European Journal of Dental Education最新文献

{"title":"Opinions, Attitudes and Beliefs Regarding Spirituality and Religiosity in the Clinical Practice of Dental Students: A Cross-Sectional Study.","authors":"Ana Paula de Almeida Nunes, Alessandra Lamas Granero Lucchetti, Rodrigo Guerra de Oliveira, Ana Júlia de Figueiredo Firmino, Oscarina da Silva Ezequiel, Giancarlo Lucchetti","doi":"10.1111/eje.70090","DOIUrl":"10.1111/eje.70090","url":null,"abstract":"<p><strong>Objectives: </strong>To investigate the opinions, attitudes and beliefs of dental students regarding the role of spirituality and religiosity (S/R) in clinical practice.</p><p><strong>Methods: </strong>This cross-sectional study was conducted in a Brazilian dental school. The Brazilian-Portuguese version of the Network for Research Spirituality and Health (NERSH) questionnaire was used. Descriptive analyses were conducted to report data and logistic regression models were constructed to identify the factors associated with students' opinions, attitudes and beliefs about S/R.</p><p><strong>Results: </strong>A total of 336 undergraduate dental students (response rate = 83.1%) were included, predominantly females (66.4%) and mean age of 22.2 (SD: 3.6) years. Most students identified as moderately/very spiritual (69.6%) and religious (64.9%), considered it appropriate to address S/R when a patient/relative brings them up (69%), and agreed that beliefs could greatly influence a patient's health (61%). This influence was also noted for dental conditions such as temporomandibular joint dysfunction (68.5%), periodontal disease (63.4%) and dental caries (50.4%). However, most (78.0%) had never addressed S/R during consultations and did not receive formal training (84.8%). Seven out of ten students reported barriers that discourage them from discussing S/R, including fear of offending patients, professional neutrality and subject discomfort. Generally, older students, male students, those at more advanced stages of the programme, and those with stronger S/R beliefs tended to have more positive opinions and attitudes toward the subject.</p><p><strong>Conclusion: </strong>Although most dental students hold positive opinions and attitudes toward S/R in clinical practice, structured training and systematic approaches remain lacking. These findings underscore the importance of non-biological factors in dentistry.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1340-1351"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383328/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145999504","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}

{"title":"Loss of Tooth Structure After Successive Removal of Temporary Restorative Materials by Dental Students Between Endodontic Treatment Sessions: An In Vitro Study.","authors":"Márcia Cunha, Andressa Galzer Dos Santos, Roberto Zimmer, Fernanda Zanella Arruda, Guilherme Anziliero Arossi, Fernando Freitas Portella","doi":"10.1111/eje.70083","DOIUrl":"10.1111/eje.70083","url":null,"abstract":"<p><strong>Objective: </strong>The aim of this study was to evaluate the loss of tooth structure after the removal of temporary restorative materials between endodontic treatment sessions performed by undergraduate students.</p><p><strong>Methods: </strong>Twenty human molar teeth underwent endodontic coronal access and were randomly divided into two groups. One group received a temporary restoration with zinc oxide and calcium sulfate-based temporary cement (ZNO) alone, while the other group was restored with a combination of zinc oxide and calcium sulfate-based cement at the base of the restoration, and conventional glass ionomer cement as the outer layer (GIC). Every week, four trained undergraduate dental students performed the coronal reopening of the teeth. The teeth were individually weighed after the coronal access and after each removal of the temporary restoration. This process was carried out for 4 weeks. After the fourth week, two specialists in restorative dentistry fully removed any remaining temporary materials and finished the cavity.</p><p><strong>Results: </strong>The average tooth mass variation was calculated at each removal stage. Linear regression analysis was performed to assess the variation in tooth mass as a function of the interventions. The final percentage mass variation was -1.946 (±1.096) for the teeth restored with ZNO, and -1.841 (±0.918) for those restored with ZNO + GIC. Every temporary filling removal presented a negative variation in tooth mass of 0.37% for ZNO, and of 0.63% for teeth restored with ZNO + GIC, respectively.</p><p><strong>Conclusions: </strong>Successive removals of temporary restorative materials led to loss of dental structure. When comparing temporary restorations made with ZNO + GIC and ZNO, no differences in the lost mass were observed.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1269-1273"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383342/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145795708","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}

