European Journal of Dental Education最新文献

{"title":"Manual Dexterity Admission Tests and Pre-Clinical Performance of Dentistry Students.","authors":"Ishreen Kaur Dhillon, Mun Loke Wong, Yu Fan Sim, Shijia Hu","doi":"10.1111/eje.70318","DOIUrl":"https://doi.org/10.1111/eje.70318","url":null,"abstract":"<p><strong>Background: </strong>Dental school admissions typically include various forms of assessments including manual dexterity tests (MDT) and interviews. While MDTs have long been used, their value as predictors of pre-clinical performance in dental school remains unclear. In Singapore, the dental school admissions assessment comprises an MDT and the Multiple Mini Interviews. The MDT assesses psychomotor ability using a series of manual tasks.</p><p><strong>Aim: </strong>This commentary examined the relationship between MDT performance and pre-clinical technique performance of dental students in Paediatric Dentistry at the National University of Singapore between 2017 and 2022 (n = 363).</p><p><strong>Discussion: </strong>MDT performance demonstrated a significant positive correlation with percentile-normalised pre-clinical technique scores (τ = 0.180 [range: 0.145-0.304], p < 0.05). This association suggests that MDTs may capture psychomotor abilities relevant to subsequent pre-clinical performance. Manual dexterity remains central to the practice of dentistry, and having an objective measure for it may provide useful information when selecting potential candidates and support their subsequent training.</p><p><strong>Conclusion: </strong>While MDTs should not be considered a stand-alone admission tool, these findings support their continued use alongside other admissions assessments as an indicator of readiness for pre-clinical training.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149117907","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":"Precision in Traditional Endodontic Access: An Educational Perspective on Student Performance and Error Patterns.","authors":"Crislaine Barboza Silva, Basílio Rodrigues Vieira, Lucas Nascimento Ribeiro, João Pedro Cunha-de-Lima, Ana Carolina Correia Laurindo de Cerqueira-Neto, Pedro Tardelly Diniz Filgueira, Liege Helena Freitas Fernandes, Marlos Barbosa-Ribeiro","doi":"10.1111/eje.70271","DOIUrl":"https://doi.org/10.1111/eje.70271","url":null,"abstract":"<p><strong>Objectives: </strong>To analyse the accuracy of traditional endodontic accesses performed in a pre-clinical Endodontics laboratory by fifth-semester dental students.</p><p><strong>Methods: </strong>The analysis was divided into two parts: (A) through radiographic and photographic images obtained in a standardized manner, the quality of traditional endodontic accesses and the prevalence of errors were determined through a questionnaire completed by two calibrated and independent evaluators, and; (B) to assess the worn area, the radiographic images underwent computational analysis of the root canal area before and after access in the CTAn software (version 1.16.1). The data were analysed descriptively and inferentially, using Jamovi software (version 2.4.11).</p><p><strong>Results: </strong>From a sample of 123 teeth, only 31.7% of traditional endodontic accesses were error-free, that is, they were considered ideal. The most common errors identified were internal (81.0%) and external (47.6%) overextension, failure to remove the chamber roof (19.0%), in addition to internal (11.9%) and external (13.1%) underextension. Less frequently observed were failure to identify the canals (9.5%), supracrestal perforation (1.2%), and gouging and thinning (8.3%). Regarding wear, multi-rooted teeth, specifically molars, presented a higher average of tooth wear after traditional endodontic accesses (p < 0.05).</p><p><strong>Conclusion: </strong>This study highlighted the need to improve preclinical training of dental students in the execution of traditional endodontic accesses, because even though the evaluation of errors was extremely rigorous, the considerable rate of accesses with some type of imperfection highlights the importance of curricular revisions and more effective teaching methodologies.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149117900","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":"A Multicentre Evaluation of Web-Based Dental Practicality Index Training for Undergraduate Treatment-Planning Education.","authors":"Abhishek Parolia, Shalini Kanagasingam, Anelise Masiero, Fang Qian, Fabricio Teixeira, Sara Miller, Shanon Patel","doi":"10.1111/eje.70300","DOIUrl":"https://doi.org/10.1111/eje.70300","url":null,"abstract":"<p><strong>Aim: </strong>To evaluate whether a web-based Dental Practicality Index (DPI) training improves treatment-planning decision-making skills and confidence among undergraduate dental students.