European Journal of Dental Education最新文献

{"title":"A Typology of Empathic Communication Strategies in Dental Visits.","authors":"Lance Brendan Young, David C Johnsen","doi":"10.1111/eje.13081","DOIUrl":"https://doi.org/10.1111/eje.13081","url":null,"abstract":"<p><strong>Introduction: </strong>Dentists' empathy for patients is associated with enhanced patient satisfaction and clinical outcomes, and with reduced patient anxiety and dentist burnout. Cognitive empathy has been distinguished from emotional empathy, but how these broad types are expressed within the dentist-patient relationship has not been explored. The purpose of this study is to further differentiate types of empathy expressions in routine dental visits.</p><p><strong>Materials and methods: </strong>Third-year students (n = 80) treated standardised patients (n = 11) portraying one of two patient profiles, each of which had multiple treatment needs in addition to a major systemic health problem: cancer or rheumatoid arthritis. After each visit, the patients completed assessment rubrics which included opportunities to comment on performance on four skillsets: visit initiation, patient interviewing, treatment planning and global communication. These comments were qualitatively content analysed. Comments (n = 301) were first deductively coded for valence (positive vs. negative evaluation) and empathy type (cognitive vs. emotional). Subsequently, comments were inductively coded for subtypes.</p><p><strong>Results: </strong>Three subtypes of cognitive empathy were identified in patient comments: facilitating comprehension, resolving treatment barriers and relieving physical discomfort. Five types of emotional empathy were identified: comforting emotionally, validating, sympathising, encouraging and inspiring confidence. Unexpectedly, four subtypes emerged which could not definitively be classified as exclusively cognitive or emotional, so a hybrid type was identified for these subtypes: respecting, moderating, attending and destigmatizing.</p><p><strong>Conclusion: </strong>Patients distinguish subtypes of cognitive and emotional empathy, but some hybrid expressions are powerful because they simultaneously convey both types of empathy.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143460491","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":"Learning by Concordance as a Tool for Paediatric Dental Traumatology Education.","authors":"Mainville Gisèle, Buithieu Hélène, Charlin Bernard, Strub Marion","doi":"10.1111/eje.13079","DOIUrl":"https://doi.org/10.1111/eje.13079","url":null,"abstract":"<p><strong>Introduction: </strong>A learning by concordance (LbC) tool including 33 vignettes was developed jointly by teachers from the Y and the University of X to train undergraduate dental students in paediatric dental traumatology. The aim of this work was to present a learning tool not yet described in the community of dental educators. The method was presented on two different electronic platforms to two groups of students. Different modalities were compared.</p><p><strong>Methodology: </strong>International panellists were asked to detail their reasoning for resolving ambiguous or complex situations described in clinical vignettes. Two groups were approached: a first group composed of students new to LbC (Y group) and a second group that had already experienced this type of learning method (X group). The modalities of training management differed according to the groups: Y group used the Wooclap platform and responded on a 5-modality Likert scale, while X group used Moodle and a 3-modality Likert scale. Student volunteers were able to complete a qualitative survey about the training. The main indicator used was students' opinions and feelings about different aspects of the tool.</p><p><strong>Results: </strong>The training was completed by 121 students, 53 of whom agreed to give their opinion on the tool. Consistent with current knowledge, we found that novices had difficulty answering a 5-modality Likert scale because of the subtle difference between two close answers.</p><p><strong>Conclusion: </strong>This is the first study to introduce a LbC tool in dental education and the results showed a strong interest in this type of pedagogical tool, regardless of the online platform used.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143460493","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":"Resources Allocated for Undergraduate Education in Oral Radiology in European Dentistry Programmes: A Survey Study.","authors":"Jan Ahlqvist, Eva Levring Jäghagen, Silvina Friedlander-Barenboim, Rosalyn Clarkson, Jorge Ferreira Da Costa, Erdogan Fisekcioglu, Anastasia Mitsea, Kazimierz Szopinski, Christina Lindh","doi":"10.1111/eje.13078","DOIUrl":"https://doi.org/10.1111/eje.13078","url":null,"abstract":"<p><strong>Aims: </strong>The Education Committee of the European Academy of DentoMaxilloFacial Radiology should 'encourage and support high levels of graduate and postgraduate education in dentomaxillofacial radiology (DMFR) all over Europe'. For this reason, the committee aimed to formulate a document describing resources allocated for undergraduate education within oral radiology in Europe today that can serve as a benchmark against which dental schools and/or countries with dentistry programmes can relate their undergraduate education.</p><p><strong>Materials and methods: </strong>A questionnaire addressing resources allocated for learning oral radiology was distributed to colleagues involved in oral radiology education in 117 dental schools in 29 countries in Europe.</p><p><strong>Results: </strong>The answers represent approximately 13% of the dental schools in 40% of the countries providing dental education in Europe. There was a large variation regarding qualifications among teachers. There were also large differences in reported time dedicated to oral radiology courses, within some parts the allocated time differed by a factor 16.