European Journal of Dental Education最新文献

{"title":"Exploration of a Novel Flipped Classroom Model Supported by Debriefing Videos.","authors":"Michael G Botelho, Xiaoli Gao, Sangeet Yadav","doi":"10.1111/eje.70303","DOIUrl":"https://doi.org/10.1111/eje.70303","url":null,"abstract":"<p><strong>Introduction: </strong>This mixed-methods study explores a modified flipped classroom approach using students' perceptions of the learning process and the availability of videos that captured the flipped class debriefings, which could be viewed out of class.</p><p><strong>Methods: </strong>Five focus group interviews were conducted with 21 students to explore students' experiences. A thematic analysis was performed using an inductive approach to identify main themes. Video access data were retrieved and analysed.</p><p><strong>Results: </strong>Four key domains were identified (pedagogy, learning resource affordance, learning and affective aspects) within the different phases of teaching and learning. The question-based worksheets guided learning both before class and in-class for independent and collaborative learning. A wide range of self-study strategies was identified. In class, small-group discussions facilitated co-construction of knowledge, which prepared students for discussion in the whole-class feedback. The teacher's Socratic questioning during the feedback explored students' answers and declarative knowledge by affirming and error-correcting student answers and understanding. Inadvertently, previous years' feedback videos were still available online for this cohort to watch, which helped current students prepare for their own flipped class. The video data revealed 82% of 2021 cohort students watched at least one video, with a total video consumption of 466 videos during their academic year.</p><p><strong>Conclusion: </strong>This modified flipped classroom approach provided an active and iterative learning experience of required content both individually and socially between participants to support students' proximal development of challenging learning content. The expert-student dialogue videos supported students at different levels as well as before and after the in-class discussions.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149225111","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":"Dental Students' Attitudes Toward Older Patients: The Role of Education, Clinical Experience, and Personal Relationships.","authors":"Ewa Rusyan, Agnieszka Mielczarek, Bartosz Bieniek, Joanna Peradzyńska","doi":"10.1111/eje.70328","DOIUrl":"https://doi.org/10.1111/eje.70328","url":null,"abstract":"<p><strong>Background: </strong>Population ageing creates increasing demands for dental care for older adults, requiring clinicians to address complex functional, cognitive and systemic conditions. Understanding the factors that shape dental students' attitudes toward this population is essential for improving geriatric dental education.</p><p><strong>Aim: </strong>This study aimed to assess whether dental students' attitudes toward older patients are associated with clinical experience, educational exposure and personal relationships with older individuals.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted among 115 final-year dental students. Demographic characteristics, clinical experience, participation in gerodontology education, self-assessed preparedness, stereotypical perceptions of older adults and personal relationships with older individuals were assessed. Chi-square tests with Cramér's V were used for bivariate analysis. Multivariable logistic regression identified independent predictors of stereotypical perception of older adults.</p><p><strong>Results: </strong>Most respondents were female (73.0%) and reported frequent clinical contact with older patients (87.8%). Almost all (94.8%) had participated in gerodontology education. Stereotypical perceptions of older adults as physically or cognitively limited were reported by 65.8% of respondents. Bivariate analyses revealed no significant association between stereotypical perception and clinical experience, educational exposure or personal relationship with older individuals. In multivariable logistic regression, male sex was the only significant predictor (OR = 2.60, 95% CI: 1.05-6.45, p = 0.039).</p><p><strong>Conclusions: </strong>Dental students' attitudes toward older patients appear to be largely independent of clinical experience, education and personal relationships. Greater empathy among female students may play a more influential role than experiential or educational factors. Targeted educational strategies explicitly addressing age-related stereotypes are warranted.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149185815","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":"The Influence of Poverty Simulations on Dental Students' Empathy.","authors":"Lance Brendan Young, Michelle R McQuistan, Chandler Pendleton","doi":"10.1111/eje.70326","DOIUrl":"https://doi.org/10.1111/eje.70326","url":null,"abstract":"<p><strong>Introduction: </strong>Poverty simulations are frequently embedded in the curriculum of health professions training programs to enhance student attitudes toward poverty or to enhance student empathy. These outcomes are often not clearly distinguished, and empathy is rarely measured in a rigorous way. The purpose of this exploratory study was to measure changes in empathy following a poverty simulation, to compare them to changes in attitudes, and to explore whether personal experience of financial insecurity was associated with either.