{"title":"A Cross-Sectional Survey of Final Year Dental Students' Opinions on Professionalism and Dental Board of Australia Tribunal Outcomes.","authors":"Maurice J Meade, Xiangqun Ju, David Hunter, Lisa Jamieson","doi":"10.1111/eje.70069","DOIUrl":"10.1111/eje.70069","url":null,"abstract":"<p><strong>Background: </strong>Students undertaking clinical dental training in an educational program in Australia are required to be registered with the Australian Health Practitioner Regulation Agency and are expected to conform with the professional standards described in the Dental Board of Australia's (DBA) Code of Conduct. The DBA can refer a dentist to a tribunal for alleged professional misconduct. The aim of the study was to survey Bachelor of Dental Surgery (BDS) students at the University of Adelaide (UofA) about their opinions on professionalism and DBA tribunal outcomes.</p><p><strong>Methods: </strong>Sixty-six final year UofA BDS students were invited to participate in a three-part electronic survey. Part 1 concerned respondent demographics. Parts 2 and 3 requested responses to nine statements about professionalism and the outcomes of 10 'real life' DBA tribunal hearings.</p><p><strong>Results: </strong>A response rate of 69.7% (n = 46) was recorded. Eight (17.4%) students were not aware of the DBA's Code of Conduct. Ten (26.3%) responded that being bound by the Code meant they could not fully value the student university experience. DBA outcomes regarding infringement of patient autonomy were considered lenient/very lenient by 59.1% (n = 26) and an outcome regarding an employment dispute harsh/very harsh by 54.5% (n = 24).</p><p><strong>Conclusions: </strong>The students generally agreed with statements regarding professionalism. Variation in opinion about DBA outcomes was observed. Outcomes regarding infringement of patient autonomy and protection of the dentist title were considered harsh whereas outcomes not otherwise directly related to patient care were considered lenient.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1142-1151"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383362/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145402695","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}

{"title":"Factors Affecting Student Satisfaction With an Undergraduate Research Project.","authors":"Joseph Phizackerley, Ruby Long, James Field","doi":"10.1111/eje.70050","DOIUrl":"10.1111/eje.70050","url":null,"abstract":"<p><strong>Aim: </strong>The aim of this research paper was to explore Bachelor of Dental Surgery (BDS) undergraduate student views of a research project (RP) that comprises part of the curriculum at Cardiff University (CU), Wales.</p><p><strong>Method: </strong>4th and 5th year students undertaking the RP were issued an anonymous cross-sectional survey. 66 responses were obtained, giving a response rate of 52%. The questionnaire consisted of Likert-style items, a satisfaction score and free-text responses. Jamovi and Excel were used to conduct statistical analysis (multiple linear regression, t-tests and Cronbach's alpha) of the results along with thematic analysis of the free-text responses.</p><p><strong>Results: </strong>Students generally had a positive response to the RP and felt that the RP helped to improve their research skills. The responses showed a positive correlation between satisfaction and student input into the project topic (estimate = 0.84, p = 0.03), understanding of the purpose of the RP (estimate = 0.69, p = 0.023), perceived improvement of research skills (estimate = 0.97, p < 0.001), and how prepared students felt to begin their project (estimate = 0.92, p = 0.004). There were, however, areas of the RP which students found challenging, such as the balance of completing the RP alongside clinical time, as well as arranging timely interactions with supervisors.</p><p><strong>Conclusions: </strong>Overall, students had a positive outlook on the RP, with students who felt more prepared to begin the project and those who felt the project had improved their skills perceiving the project more favourably. This paper provides some insight into how such a project could be improved, for example, considering an increased timeline or a group format of the project along with future research directions.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1013-1025"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383345/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145139251","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}