</p><p><strong>Discussion: </strong>An ambition to achieve high standards in oral radiology all over Europe should, based on the results of this survey, start with an effort to attain consensus regarding the role of oral radiology in dental education. The involvement of dentists with DMFR specialist training, would support high levels of undergraduate education.</p><p><strong>Conclusion: </strong>The results of this survey include information that educators and authorities can relate to in planning and implementation of new or revised curriculum. The ambition should be to increase teachers' competence and to work towards more harmonised and extensive courses in oral radiology.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143460495","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":"E-Learning in Dental Medicine: A Key to More Equality?","authors":"Amely Hartmann, Sara Steinhoff, Bilal Al-Nawas, Diana Heimes, Peer W Kämmerer","doi":"10.1111/eje.13080","DOIUrl":"https://doi.org/10.1111/eje.13080","url":null,"abstract":"<p><strong>Introduction: </strong>The COVID-19 pandemic prompted a rapid shift towards remote learning in dental education, influencing practicing dentists' work-life balance (WLB). This German nationwide questionnaire study, conducted in September 2022, aimed to explore the impact of transitioning to remote learning on the WLB of dentists, considering factors such as gender, parental status and professional roles.</p><p><strong>Methods: </strong>A voluntary and anonymous online survey involving 672 dentists utilised the 'Trier Short Scale for Measuring Work-Life Balance' (TKS-WLB). Statistical analyses used R, employing descriptive statistics for metric variables and mixed models for group comparisons. Post hoc analyses utilised t-tests.</p><p><strong>Results: </strong>Overall, participants reported an enhanced WLB post-transition. Gender disparities were observed, with men consistently experiencing better balance than women. The primary motivator for online training participation was the reduction of travel-related challenges, cited by 92% of respondents. Notably, 52.8% faced no issues with the transition, and 55.5% found online training to complement in-person events effectively. Women (71.8%) and participants with children (73.2%) expressed a preference for future asynchronous online training opportunities.</p><p><strong>Conclusions: </strong>This study underscores the positive impact of remote learning on the WLB of dentists, extending beyond the pandemic's challenges. Innovative online training programs, particularly beneficial for women and those with family commitments, have the potential to reshape dental education.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143450902","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":"Simulation of Age-Related Limitations of Patients in Patient-Centred Dental Education.","authors":"Ina Nitschke, Martin Holter, Bernhard Sobotta, Julia Jockusch","doi":"10.1111/eje.13075","DOIUrl":"https://doi.org/10.1111/eje.13075","url":null,"abstract":"<p><strong>Introduction: </strong>Young people, including dental students, generally have little experience with older people who suffer from multimorbidity with age-related functional and/or cognitive limitations. For this reason, the 'Gero-Parcours' (GP) as an educational instrument of multi-staging simulation teaching was developed for students to experience ageing and its limitation.</p><p><strong>Materials and methods: </strong>The GP consists of different stations (e.g., hearing and visual impairments, teeth brushing by third-party cleaners, emotion), which are completed within 15 minutes each by two students at the same time supervised by an educated professional. Students' assessment of the GP at the University of Leipzig, Germany between 2021 and 2024 was evaluated by using written questionnaires.</p><p><strong>Results: </strong>Student's experiences and perceptions of the GP highlighted its positive influence on their understanding of ageing. Most students stated that the course enriched their professional knowledge and dispelled misconceptions about ageing in patients. Some students expressed personal concerns about ageing. Students found the transfer from a wheelchair to a dental chair station most beneficial for their future work life, while the clinical nutrition station received the lowest rating.</p><p><strong>Discussion: </strong>The GP illustrates ageing with its limitations. The students and supervisors appreciated this practical training. However, when planning a GP, it is necessary to provide the necessary resources for the course. Students from the higher years can also be recruited and trained as supervisors.</p><p><strong>Conclusion: </strong>The GP can be easily adapted to the number of students and supervisors as well as to the time available. As the students found the GP to be a helpful educational instrument, the authors recommend including it as mandatory in the dental education curriculum.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143434312","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":"Development of Evidence-Based Guidelines for the Integration of Generative AI in University Education Through a Multidisciplinary, Consensus-Based Approach.","authors":"Loizos Symeou, Loucas Louca, Argyro Kavadella, James Mackay, Yianna Danidou, Violetta Raffay","doi":"10.1111/eje.13069","DOIUrl":"https://doi.org/10.1111/eje.13069","url":null,"abstract":"<p><strong>Introduction: </strong>The introduction highlights the transformative impact of generative artificial intelligence (GenAI) on higher education (HE), emphasising its potential to enhance student learning and instructor efficiency while also addressing significant challenges such as accuracy, privacy, and ethical concerns. By exploring the benefits and risks of AI integration, the introduction underscores the urgent need for evidence-based, inclusive, and adaptable frameworks to guide universities in leveraging GenAI responsibly and effectively in academic environments.