European Journal of Dental Education最新文献

{"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":"https://doi.org/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":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","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":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational Applications of ChatGPT in University-Based Dental Education. A Systematic Review.","authors":"Juan Ignacio Aura-Tormos, Maria Llacer-Martinez, Ines Torres-Osca","doi":"10.1111/eje.70011","DOIUrl":"https://doi.org/10.1111/eje.70011","url":null,"abstract":"<p><strong>Background: </strong>The emergence of ChatGPT has sparked growing interest in its application within university-based dental education. As a conversational large language model (LLM), ChatGPT offers unique opportunities for content explanation, exam simulation and learner support. However, its educational utility, limitations and ethical implications remain underexplored.</p><p><strong>Objective: </strong>This systematic review aims to synthesise existing evidence on the pedagogical uses, perceived benefits, limitations and curricular integration of ChatGPT in dental education at the undergraduate and postgraduate levels.</p><p><strong>Material and methods: </strong>A comprehensive search was conducted across PubMed, Scopus and Web of Science. After screening and applying eligibility criteria, studies which met the eligibility criteria were included for full analysis. Thematic synthesis was performed across six domains: perceptions, educational uses, perceived benefits, risks and limitations, curricular integration and model comparison.</p><p><strong>Results: </strong>After completing the database search, 60 studies were identified. ChatGPT was predominantly perceived as useful, especially in enhancing autonomous learning, exam preparation and understanding clinical concepts. Most studies highlighted GPT-4's superior performance compared to GPT-3.5. Nevertheless, concerns regarding misinformation, overreliance and reduced critical thinking were frequently reported. Integration into curricula remained informal and complementary, with limited structured implementation. Study quality was heterogeneous, and many reports lacked methodological transparency.</p><p><strong>Conclusions: </strong>ChatGPT shows promise as a supportive tool in dental education, but its integration requires ethical and pedagogical oversight. Future research should use standardised frameworks to assess its effectiveness and risks.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144561835","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":"Educational Outcomes Associated With Undergraduate Dental Education in Primary Care and Community Settings in Europe: Findings From a Rapid Scoping Review.","authors":"Paul Leavy, Blánaid Daly","doi":"10.1111/eje.70004","DOIUrl":"https://doi.org/10.1111/eje.70004","url":null,"abstract":"<p><strong>Background: </strong>Recent decades have seen the emergence of primary care and community (PCC) based dental education in settings that are separate to dental teaching hospitals, including general dental practice and salaried dental services. By mirroring care delivery in these services, this experience can facilitate students' transition to independent clinical practice.</p><p><strong>Objectives: </strong>To identify educational outcomes associated with PCC-based undergraduate dental education in Europe.</p><p><strong>Methods: </strong>Web of Science, MEDLINE, CINAHL, Academic Search Complete and ERIC were searched, and peer-reviewed articles were selected based on inclusion criteria. Following data extraction, a narrative synthesis of findings was conducted with outcomes grouped and themed into five domains: 'practical skills'; 'teamwork and the business of dentistry'; 'preparedness for independent practice'; 'population and dental public health' and 'specialty specific outcomes'.</p><p><strong>Results: </strong>Forty-seven studies from the UK, Germany, and Nordic countries were included. PCC-based education was noted for promoting teamwork and affording undergraduates experience in the operation of dental clinics. Improved practical skills relating to treatment planning, provision of holistic care, communication and clinical productivity were observed. Students also gained experience in population and dental public health, paediatric and special care dentistry.</p><p><strong>Conclusions: </strong>PCC-based dental education facilitates students in consolidating their learning and honing their skills in preparation for independent practice. The outcomes cited align with many of the objectives and intended learning outcomes of such programmes, as well as recommendations relating to education and workforce development outlined in the WHO global strategy and action plan on oral health.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144530893","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":"Knowledge Retention in Tooth Morphology Among Dental Hygienists.","authors":"Anna Tostrup Kristensen, Noora Helene Thune, Amer Sehic, Tor Paaske Utheim, Hugo Lewi Hammer, Qalbi Khan","doi":"10.1111/eje.70003","DOIUrl":"https://doi.org/10.1111/eje.70003","url":null,"abstract":"<p><strong>Introduction: </strong>Dental hygienists play an essential role in promoting oral health and preventing oral diseases. A strong foundation in tooth morphology is critical for effective dental hygiene practise. This study aims to evaluate and compare tooth morphology knowledge among undergraduate dental hygiene students and practising dental hygienists.