dental Ergonomic Posture-CADEP) and quality of cavity preparation (assessed using the Class One Cavity Preparation Assessment-COCA). The independent variable was the magnification level of the Galilean system loupe, tested at four levels: naked eyes, 2.5×, 3.0×, and 3.5×. Second-year undergraduate dental students (N = 40) participated and were divided into Groups I and II. Each student performed cavity preparation at each magnification level, resulting in four preparations per student. Group I started with the naked eye, whereas Group II began with loupes at different magnifications. After 1 week, the conditions were reversed. Working postures were captured in photographs and analysed using CADEP, whereas the quality of the cavity preparations was assessed using COCA. After verifying normality and sphericity, a one-way repeated measures ANOVA with Bonferroni post hoc test (α = 5%) was conducted.</p><p><strong>Results: </strong>The second results showed that at 3.0× magnification, both compliance with ergonomic posture and the quality of class I cavity preparations were significantly superior compared to the naked eye (p < 0.001).</p><p><strong>Conclusions: </strong>Galilean loupes of 3.0× provided the best balance, improved working posture, and enhanced procedural quality.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"639-643"},"PeriodicalIF":1.9,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13090428/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144561836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}