</p><p><strong>Aims: </strong>This paper presents a comprehensive process for developing cross-disciplinary and consensus-based guidelines, based on the latest evidence for the integration of GenAI at European University Cyprus (EUC). In response to the rapid adoption of AI tools such as LLMs in HE, a task group at EUC created a structured framework to guide the ethical and effective use of GenAI in academia, one that was intended to be flexible enough to incorporate new developments and not infringe on instructors' academic freedoms, while also addressing ethical and practical concerns.</p><p><strong>Results: </strong>The framework development was informed by extensive literature reviews and consultations. Key pillars of the framework include: addressing the risks and opportunities presented by GenAI; promoting transparent communication; ensuring responsible use by students and educators; safeguarding academic integrity. The guidelines emphasise the balance between, on the one hand, leveraging AI to enhance educational experiences, and, on the other maintaining critical thinking and originality. The framework also includes practical recommendations for AI usage, classroom integration, and policy formulation, ensuring that AI augments rather than replaces human judgement in educational settings.</p><p><strong>Conclusions: </strong>The iterative development process, including the use of GenAI tools for refining the guidelines, illustrates a hands-on approach to AI adoption in HE, and the resulting guidelines may serve as a model for other higher education institutions (HEIs) aiming to integrate AI tools while upholding educational quality and ethical standards.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143416145","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":"Evaluating the Performance of Large Language Models (LLMs) in Answering and Analysing the Chinese Dental Licensing Examination.","authors":"Yu-Tao Xiong, Zheng-Zhe Zhan, Cheng-Lan Zhong, Wei Zeng, Ji-Xiang Guo, Wei Tang, Chang Liu","doi":"10.1111/eje.13073","DOIUrl":"https://doi.org/10.1111/eje.13073","url":null,"abstract":"<p><strong>Background: </strong>This study aimed to simulate diverse scenarios of students employing LLMs for CDLE examination preparation, providing a detailed evaluation of their performance in medical education.</p><p><strong>Methods: </strong>A stratified random sampling strategy was implemented to select and subsequently revise 200 questions from the CDLE. Seven LLMs, recognised for their exceptional performance in the Chinese domain, were selected as test subjects. Three distinct testing scenarios were constructed: answering questions, explaining questions and adversarial testing. The evaluation metrics included accuracy, agreement rate and teaching effectiveness score. Wald χ² tests and Kruskal-Wallis tests were employed to determine whether the differences among the LLMs across various scenarios and before and after adversarial testing were statistically significant.</p><p><strong>Results: </strong>The majority of the tested LLMs met the passing threshold on the CDLE benchmark, with Doubao-pro 32k and Qwen2-72b (81%) achieving the highest accuracy rates. Doubao-pro 32k demonstrated the highest 98% agreement rate with the reference answers when providing explanations. Although statistically significant differences existed among various LLMs in their teaching effectiveness scores based on the Likert scale, all these models demonstrated a commendable ability to deliver comprehensible and effective instructional content. In adversarial testing, GPT-4 exhibited the smallest decline in accuracy (2%, p = 0.623), while ChatGLM-4 demonstrated the least reduction in agreement rate (14.6%, p = 0.001).</p><p><strong>Conclusions: </strong>LLMs trained on Chinese corpora, such as Doubao-pro 32k, demonstrated superior performance compared to GPT-4 in answering and explaining questions, with no statistically significant difference. However, during adversarial testing, all models exhibited diminished performance, with GPT-4 displaying comparatively greater robustness. Future research should further investigate the interpretability of LLM outputs and develop strategies to mitigate hallucinations generated in medical education.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143071327","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":"Integrating Generative AI in Dental Education: A Scoping Review of Current Practices and Recommendations.","authors":"Sergio E Uribe, Ilze Maldupa, Falk Schwendicke","doi":"10.1111/eje.13074","DOIUrl":"https://doi.org/10.1111/eje.13074","url":null,"abstract":"<p><strong>Background: </strong>Generative AI (GenAI) tools like ChatGPT are increasingly relevant in dental education, offering potential enhancements in personalised learning and clinical reasoning. However, specific guidance from dental institutions remains unexplored.</p><p><strong>Aim: </strong>To identify, analyse and summarise existing guidelines from universities and organisations on using GenAI in dental education, focusing on recommendations for academic staff.</p><p><strong>Methods: </strong>A scoping review (10.17605/OSF.IO/3XMP7) searched for GenAI guidance on university websites, search engines (Google Search, Scholar, Perplexity and PubMed) and through contacting relevant academics (January 2022 to June 2024). Two reviewers independently screened and extracted data, including implementation details, AI tools and permitted/prohibited uses. Thematic analysis revealed common applications, benefits, challenges and recommendations.