</p><p><strong>Materials and methods: </strong>A Tooth Identification Examination was conducted with 54 first-year dental hygiene students (Control Group) and 58 practising dental hygienists (Experimental Group). Participants were tasked with identifying 40 extracted teeth, with errors categorised into three levels of severity: Type 1 (Side/Group Misplacement), Type 2 (Incorrect Jaw Identification) and Type 3 (Misidentification of the Main Tooth Group). For the practising hygienists, the relationship between years of professional experience and identification errors was analysed.</p><p><strong>Results: </strong>Results revealed that dental hygienists had a significantly lower correct identification rate compared to students (p < 0.001). Among the hygienists, 40 (68.96%) made 10 or more errors, and 32 (55.17%) failed the test by exceeding 12 errors. On average, this group made 18.93 errors, with Types 2 and 3 errors accounting for 71.95% of all mistakes. A significant increase in errors was observed with more years of experience (p < 0.001).</p><p><strong>Conclusions: </strong>These findings demonstrate a positive correlation between identification errors and clinical experience among hygienists, suggesting a decline in long-term retention of foundational knowledge. Maintaining essential competencies requires ongoing reinforcement beyond initial learning. Integrating tooth morphology into continuing education programmes could help address these gaps, improve retention and enhance professional performance over time.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144499061","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":"Amsterdam Self-Efficacy Scale for Tooth Removal (ASES-TR).","authors":"Maaike G Beuling, Jason Nak, Jens Kober, Jean Pierre T F Ho, Jan de Lange, Raoul P P P Grasman, Tom C T van Riet","doi":"10.1111/eje.70007","DOIUrl":"https://doi.org/10.1111/eje.70007","url":null,"abstract":"<p><strong>Objectives: </strong>To develop and validate a questionnaire on dental students' self-efficacy with tooth removal, suitable for measuring the effectiveness of training methods.</p><p><strong>Methods: </strong>To prepare and validate this questionnaire, we used the Association of Medical Education in Europe (AMEE) stepwise guide for developing questionnaires for educational research. In the validation process, our study group conducted two pilot studies, the first for an exploratory factor analysis and the second for a confirmatory factor analysis. In addition, the questionnaire was tested for convergence with the neuroticism subscale of the NEO-Personality Inventory.</p><p><strong>Results: </strong>After an exploratory factor analysis, which used a total of 137 responses on 33 items, 15 items were left for confirmatory factor analysis. A total of 118 responses were available for the confirmatory factor analysis. Model fitness was tested using tests for exact fitness and fit indices such as the goodness of fit index (GFI), root mean square error of approximation (RMSEA) and standardised root mean squared residual (SRMR). An acceptable fit was found for 11 items divided over three factors: 'self-perceived skill', 'tension' and 'dedication'. These 11 items did not converge with the neuroticism scale.</p><p><strong>Conclusion: </strong>This study showed the development steps and initial validation of a psychometric instrument, the Amsterdam Self-Efficacy Scale for Tooth Removal (ASES-TR), consisting of 11 items for testing dental students' self-efficacy in performing tooth removal procedures.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144499059","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":"Knowledge and Awareness of Students Towards Early Orthodontic Treatment.","authors":"Jingjing Liu, Hu Qiao","doi":"10.1111/eje.70008","DOIUrl":"https://doi.org/10.1111/eje.70008","url":null,"abstract":"<p><strong>Objective: </strong>Early orthodontic treatment aims to correct dental and skeletal anomalies at an early stage, thereby preventing the possible aggravation of orthodontic issues in the future. This study investigated the knowledge and awareness of early orthodontic treatment among dental students to identify potential areas of improvement in further education.</p><p><strong>Methods: </strong>A structured questionnaire was developed that comprised 16 questions, categorised into three sections: (1) Basic information, (2) causes and effects of malocclusion and (3) knowledge of early orthodontic treatment. A total of 283 surveys were distributed electronically, and responses were collected anonymously. Total scores were calculated and compared across different groups.</p><p><strong>Results: </strong>A total of 249 questionnaires were returned, with an average knowledge score of 9.02. Participants ≤ 25 years scored 7.75, significantly lower than those > 25 years who scored 9.90 (p < 0.01). Orthodontic students scored higher than non-orthodontic students (9.54 versus 8.63; p < 0.01). Participants with training scored higher than those without (9.90 versus 8.08; p < 0.01).