</p><p><strong>Materials and methods: </strong>Third year dental students (N = 169) participated in a poverty simulation and completed anonymous surveys at three points: baseline, post-simulation, and at 2-month follow-up. At baseline, students reported personal experience with financial insecurity. At all three points, students completed a 20-item poverty attitudes measure and the Interpersonal Reactivity Index, measuring empathy.</p><p><strong>Results: </strong>Compared to baseline, empathy was lower immediately after the poverty simulation (M = -1.78; p = 0.003) and 2 months later (M = -2.37; p < 0.001). Poverty attitude scores were higher immediately after the simulation (M = 9.40; p < 0.001) and 2 months later (M = 7.93; p < 0.001). Personal financial insecurity was not associated with empathy and was modestly associated only with baseline poverty attitudes (r = 0.16; p < 0.05). Although empathy and poverty attitudes were not associated at baseline, baseline empathy predicted poverty attitudes at post-simulation (r = 0.47; p < 0.001) and follow-up (r = 0.39; p < 0.001).</p><p><strong>Conclusion: </strong>Poverty simulations may result in a decline in participant empathy, even if these simulations improve attitudes toward poverty. Empathy and attitudes are distinct constructs, and if enhancing empathy is the goal, then alternatives to poverty simulations may be more effective.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149185725","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":"Assessment of Dental Students' and Recent Graduates' Knowledge of Artificial Intelligence Applications in Dentistry.","authors":"Tuğba Ayvacı, Burcu Kanmaz, Pınar Meriç","doi":"10.1111/eje.70323","DOIUrl":"https://doi.org/10.1111/eje.70323","url":null,"abstract":"<p><strong>Introduction: </strong>Artificial intelligence (AI) is transforming dentistry by enhancing diagnostic accuracy, clinical efficiency and personalized treatment planning. This study evaluates the awareness and perceptions of AI applications among dental students and recent graduates to support AI integration in dental education and practice.</p><p><strong>Materials and methods: </strong>This cross-sectional study included third, fourth and fifth-year students, along with dentists who graduated within the past 5 years. A total of 452 participants completed a 26-item online survey via Google Forms between July 1 and September 1, 2024. The survey comprised demographic data and AI awareness assessment. Data were analysed using SPSS (version 21, IBM, Chicago, USA), with reliability analyses and descriptive statistics conducted. Fisher-Freeman-Halton Exact Test was used for group comparisons (p < 0.05).</p><p><strong>Results: </strong>Participants were evenly distributed by academic year, predominantly female and aged 20-30. No significant differences were found between educational levels and gender. Most participants acknowledged AI's transformative potential but did not view it as an immediate threat. Fourth-year students disagreed with 'I see AI as a partner, not a competitor' (p < 0.05). Similarly, recent graduates strongly opposed concerns regarding AI replacing dentists, while fourth-year students expressed higher agreement (p < 0.05). Most participants supported integrating AI education into undergraduate curricula.</p><p><strong>Conclusion: </strong>This study highlights dental students' and recent graduates' perceptions of AI in dentistry. While AI's potential is widely recognized, its presence in dental curricula remains limited. These findings emphasize the need for comprehensive educational programmes to facilitate AI integration in dental practice.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149185781","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":"Reference Hallucination in AI-Assisted Restorative Dentistry Education: An Educational Risk Assessment Using the Reference Hallucination Score Framework.","authors":"Esra Yildirim Manav, Sıla Nur Usta","doi":"10.1111/eje.70321","DOIUrl":"https://doi.org/10.1111/eje.70321","url":null,"abstract":"<p><strong>Purpose: </strong>Artificial intelligence (AI) chatbots are increasingly used by dental students and faculty for literature review, coursework preparation, and scholarly writing. In restorative dentistry education, where evidence-based decision-making is fundamental, inaccurate AI-generated citations may pose educational risks. This study evaluated the bibliographic reliability of AI-generated references in restorative dentistry topics and examined their potential implications for dental education.</p><p><strong>Methods: </strong>Five large language model (LLM)-based chatbots were tested using ten standardised restorative dentistry prompts representing commonly assigned educational topics. Each chatbot generated 100 references (N = 500). References were manually verified using indexed databases and evaluated using the Reference Hallucination Score (RHS; range 0-11). Chatbot performance was compared using the Friedman test, followed by Dunn-Bonferroni post hoc pairwise comparisons. Binary bibliographic error parameters were analysed using generalised linear mixed models, with chatbot type, prompt complexity, and their interaction as fixed effects and prompt as a random intercept (α = 0.05).</p><p><strong>Results: </strong>A significant overall difference in RHS was observed among the evaluated AI chatbots (p < 0.001), with post hoc analyses identifying significant differences between specific model pairs. ChatGPT-5.2 and Perplexity AI demonstrated the lowest hallucination severity, whereas Copilot and DeepSeek-v3.2 demonstrated the highest. Prompt complexity did not significantly influence hallucination severity. Errors most frequently involved author names, journal titles, and DOIs.</p><p><strong>Conclusions: </strong>AI-generated references in restorative dentistry demonstrated substantial variability in bibliographic accuracy across the evaluated AI systems. These inaccuracies may pose potential risks to evidence-based learning and academic integrity, highlighting the importance of systematic reference verification and AI literacy in dental education.