</p><p><strong>Results: </strong>Thirty-one unique documents were included from 21 universities in 15 countries and three international organisations. Thematic analysis identified common applications, benefits, challenges and recommendations for integrating GenAI, including facilitating teaching and learning, personalised learning, efficient content creation and encouraging critical thinking. However, challenges such as academic integrity, ethical use, bias and privacy issues were also identified. No dental education-specific guidelines were found.</p><p><strong>Conclusion: </strong>This review identified and summarised existing GenAI guidelines from universities and organisations relevant to dental education. The guidelines emphasise ethical use, transparency, academic integrity, secure environments and AI misuse detection tools. However, the absence of dental specific guidance presents an opportunity to fill this gap, providing recommendations for academic staff to integrate GenAI effectively while promoting critical thinking and responsible AI use.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143076289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Stress and Confidence of Undergraduate Dental Students With Different Levels of Clinical Experience in Managing Endodontic Emergencies: A Cross-Sectional Study.","authors":"Virginie Chuy, Pierre Matyjasik, Raphaël Devillard, Olivia Kérourédan","doi":"10.1111/eje.13072","DOIUrl":"https://doi.org/10.1111/eje.13072","url":null,"abstract":"<p><strong>Objectives: </strong>To describe the stress and confidence of dental students during the management of an endodontic emergency (EE) and investigate the associated factors.</p><p><strong>Methods: </strong>This cross-sectional study included 227 undergraduate dental students undergoing clinical training (i.e., in the fourth, fifth, or sixth year) who responded to questions asking for their overall level of stress during an EE and their level of confidence in their ability to manage 50 steps of EE management related to communication and technical skills, and clinical examination and decision-making.</p><p><strong>Results: </strong>Managing EE was perceived as slightly or fairly stressful by 70% of the fourth- to sixth-year students. The fourth- and fifth-year students felt significantly greater stress (p = 0.026) and lower confidence (p < 0.001) than the sixth-year students, as did women (p < 0.001 for both). No significant difference in stress or confidence levels was observed across the clinical training environments evaluated. Just over half of the students reported being confident about discussing a case with their teacher. The situations in which students felt least confident were patient management, crack detection, lymph node palpation, locoregional or intrapulpal anaesthesia, and intraoral drainage, and those in which students gained the most confidence in the sixth year compared to the lower grades were clinical decision-making.</p><p><strong>Conclusions: </strong>Managing EE was perceived as slightly or fairly stressful for most students, and stress decreased, while confidence increased in the 3 years of clinical training. Although these findings are positive for the existing training program, there is still work to be done to improve students' learning experiences, especially on teacher receptiveness.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143068793","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":"Development of Electronic Objective Structured Clinical Examinations (e-OSCEs) for Prosthodontic Clinical Assessment.","authors":"Marjan Moghadam, Thomas W Mucciolo, Leila Jahangiri","doi":"10.1111/eje.13077","DOIUrl":"https://doi.org/10.1111/eje.13077","url":null,"abstract":"<p><strong>Introduction: </strong>Objective Structured Clinical Examinations (OSCEs) serve as a reliable assessment tool for clinical and competency evaluation. Traditional OSCEs, involving live patients, present logistical challenges and evoke student anxiety. In an effort to create a comprehensive clinical series of examinations, electronic OSCEs (e-OSCEs) were developed for assessing clinical competencies in prosthodontics at a large dental school. This manuscript aims to describe e-OSCEs as a competency assessment.</p><p><strong>Methods: </strong>The e-OSCEs were implemented for the graduating classes from 2014 to 2023, covering categories of Single-unit Crowns and Fixed Partial Dentures, Implants, Removable Partial Dentures and Complete Dentures. A digital library of clinically relevant questions was developed to simulate chairside scenarios. Competence in any area was defined as scoring a 100% where questions were taken from a pool that represented the full scope of the clinical procedure.</p><p><strong>Results: </strong>Ten-year retrospective data indicate sustained student performance over the years, with the majority achieving competence after three e-OSCE attempts.</p><p><strong>Discussion: </strong>Advantages of the e-OSCE include standardised assessments, reduced examiner bias and adaptability to external disruptions in addition to fair and relevant evaluations, cost-effectiveness and test security. Evaluation of e-OSCE outcomes allows ease of analysis for curriculum enhancement and modification.</p><p><strong>Conclusion: </strong>The e-OSCE method of clinical assessment offers a standardised, clinically equivalent and efficient process for assessing dental students' competencies. The assessment methodology aligns with US accreditation standards and can be easily adapted by other institutions with different grading parameters for comprehensive clinical assessments. This approach provides a feasible and effective method for assessments in dental education.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143061257","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}