</p><p><strong>Conclusion: </strong>There was a strong understanding of the aetiology and impact of malocclusion among the majority of the respondents. However, more than 40% failed to understand that the optimal time for early treatment depends on the type of malocclusion. Their knowledge about the timing and indication of early orthodontic treatment was deemed insufficient. Improving orthodontic education programmes and offering additional training opportunities can essentially address these gaps and enhance the understanding of early orthodontic care among students, as evident from the significantly higher scores among students who received prior training (9.90 versus 8.08; p < 0.01).</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144499060","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":"Special Care Dentistry (Undergraduate) Education: Essential as a Starting Point, Yet Insufficient to Overcome Barriers.","authors":"Inès Phlypo, Louise Poppe, Ellen Palmers, Dominique Declerck, Barbara Janssens","doi":"10.1111/eje.13124","DOIUrl":"https://doi.org/10.1111/eje.13124","url":null,"abstract":"<p><strong>Introduction: </strong>This study explored the role of special care dentistry (SCD) education in enhancing oral healthcare accessibility for people with disabilities and frail older adults.</p><p><strong>Materials and methods: </strong>An online questionnaire about SCD was distributed among dentists and dental hygienists in Flanders (Belgium) in December 2020 and January 2021. Descriptive and bivariate analyses were performed to compare the responses of these two professional groups. Among dentists, adjusted binary logistic regression analyses were performed to study the relationship between prior education on SCD and the willingness to engage in future SCD initiatives. Furthermore, an open-ended question requesting suggestions about SCD was analysed using the principles of thematic analysis.</p><p><strong>Results: </strong>In total, 51 dental hygienists and 308 dentists responded. Both groups reported treating SCD patients, mostly between a few times a year and monthly. A higher proportion of dental hygienists received prior education on SCD and exhibited openness to future SCD initiatives than dentists. Responding dentists with prior education on SCD had higher estimated odds for the willingness to receive future education. Analysing the open-ended question, dentists attributed their lower willingness to factors beyond their control and emphasised the need for an established role for dental hygienists in SCD.</p><p><strong>Conclusion: </strong>Most dental care providers deliver SCD infrequently. More than half of the dentists reported they never received SCD education. Dentists are less willing than dental hygienists to contribute to future SCD initiatives. To encourage dentists in future service provision, SCD educational initiatives could help, but must be supported by governmental actions and regulations.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144499062","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":"Performance of Dental Students in Prosthodontics Laboratory: A Randomised Trial Comparing Written Instruction Lecture, Video-Recorded and Live Demonstration.","authors":"Dima Abu Baker, Rasha Alamoush, Mohammad Bustani, Motasum Abu-Awwad, Wijdan El Manaseer, Oraib Omari","doi":"10.1111/eje.70009","DOIUrl":"https://doi.org/10.1111/eje.70009","url":null,"abstract":"<p><strong>Introduction: </strong>Teaching methodologies have evolved from traditional lecturing to include the utilisation of recording technologies. This study aims to assess the impact of three teaching methods: (written instruction, lecture, video-recorded and live demonstration) of a maxillary wax-rim construction on students' performance and to explore students' satisfaction and preference for teaching methods.</p><p><strong>Materials and methods: </strong>The study was designed as a multiarm parallel-group randomised trial. A total of 106 third-year undergraduate dental students at the University of Jordan during the 2023/2024 academic year were recruited. Students were enrolled in Prosthodontics Laboratory-1 course and had not taken this laboratory before or failed third year. Students were randomised using a randomisation software into three groups based on maxillary wax-rim construction teaching methods: written instruction, lecture, video-recorded and live demonstration. Students' wax rims were marked by numbers to ensure blinding of three examiners who conducted anterior and posterior rim measurements (primary outcome). Students' satisfaction and preferences (secondary outcome) were also assessed by completing a nit questionnaire.</p><p><strong>Results: </strong>Group 1 (written instruction lecture) included 34 students, Group 2 (video-recorded demonstration) 35 and Group 3 (live demonstration) included 37 students, with two students dropping out due to absence. Groups 1 and 2 performed lower than group three regarding posterior rim height and width (p < 0.05). Groups 2 and 3 performed better regarding anterior rim height and width compared to Group 1 (p < 0.05). Most of the students (86%) preferred live demonstration over other methods of teaching.