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149167556","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":"AI-Driven Feedback on Bitewing Radiographic Technique: A Comparative Study of Large Language Models.","authors":"Katharina Alves Rabelo, Laura Swinckles, Eduardo Delamare, Zhuoran Duan, Elvis Trinh, Yongpei Ma, Jinman Kim, Vesna Miletic","doi":"10.1111/eje.70325","DOIUrl":"https://doi.org/10.1111/eje.70325","url":null,"abstract":"<p><strong>Introduction: </strong>Large language models (LLMs) can enhance learning engagement and accessibility, though their performance in dentistry is inconsistent. Bitewing radiographs are critical for caries detection but prone to diagnostic errors from operator positioning. This study compared the performance of four LLMs with reasoning capabilities, GPT o1, GPT o3-mini, Gemini 2.0 Flash and Grok 3, in generating scenario-specific educational feedback from a structured textual format of bitewing radiographs.</p><p><strong>Materials and methods: </strong>Ten positioning error scenarios were created by DMFR specialists. LLMs were evaluated using an original prompt (OP) and an engineered prompt (EP), resulting in a 4 × 2 LLM-by-prompt design. Each LLM was tested via its model-specific access mode: API or web interface. Eighty outputs were assessed by two DMFR specialists for detail, content, clarity and relevance using a 5-point Likert scale. Ordinal category-level scores were analysed using a cumulative link mixed-effects model, with LLM, prompt type, scenario group, assessment category and LLM × prompt as fixed effects, and scenario as a random intercept.</p><p><strong>Results: </strong>The LLM-prompt interaction was significant, indicating prompt engineering affected models differently. GPT o3-mini had significantly lower odds of higher scores than Gemini 2.0 Flash, while EP reduced Grok 3 performance. Positioning error type influenced performance, with significant model-dependent differences across scenario groups. No significant LLM-assessment category interaction was observed, suggesting model differences did not vary across assessment categories.</p><p><strong>Conclusion: </strong>LLM-generated feedback varied by model, prompt design and positioning error type, but not consistently across assessment categories. Outputs require validation, model-specific prompt testing and specialist review before implementation.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149170824","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":"Dental Students' Perceived Confidence and Preparedness Following Medical Emergency Simulation Training in Australia.","authors":"Jessica Zachar, Sowmya Shetty","doi":"10.1111/eje.70327","DOIUrl":"https://doi.org/10.1111/eje.70327","url":null,"abstract":"<p><strong>Purpose/objectives: </strong>The study aimed to investigate dental students' perceived confidence and preparedness for managing medical emergencies within a dental setting.</p><p><strong>Methods: </strong>Three-hundred and six dental students completed a self-administered questionnaire following a novel medical emergency simulation training. Descriptive analyses were conducted to evaluate perceived confidence and preparedness gained through medical emergency simulation training. The data were tabulated, graphed, and analysed using SPSS.</p><p><strong>Results: </strong>The study found that more than half of the students reported low confidence in managing medical emergencies, with 22.7% of students indicating they were not confident and 39.1% reporting they were only slightly confident. Following the simulation training, 61.2% reported being fairly confident and 10.4% felt completely confident. Additionally, 30.8% initially rated non-technical skills as borderline or poor, whereas after simulation training, 68.6% reported good or excellent non-technical skills. Overall, 83.6% agreed that the simulation training felt realistic and 97.6% agreed or strongly agreed that they felt more prepared for medical emergency situations.</p><p><strong>Conclusion: </strong>It is concluded that the interactive simulation was effective in enhancing students' knowledge and self-reported confidence in managing medical emergencies within a dental setting.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149171145","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":"Impact of Gamification on Learning Oral Mucosal Pathology Among Dental Students: A Randomized Controlled Trial.","authors":"Anaïs Bonneau, Stérenn Cann, Agathe Louisy, Anne-Gaëlle Chaux, Emilie Hascoët, Philippe Lesclous, Alexandra Cloitre","doi":"10.1111/eje.70315","DOIUrl":"https://doi.org/10.1111/eje.70315","url":null,"abstract":"<p><strong>Objective: </strong>To determine whether learning with the ORAMUC game and its optional online revision platform yields better pedagogical outcomes than traditional learning in the acquisition of knowledge about oral mucosal pathology among fifth-year dental students.</p><p><strong>Materials and methods: </strong>A total of 71 students participated in this two-arm parallel cluster-randomized controlled trial (RCT). Only students in the game group had access to the ORAMUC game and its complementary microlearning platform Wooflash. Educational outcomes were assessed using the first three levels of Kirkpatrick's four-level model of training evaluation immediately after teaching (Levels 1 and 2) and 4 months later (Level 3).