</p><p><strong>Methodology: </strong>A multicentre, randomized, prospective interventional study was conducted across 12 dental schools in 10 countries and included 426 final-year undergraduate dental students. Participants were allocated to either a control group (no DPI training) or an experimental group that received DPI training prior to assessment. The intervention consisted of an interactive web-based module introducing the principles and application of the Dental Practicality Index. Following the intervention, both groups completed 15 validated clinical scenarios and a 10-point decision-making confidence questionnaire. Primary outcomes were agreement with expert-referenced scenario decisions and confidence scores. Statistical analysis was performed using non-parametric tests (Wilcoxon; Kruskal-Wallis with DSCF adjustments) and ordinal logistic regression, accounting for the ordinal structure of the confidence measure.</p><p><strong>Results: </strong>Students who received DPI training showed significantly higher performance, demonstrated by greater agreement with expert-referenced decisions (median score 7 vs. 6; p = 0.009), as well as higher decision-making confidence (median 8 vs. 7; p = 0.002). These effects remained significant after adjusting for geographic context, with DPI training independently associated with improved performance (OR = 1.65; 95% CI: 1.10-2.49) and higher confidence (OR = 2.51; 95% CI: 1.46-4.31). Although regional variations were observed, the benefit of DPI training was consistent across schools. Model calibration and discrimination were acceptable (Hosmer-Lemeshow p ≥ 0.56; c-statistic ~0.64-0.73).</p><p><strong>Conclusions: </strong>Web-based DPI training improved agreement with expert-referenced treatment-planning decisions and increased decision-making confidence among senior undergraduate dental students. These findings suggest that incorporating DPI into undergraduate dental curricula may help standardise treatment-planning education, although further research is needed to determine the readiness for practice.</p><p><strong>Clinical significance: </strong>DPI provides a structured and holistic decision-making framework that can help reduce uncertainty during treatment planning, support more appropriate and timely referral decisions, and ultimately enhance the quality of patient-centered care.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149117820","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":"Application of Personalized 3D-Printed Teeth Model Based on Clinical Cases in Endodontic Specialty Training.","authors":"Qixuan Zhang, Shan Hu, Peiru Jiang, Chengxiang Zheng, Yinzhuo Liu, Lei Dou","doi":"10.1111/eje.70297","DOIUrl":"https://doi.org/10.1111/eje.70297","url":null,"abstract":"<p><strong>Objective: </strong>The aim of this study was to evaluate the applicative potential of 3D-printed teeth, designed from real clinical cases, in endodontic specialty training.</p><p><strong>Methods: </strong>The study collected radiological data from clinical cases and performed 3D reconstruction. Through the data of 3D reconstruction, two 3D-printed materials were used to fabricate personalized, full-size, resin tooth models. These models were assigned to endodontic specialty trainees for root canal therapy practice in the dental simulator. A questionnaire was designed to evaluate trainees' perceptions of the similarity between 3D-printed tooth models and natural teeth, using a 5-point scale (1 = extremely dissimilar, 5 = extremely similar).</p><p><strong>Results: </strong>The results indicated that the 3D-printed tooth models accurately replicated the anatomical shape and root canal morphology of natural teeth, closely resembling real clinical cases. Trainees perceived the instructional value of the 3D-printed models as moderately similar to that of natural teeth. However, the hardness of 3D-printed models varied depending on the material used. Trainees reported a noticeable difference in handling perception between all resin tooth models and natural teeth during operative procedures.</p><p><strong>Conclusion: </strong>Personalized 3D-printed tooth models-designed from real clinical cases with high anatomical accuracy and scalable production potential-demonstrate significant promise as specialized teaching aids for endodontic root canal therapy training. These models offer endodontic trainees the invaluable opportunity to practice on simulations of typical or complex clinical scenarios.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149117840","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 in Dental Examinations: Performance Analysis of ChatGPT, Gemini, and Undergraduate Students.","authors":"Cleide Gisele Ribeiro, Rodrigo Guerra de Oliveira, Fernanda Ribeiro Porto, Fernando Luiz Hespanhol, Antônio Márcio Lima Ferraz Júnior","doi":"10.1111/eje.70319","DOIUrl":"https://doi.org/10.1111/eje.70319","url":null,"abstract":"<p><strong>Introduction: </strong>AI chatbots can provide personalised health information, solve examinations, and answer specialised questions. Ensuring the accuracy of these tools is essential due to the potential consequences of incorrect information. This study aimed to evaluate the performance of large language models and undergraduate students in solving questions from dental examinations.