{"title":"Strategic Planning in Dental Education: A Case Study Adopting the Issue-Based Planning Model and SWOT Analysis Framework.","authors":"Galvin Sim Siang Lin, Mohd Haikal Muhamad Halil, Muhd Firdaus Che Musa, Ahmad Faisal Ismail, Azlini Ismail, Widya Lestari, Syuwari Azhar Azman","doi":"10.1111/eje.70085","DOIUrl":"10.1111/eje.70085","url":null,"abstract":"<p><strong>Introduction: </strong>This study describes a faculty development initiative through implementing the Issue-Based Strategic Planning Model and SWOT Analysis Framework to establish a sustainable strategic direction and strengthen faculty governance.</p><p><strong>Methods: </strong>A qualitative case study design was adopted, involving document reviews, stakeholder consultations, and anonymous surveys. The strategic planning process engaged faculty leadership and academic staff using a bidirectional approach, top-down and bottom-up. It involved six key steps: initial preparation, Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis, identification of strategic issues, reassessment of mission and vision, development of action plans, and execution with monitoring. Data sources included document reviews, management meetings, anonymous surveys, and thematic analysis of responses.</p><p><strong>Results: </strong>The strategic planning process fostered unified understanding and engagement across departments. Twelve innovative ideas were consolidated into four strategic pillars guiding institutional transformation. The SWOT analysis identified key strengths (e.g., qualified faculty, accredited curriculum), weaknesses (e.g., lack of curriculum mapping, limited research funding), opportunities (e.g., international collaboration, faculty training), and threats (e.g., financial constraints, outdated research infrastructure). Four strategic goals were formulated: enhancing teaching and learning, promoting research, strengthening administration, and expanding clinical and community services. Implementation led to increased research output, coordinated international programs, and improved alignment of departmental Key Performance Indicators with institutional objectives.</p><p><strong>Conclusion: </strong>Adopting structured strategic planning models enabled the faculty to align institutional goals with broader educational priorities while reinforcing academic values. This case demonstrates that strategic planning is essential for fostering institutional resilience and continuous improvement in dental education, ensuring long-term relevance, sustainability, and impact.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1282-1290"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383304/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145859106","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}

{"title":"Simulation-Based Training in Dental Radiography: The Impact of Qbion Software on Learning Outcomes for Dentistry Students.","authors":"Marta Krzyżanowska, Dominika Łabno, Kamila Smala, Weronika Miazek, Magdalena Piskórz, Ingrid Różyło-Kalinowska","doi":"10.1111/eje.70072","DOIUrl":"10.1111/eje.70072","url":null,"abstract":"<p><strong>Introduction: </strong>Enhancing the quality of radiographic imaging is crucial for minimising patient exposure to ionising radiation resulting from repeated X-rays. Addressing technical errors during patient positioning is vital for obtaining accurate extraoral radiographs. Radiological simulation offers dentistry students a unique opportunity to refine their skills and gain experience in taking intraoral and extraoral X-rays without ionising radiation.</p><p><strong>Materials and methods: </strong>A survey was conducted among 98 dental students. Half of them comprised the control group which had taken a course in radiography, and the other 50% were the study group who additionally underwent Qbion training. Respondents answered 13 single- and multiple-choice questions concerning one correct and 12 panoramic radiographs with one, two or three positioning errors. The students were asked to identify the reason for the occurrence of a technical error. The results were analysed descriptively.</p><p><strong>Results: </strong>A correctly taken panoramic X-ray was recognised by 79 students (80.6%). Among them, 44 students (55.7%) used the Qbion software. The most commonly identified error was asymmetrical patient positioning, identified by 78 of 98 respondents (79.6%)-43 (55.1%) in the study group and 35 (44.9%) in the control group. The most difficult question concerning the too forward position of the patient was correctly answered only by 34 students.</p><p><strong>Discussion: </strong>Students utilising Qbion software demonstrated a higher accuracy in answering questions related to radiographic errors, indicating the software's effectiveness in enhancing practical skills. The analysis of multiple-choice questions showed that the higher the degree of difficulty, the lower the percentage of correct answers.</p><p><strong>Conclusions: </strong>The results suggest that integrating radiological simulation tools, like Qbion, significantly improves learning outcomes for students. However, further research with larger sample sizes is warranted to validate these findings.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1168-1174"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383321/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145432950","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}