</p><p><strong>Results: </strong>At Level 1 (reaction), higher overall satisfaction scores (fun, collaborative, collective, dynamic) were found among students with access to the game compared with the control group. Confidence and self-assessment of skills scores improved in both groups, with no significant difference between groups except for one item. At Level 2 (learning), no significant differences were observed in pre- and post-teaching knowledge scores between groups; however, students perceived the game as 'a good mnemonic device,' 'good for remembering the lesson' and 'practical.' At Level 3, confidence and self-assessed skills did not differ significantly between groups 4 months after instruction.</p><p><strong>Conclusion: </strong>Gamified learning in oral mucosal pathology positively impacted Kirkpatrick's Level 1, with no additional benefits observed at Levels 2 or 3. Further studies should investigate its potential impact on clinical practice.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149139140","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":"Aging and Disability Simulation in Dental Education: A Mixed-Methods Evaluation of Student Perceptions.","authors":"Troi Davis, Sarah Pagni, Karin Arsenault","doi":"10.1111/eje.70322","DOIUrl":"https://doi.org/10.1111/eje.70322","url":null,"abstract":"<p><strong>Introduction: </strong>As global populations age, dental professionals must be better prepared to meet the complex needs of older adults and individuals with disabilities. This mixed-methods study examined whether participation in an ageing and disability simulation curriculum was associated with changes in dental students' self-reported awareness, confidence, and reflective understanding.</p><p><strong>Method: </strong>Third-year students at a U.S. dental school participated in a required geriatric rotation; 226 completed the pre-intervention survey, 231 the post-intervention survey, and 219 provided matched responses for paired analyses. The two half-day curriculum included immersive simulations of physical, sensory, and cognitive challenges, asynchronous modules, and an interdisciplinary case-based discussion. Likert-scale surveys assessed awareness, attitudes, and confidence immediately before and after the curriculum; open-ended responses were analysed thematically.</p><p><strong>Results: </strong>Significant pre- to post-intervention differences were observed across most measured domains (p < 0.001), including self-reported awareness of age- and disability-related challenges and confidence in communicating with, assessing, and adapting care for patients with disabilities. Perceptions of whether dental practices adequately accommodate individuals with disabilities did not change significantly (p = 0.084), although responses shifted toward greater disagreement. Qualitative themes included empathy and understanding of patient experience, person-centred and adaptable care, and interprofessional collaboration.</p><p><strong>Conclusion: </strong>Participation was associated with increased self-reported awareness and confidence and reflections emphasising patient experience, individualised care, and interprofessional collaboration. These findings do not establish improved clinical competence or sustained changes in practice. Studies incorporating objective performance measures and longitudinal follow-up are needed to determine whether perceived gains translate into demonstrable changes in patient care.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149139110","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":"Enhancing Oral Mucosal Biopsy and Submucosal Injection Skills in Dental Students Using a Manikin-Compatible Buccal Mucosal Lesion Simulator.","authors":"Minghui Wei, Shiping Chang, Zhao Liu, Tiantian Wu, Zhiyong Cao, Huaqing Lin, Qing Liu, Zhiqiang Shi, Lei Wang, Zhenlai Zhu","doi":"10.1111/eje.70320","DOIUrl":"https://doi.org/10.1111/eje.70320","url":null,"abstract":"<p><strong>Purpose: </strong>Oral mucosal biopsy and submucosal injection are essential clinical skills for dental students, yet traditional training relies on extraoral skin models that fail to replicate the texture of oral mucosa and the confined intraoral working space. This study aimed to develop a manikin-compatible buccal mucosal lesion simulator to address these limitations and evaluate its effectiveness in preclinical training.</p><p><strong>Methods: </strong>An intraoral simulator was designed to fit a dental manikin head, featuring realistic mucosal texture and anatomical constraints of the buccal region. Quantitative scoring rubrics were established based on clinical procedural standards to assess biopsy and injection performance. Thirty-six fourth-year dental students participated in a structured training session in September 2025, which included a didactic briefing followed by hands-on practice with the simulator. Pre- and post-training questionnaires evaluated procedural familiarity, self-reported confidence and simulator usability, while instructors used the rubrics to assess technical performance.</p><p><strong>Results: </strong>The scoring rubrics effectively differentiated students' procedural quality in both biopsy and injection tasks. Post-training questionnaires revealed significant improvements in students' familiarity with procedural workflows and confidence in performing the techniques. Most students rated the difficulty of the course as moderate and agreed that the intraoral mucosal simulator was well adapted to the restricted oral working space and provided a realistic approximation of clinical conditions.</p><p><strong>Conclusions: </strong>The manikin-integrated buccal mucosal lesion simulator provides clinically relevant training by addressing key limitations of traditional models. It enhances students' procedural skills and confidence, supporting its utility as a valuable tool in preclinical dental education.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149117878","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}