</p><p><strong>Materials and methods: </strong>Examination questions were entered into the paid version of ChatGPT-5 (OpenAI, San Francisco, CA, USA) and the free version of Gemini (Google, CA, USA) on the same day. Performance was assessed by success rate (accuracy) and compared with student scores. The analysis considered multiple variables, including the number of words used in the responses, the cognitive complexity level of the questions, and the specific areas of knowledge assessed. Statistical analyses were performed using IBM SPSS Statistics, version 26.0 (IBM Corp., Armonk, NY, USA), adopting a 5% significance level (p < 0.05).</p><p><strong>Results: </strong>Across all examinations, ChatGPT and Gemini showed similar performance, with consistently high accuracy rates that exceeded those of the students. For low-complexity questions, both models achieved 100% accuracy. For medium-complexity items, performance ranged from 90% to 100%. In high-complexity questions, accuracy decreased, with ChatGPT reaching 78.6% and Gemini 71.4%.</p><p><strong>Conclusion: </strong>The large language models evaluated in this study demonstrated strong performance across all assessments, consistently outperforming undergraduate dental students. Although the integration of artificial intelligence into dentistry is still evolving, its potential clinical applications and value as a tool for accessing and managing information highlight its growing relevance in dental education and practice.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149082701","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' Awareness and Attitudes Toward Dental Magnification at the University of Jordan: A Questionnaire-Based Survey.","authors":"Rawan Abu Zaghlan, Ahmad Abubader, Jehad Al Awadi, Judi Al Dandashi","doi":"10.1111/eje.70316","DOIUrl":"https://doi.org/10.1111/eje.70316","url":null,"abstract":"<p><strong>Background: </strong>Dental magnification devices provide measurable clinical and ergonomic benefits; however, their adoption among undergraduate dental students remains limited in many institutions. This study aimed to assess awareness, usage patterns, attitudes, perceived barriers, and educational preferences regarding dental magnification among students at the School of Dentistry, University of Jordan.</p><p><strong>Methods: </strong>A cross-sectional questionnaire-based survey was conducted among 802 dental students at different educational levels, including preclinical third-year students, clinical undergraduate students in the fourth and fifth years, and postgraduate trainees. Associations between demographic and educational variables and magnification-related responses were analysed using the chi-square and Kruskal-Wallis tests. Statistical significance was established at p < 0.05.</p><p><strong>Results: </strong>Only 128 students (16.0%) reported clinical use of dental magnification, with significantly higher usage among postgraduate students (34.6%) compared with third-year students (12.0%) (χ² = 17.558, p = 0.002). Male students reported significantly greater magnification use than female students (22.0% vs. 12.6%, p < 0.001). Despite the low rate of clinical use, most respondents (80.4%) agreed that magnification improves clinical accuracy. Cost was identified as the most common barrier to use (78.3%). Attendance at continuing education courses related to magnification was lowest among interns (14.5%). Most participants (84.0%) supported earlier integration of magnification training into the dental curriculum, with third year identified as the preferred stage for introduction.</p><p><strong>Conclusions: </strong>A substantial gap exists between students' positive perceptions of dental magnification and its actual clinical use. Financial barriers and limited curricular integration appear to be the main obstacles to adoption. Earlier incorporation of structured magnification training within undergraduate dental education may improve student exposure and uptake.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149117818","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":"Standardised Radiographic Visualisation in Preclinical Restorative Dentistry: A Feasibility Study Using Artificial Teeth.","authors":"Juan Estay, Esteban Pérez, Roque Arias, Gilbert Jorquera, Paulo Gallardo, Cristian Bersezio, Eduardo F Godoy","doi":"10.1111/eje.70314","DOIUrl":"https://doi.org/10.1111/eje.70314","url":null,"abstract":"<p><strong>Objectives: </strong>The aim of this feasibility study was to determine whether standardised bitewing radiographs of simulated restorations in artificial teeth provide sufficient radiographic visibility for faculty observers to visualise selected restorative features. The study did not assess students, learning outcomes, diagnostic accuracy, restoration quality, faculty calibration, reliability, grading validity, cognitive load, or readiness for clinical practice.