{"title":"Training Program for the Use of Magnification Loupes in Dentistry.","authors":"Júlia Margato Pazos, Jessica Katarine de Abreu Silva, Patricia Petromilli Nordi Sasso Garcia","doi":"10.1111/eje.70088","DOIUrl":"10.1111/eje.70088","url":null,"abstract":"<p><strong>Introduction: </strong>Although magnification loupes offer well-documented advantages, their initial adaptation can be challenging, often deterring widespread adoption. Without sufficient training during this critical period, students may feel inadequately prepared, limiting their ability to benefit from loupes and contributing to reluctance in their use. To address this issue, this study designed and evaluated a training program focused on the use of Galilean loupes, aiming to enhance the ergonomic posture of dental students.</p><p><strong>Methods: </strong>Thirty-one second-year dental students were divided into an experimental group and a control group. Response variables were compliance with ergonomic posture requirements, neck angular deviation, muscle contraction of the back and neck and self-reported perception of pain/discomfort. The independent variables were training program and timing of evaluation (T0, before the program; T1, 1 week after the program). Data analysis used mixed repeated-measures ANOVA and nonparametric mixed repeated-measures ANOVA (α = 5%).</p><p><strong>Results: </strong>For posture compliance, the experimental group showed improved scores at T1 (p = 0.044), while the control group showed no change. Angular deviation was smaller at T1. No significant interaction was found for muscle contractions. Pain/discomfort perception significantly decreased over time (p = 0.006).</p><p><strong>Discussion: </strong>The training program significantly improved students' compliance to ergonomic posture requirements, though it had no measurable effect on the other variables assessed. These findings are noteworthy, as they indicate that targeted training in the use of magnification loupes can effectively improve students' compliance to ergonomic posture standards. Notably, changes in neck angular deviation and reported pain or discomfort were associated with the timing of assessment rather than the training itself. This suggests that the use of magnification loupes may contribute to reducing angular deviation in the neck as students gain confidence and become more accustomed to magnification. Overall, the training program demonstrated a clear benefit in supporting ergonomic compliance among dental students.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1316-1324"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383315/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145866363","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}

{"title":"Training Needs Analysis in Dental Practice Management.","authors":"Sara Benfaida, Zineb Al Jalil, Imane Ihoume, Reda Fadil, Mohcine Elabidine, Anas Bennani","doi":"10.1111/eje.70038","DOIUrl":"10.1111/eje.70038","url":null,"abstract":"<p><strong>Background and aim: </strong>Working in a dental private practice is an investment that requires many skills in management, including the management of the dental office and staff recruitment. The objective of our study was to identify the need for continuing training in dental practice management among dental students at the end of their training.</p><p><strong>Methods: </strong>A descriptive cross-sectional study was conducted among students at the end of their course at the Faculty of Dentistry of Casablanca using an anonymous questionnaire. The questionnaire included 7 general questions, 15 questions on the liberal installation, and 7 questions on the financing of the dental office. Data were entered and statistically analysed using SPSS software at the epidemiology and research laboratory of the faculty.</p><p><strong>Results: </strong>3% of students were able to answer correctly to the questions on the types of possible contracts for staff. 88.7% of students do not know dental practice management software, and 93.2% do not know which software to use to communicate with prosthetists. 88% of participants express a need for training in the running of their practice. To complete their knowledge, 70.7% of students expressed their interest in workshops, and 66.2% in guided lessons.</p><p><strong>Conclusion: </strong>To address the identified training needs, the organisation of additional scientific events, such as congresses, seminars, and workshops, is proposed within the faculty, in collaboration with the Order Council and other institutional stakeholders.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"923-929"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383314/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145006779","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}