</p><p><strong>Conclusion: </strong>Live and video-recorded demonstrations improved students' performance in achieving comparable wax-rim parameters to reference values compared to written instruction lectures, with a preference for live demonstrations. Integrating these methods into preclinical prosthodontic curricula can enhance practical learning and skill development.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144477717","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":"Higher Confidence Levels in Temporomandibular Disorders Among Predoctoral Students With Clinical Patient Exposure: A National-Based Cross-Sectional Study.","authors":"Linda Sangalli, William S Rayens, Caroline M Sawicki, Danica Tuason, Alberto Herrero Babiloni, James Fricton, Janey Prodoehl","doi":"10.1111/eje.13138","DOIUrl":"https://doi.org/10.1111/eje.13138","url":null,"abstract":"<p><strong>Objective: </strong>The Commission on Dental Accreditation mandated the integration of temporomandibular disorders (TMD) education in predoctoral dental curricula by 2022. However, its impact on student confidence in managing patients with TMD, which is a crucial precursor to implementation, remains unexplored. This study assessed students' confidence levels in TMD-related skills and the influence of different educational approaches.</p><p><strong>Methods: </strong>An anonymous survey assessing confidence in 12 TMD-related skills (rated 0-10, with 10='the most confident') was distributed to all U.S. predoctoral dental students via the American Student Dental Association in Fall 2024. Confidence levels were compared across academic years, instruction modality (multimodal vs. single-modality) and educational approach (didactic alone vs. didactic + clinical exposure vs. didactic + hands-on/small group discussions) using ANOVA and t-tests. Logistic regression identified predictors of sufficient confidence (> 5 on a 0-10 scale).</p><p><strong>Results: </strong>Responses from 289 participants (26.2 ± 3.8 y/o, 69.3% women) revealed overall low confidence levels (3.5 ± 2.1). Confidence significantly increased with academic year, from 14% of first-year students to 59.4% of fourth-year students reporting sufficient confidence (p < 0.001). Students who received multimodal instruction (p < 0.001), didactic lecture combined with patient exposure (p's between < 0.001 and 0.021) and who had previous clinical exposure (p's between < 0.001 and 0.006) scored significantly higher in confidence than those receiving single-modality approaches, only didactic lecture, and those without patient exposure. Logistic regression identified patient exposure (OR = 2.88, 95% CI 1.11-7.51, p = 0.030) and later academic year (OR = 2.57, 95% CI 1.15-5.71, p = 0.021) as predictors of sufficient confidence.</p><p><strong>Conclusions: </strong>Despite an overall low confidence in skills related to TMD, confidence levels improved with academic progression, multimodal instruction, and patient exposure.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144477716","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":"Difficulty-Based Three-Dimensional Animation in Oral Histology and Embryology Education: An Explorative Study.","authors":"Jiaxin Yang, Yanan Sun, Li Wang, Shaodong Yang, Jiali Zhang","doi":"10.1111/eje.70006","DOIUrl":"10.1111/eje.70006","url":null,"abstract":"<p><strong>Purpose: </strong>To investigate the impact of three-dimensional (3D) animation teaching on student learning performance, specifically addressing the critical challenging points in oral histology and embryology.</p><p><strong>Methods: </strong>Two hundred and seven undergraduate dental students participated in this study and were divided into a control group and an experimental group. All students attended traditional lectures and completed a preliminary questionnaire. Subsequently, the experimental group was given time to watch a 3D animation developed by researchers, focusing on key concepts, whereas the control group engaged in self-directed learning. Quizzes and satisfaction surveys were then administered to assess participants' comprehension of the key concepts and their attitudes towards the use of the 3D animations.</p><p><strong>Result: </strong>The initial questionnaire revealed that enamel formation was identified as the most challenging topic. After studying the animation, the average quiz correctness improved significantly to 53.5% ± 29.88%, compared to the control group (p = 0.016). The assessment grades of the experimental group increased significantly, with total scores rising from 2.00 (1.00, 3.00) to 7.00 (5.00, 8.00) (p = 0.000). 50.5% of students viewed the animation 2-3 times in its entirety. Most students preferred watching the animation on mobile phones in dormitories, often during traditional lectures or post-study periods. Feedback from a five-point Likert scale demonstrated that students largely agreed that 3D animations effectively enhance their understanding of key concepts.</p><p><strong>Conclusion: </strong>This study demonstrates that the animation of key points offers students a more intuitive and personalised learning experience, thereby enhancing their understanding and interest in the concepts and processes of oral histology and embryology.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144340596","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}