</p><p><strong>Materials and methods: </strong>A laboratory-based feasibility study with a repeated-measures faculty-observer component was conducted using 17 radiographic specimens: five restorations for each of three composite resins, one amalgam restoration as a positive radiopaque control and one unrestored preparation as a negative reference. Digital bitewing radiographs were acquired under standardised conditions with a 1- to 10-mm aluminium step wedge. Ten restorative dentistry instructors rated the perceived ease of visualising contour, homogeneity, marginal adaptation and proximal contact using a five-category Likert-type instrument (1 = very easy to 5 = not possible). Because the same instructors evaluated multiple images, evaluator-level median ratings were analysed using Friedman repeated-measures tests, with paired Wilcoxon signed-rank comparisons and Holm adjustment. Kendall's W was reported as the Friedman effect-size estimate.</p><p><strong>Results: </strong>The restorative materials were clearly distinguishable from the artificial tooth substrate. Filtek Z350 XT and Filtek Bulk Fill Posterior showed mean radiopacity values of 7.40 and 8.64 mm Al, respectively. Enamel Plus HRI and amalgam exceeded the measured 10-mm Al calibration range; extrapolated estimates were 11.90 and 10.92 mm Al, respectively, and were treated as estimates rather than directly calibrated measurements. Across restored conditions, ratings were predominantly in the 'very easy' or 'easy' categories. Overall condition effects were significant for all four parameters (Friedman p < 0.001; Kendall's W = 0.562-0.804). No Holm-adjusted pairwise differences were detected among restored conditions, whereas each restored condition differed from the unrestored reference (adjusted p = 0.0195-0.0410).</p><p><strong>Conclusion and clinical relevance: </strong>Under the controlled conditions of this feasibility study, standardised bitewing radiographs of restored artificial teeth provided sufficient visibility for faculty observers to visualise the four prespecified restorative features. These findings establish preliminary technical feasibility only; they do not establish diagnostic accuracy, restoration quality, educational benefit, assessment reliability, or grading validity. Larger and balanced studies using student-performed restorations, clinically realistic comparators, prespecified defect categories and formal reliability and learning-outcome analyses are required.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149076619","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":"Influence of Evaluator Expertise on Inter-Rater Reliability in Crown Preparation Assessment Without Formal Calibration.","authors":"Eanas I Jellil, Mustafa N Abdulghani, Sundus H Naser, Amer A Mohammed, Farah Nabeel AlKhayyat","doi":"10.1111/eje.70317","DOIUrl":"https://doi.org/10.1111/eje.70317","url":null,"abstract":"<p><strong>Aim: </strong>To investigate the relationship between evaluator expertise and inter-rater reliability during crown preparation assessment, as well as whether students' academic level affects performance outcomes.</p><p><strong>Methods: </strong>This research used a two-phase design. Initially, it enrolled 92 third-year and 90 fourth-year students; after subjecting the cohorts to predetermined inclusion criteria, 85 students of each cohort were retained to be included in the study. In Phase 1, the third-year students who prepared a metal ceramic crown on a typodont tooth were evaluated by two senior and two junior assessors using an analytic rubric that was validated on a 10-point scale. In Phase 2, the fourth-year students did the same task and it was only assessed by senior evaluators. The intraclass correlation coefficients (ICC) were used to analyse the inter-rater reliability, and t-tests were used to analyse differences in groups.</p><p><strong>Results: </strong>In Phase 1 the reliability of all the evaluators was low (ICC = 0.035). Within this phase senior evaluators showed moderate reliability in the absence of formal calibration (average-measure ICC = 0.634), and junior evaluators demonstrated systematic disagreement (ICC = -0.074). In Phase 2, senior evaluators demonstrated good-to-excellent agreement. Third- and fourth-year performance did not differ significantly (mean difference = 0.28; p = 0.255; d = 0.18).</p><p><strong>Conclusions: </strong>Within Phase 1, inter-rater reliability differed descriptively between evaluator groups, with senior evaluators demonstrating more consistent scoring patterns than junior evaluators in the absence of formal calibration. There was no statistically significant difference observed in academic levels in this cohort.