{"title":"Active Teaching-Learning and Digital Technologies in Undergraduate and Postgraduate Dentistry Courses in Brazil.","authors":"Iara Vieira Ferreira, Larissa Stefhanne Damasceno deAmorim Póvoa, Beatriz Araújo de Souza, Daniele Sorgatto Faé, Francielle Silvestre Verner, Cleidiel Aparecido Araújo Lemos, Sibele Nascimento de Aquino","doi":"10.1111/eje.70056","DOIUrl":"10.1111/eje.70056","url":null,"abstract":"<p><strong>Introduction: </strong>Traditional methods versus active teaching-learning and new technologies have become increasingly important in health education, especially for training healthcare professionals for modern challenges. In dental education, active learning and digital technologies are recognised worldwide, but there is a lack of comprehensive analysis on their implementation in Brazilian undergraduate and postgraduate curricula.</p><p><strong>Materials and methods: </strong>Data were collected from the official websites of undergraduate and postgraduate dentistry programs in Brazil. Descriptive and statistical analyses were performed using JASP software, with a significance level of p < 0.05. Chi-square, Fisher's exact, and Mann-Whitney tests were applied to evaluate relationships between active methods, digital technologies, and course characteristics.</p><p><strong>Results: </strong>The study revealed low formal adoption of active learning methods and digital technologies in dental education. No significant association was found between active learning methods and general course characteristics. However, technology use was significantly associated with active learning methods in postgraduate and undergraduate courses.</p><p><strong>Conclusion: </strong>This study underscores the need for a more structured approach to preparing educators in both undergraduate and postgraduate dentistry programs to integrate active learning methods and digital technologies effectively. A clear framework for educator training is essential to meet modern educational demands and improve the quality of dental education in Brazil.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1092-1097"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383298/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145349867","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}

{"title":"Assessing Clinical Competence of Postgraduate Dental Specialty Trainees: A Scoping Review.","authors":"Fatemeh Amir-Rad, Susan Morison, Sabarinath Prasad, Nabil Zary, Gerry McKenna","doi":"10.1111/eje.70060","DOIUrl":"10.1111/eje.70060","url":null,"abstract":"<p><strong>Background: </strong>Assessment is essential to ensure that trainees meet competency standards in delivering patient care. However, a comprehensive summary of the literature on clinical assessment in postgraduate dental education is largely absent. Filling this gap is essential for developing effective assessment processes to help support competency-based education at the postgraduate level. To address this gap, this scoping review aims to map the published literature on the assessment of clinical competence for postgraduate dental specialty trainees to identify knowledge gaps and future research areas.</p><p><strong>Methods: </strong>Guided by Arskey and O'Malley's framework, a comprehensive search was conducted across four databases (MEDLINE, EMBASE, SCOPUS and Google Scholar) from 2005 until March 2025. The search was focused on subheadings related to assessment and postgraduate dental specialty training. Two researchers independently screened the literature for eligibility using inclusion/exclusion criteria, extracted key data and analysed data thematically. The research report strategy followed the most recent PRISMA guidelines for scoping reviews.</p><p><strong>Results: </strong>Thirty-three articles met the inclusion criteria, with almost equal distribution between Asia, the United States and Canada and Europe. The articles covered diverse aspects of assessment in postgraduate dental specialty training, such as individual assessment tools, WBA, assessment systems, EPA and assessment format. The number of published articles on this topic increased over fourfold in the 2015-2025 decade compared to the previous decade. Qualitatively, four themes were identified in the analysis: (1) assessment concept: the why, what and who? (2) methods and tools used in assessment; (3) challenges, opportunities and areas for future research and (4) users' perceptions of assessment.</p><p><strong>Conclusion: </strong>Research on clinical competence assessment in postgraduate dental education is currently limited, particularly in terms of synthesis of assessment information for making progression decisions on individual trainees. Future research should focus on assessment systems that align with competency-based education principles, leverage digital enhancements and are contextually relevant. This review underscores the complexities involved in designing and implementing a competency-based assessment system within a clinical context and the need for user involvement and feedback to improve the effective utility of assessments and ensure engagement of all stakeholders.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1073-1091"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383372/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145349939","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}