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149076633","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":"Flipped Classroom Method Improves Anatomy and Histology Lab Education: Evaluating the Effects on Satisfaction and Learning in Dental Students.","authors":"Fatemeh Mirzaei, Abbas Bakhtiari, Maryam Bahmanzadeh, Elham Shiri","doi":"10.1111/eje.70313","DOIUrl":"https://doi.org/10.1111/eje.70313","url":null,"abstract":"<p><strong>Background: </strong>Anatomy and histology are basic courses in dental education. This study aimed to evaluate the effectiveness of the flipped classroom method compared to lecture-based learning in the anatomy and histology practical course for dental students. To reach this aim, the academic performance and satisfaction of students trained using the flipped classroom method were evaluated and compared with those of students trained through lecture-based instruction.</p><p><strong>Methods: </strong>A randomized controlled trial assigned first-year dental students to a flipped classroom (n = 106) or lecture-based instruction (n = 107). Satisfaction was assessed using a validated questionnaire, and the effectiveness of the method was evaluated through pre- and post-tests, formative assessments, and an objective structured practical exam (OSPE). Statistical analysis was performed using SPSS version 24.</p><p><strong>Results: </strong>Data analysis of pre-test scores, showed no significant difference between groups (p = 0.9689), while post-test scores (8.37 ± 0.22 vs. 4.34 ± 0.33, p < 0.0001) and final OSPE scores (7.59 ± 0.25 vs. 5.37 ± 0.26, p < 0.0001) were meaningfully higher in the intervention group compared to the control group. Overall student satisfaction scores were high (84%), particularly in motivation and improvements in deeper learning, and knowledge retention, although peer interaction and teamwork were slightly lower.</p><p><strong>Conclusion: </strong>The flipped classroom method, compared to the traditional lecture-based method, significantly improved the learning, performance, and satisfaction of dental students at Hamadan University of Medical Sciences in these courses.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149026640","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":"Awareness of Forensic Odontology and Curriculum Gaps Among Dental Professionals in Pakistan: A Cross-Sectional Study.","authors":"Rumaisa Shahid, Aaiman Liaqat, Muhammad Farrukh, Shiza Hussain, Hira Arfat, Muhammad Anas","doi":"10.1111/eje.70312","DOIUrl":"https://doi.org/10.1111/eje.70312","url":null,"abstract":"<p><strong>Background: </strong>Forensic odontology plays an important role in human identification and medico-legal investigations. This study aimed to assess self-reported awareness, attitudes, educational exposure, and perceived curriculum gaps related to forensic odontology among dental professionals and students in Pakistan.</p><p><strong>Methods: </strong>A descriptive cross-sectional survey was conducted from April to May 2025 using an online, self-designed questionnaire. A total of 276 participants, including undergraduates, house officers, general dentists, postgraduate residents, and consultants, were recruited from public and private dental institutions. Data were analysed using SPSS version 27.0. The questionnaire primarily assessed self-reported awareness, educational exposure, perceived familiarity, and attitudes; it did not include an objective knowledge test or practical assessment.</p><p><strong>Results: </strong>Most participants (82.2%) reported awareness of forensic odontology, while 84.8% reported that it had not been included in their undergraduate curriculum. The internet was the most frequently reported source of information (76.1%). Age estimation (55.1%) and identification of human remains (49.3%) were the most commonly recognized applications. Most participants believed that improved forensic odontology education would strengthen dentists' medico-legal role (96.4%), supported compulsory undergraduate education (85.9%), and expressed interest in attending relevant workshops (87.0%). The most frequently reported barriers were absence from the curriculum (39.1%), limited awareness (26.8%), and lack of qualified instructors (18.1%).</p><p><strong>Conclusions: </strong>Participants reported substantial awareness of forensic odontology and strong support for improved education, but limited formal curricular exposure. These findings indicate perceived educational needs and reported curriculum gaps; however, the absence of objective knowledge assessment means that the extent of actual knowledge deficits and practical competence cannot be established with confidence. Future studies should combine self-reported measures with validated objective and case-based assessments to evaluate learning outcomes and applied competence.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149026595","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}