European Journal of Dental Education最新文献

{"title":"Functional and Existential AI Dependence in Dental Students and Professionals: A Hybrid Network Analysis.","authors":"Gil Guilherme Gasparello, Otso Tirkkonen, Rosilene Andrea Machado, Susiane Queiroz Bastos, Orlando Motohiro Tanaka","doi":"10.1111/eje.70311","DOIUrl":"https://doi.org/10.1111/eje.70311","url":null,"abstract":"<p><strong>Introduction: </strong>Generative artificial intelligence (AI) tools are now embedded in dental teaching and clinical learning, yet little is known about how reliance on them is psychologically organised in dental students and professionals. This study mapped how two forms of AI dependence relate to problematic social media use, anxiety, and attentional control.</p><p><strong>Materials and methods: </strong>Cross-sectional online survey of 342 Brazilian dental students and professionals. Latent factor scores from confirmatory factor analysis were combined with observed variables in a hybrid network. Network structure, centrality, and stability were estimated with regularised Gaussian graphical modelling and bootstrapping.</p><p><strong>Results: </strong>Functional Dependence (FD) and Existential Dependence (ED) were positively associated with each other (partial r = 0.447). FD was negatively and ED positively associated with anxiety (r = -0.146 and 0.264); both were positively associated with problematic social media use, ED more strongly (r = 0.237 vs. 0.168). Attentional focusing was negatively associated with anxiety and problematic social media use, but not with either form of AI dependence. Centrality estimates were not stable (CS-coefficient = 0.05, below the recommended 0.25) and are not used to rank nodes.</p><p><strong>Discussion: </strong>Instrumental and emotional reliance on AI did not behave as one construct. Only ED was positively associated with anxiety.</p><p><strong>Conclusions: </strong>Dental education programmes introducing AI should address not only technical competence but also the emotional and epistemic relationship students develop with these tools. The design is cross-sectional, so all relationships are associations, not directional effects.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149009248","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' Perceptions of Social Media for Practical Training: A Single Institution Cross-Sectional Survey.","authors":"Fatma Nur Karaman, İpek Dikerler, Gülcan Coşkun Akar","doi":"10.1111/eje.70310","DOIUrl":"https://doi.org/10.1111/eje.70310","url":null,"abstract":"<p><strong>Objective: </strong>Recent years have seen increased use of social media in practical dental education. Indeed, social media has become a potential learning tool in dental education. This study analyzes dental students' perspectives on using social media in practical training and evaluates the influence of gender and class differences.</p><p><strong>Methods: </strong>A cross-sectional web-based survey was conducted between November and December 2024 in a single institution among dentistry students. A total of 465 students attended from about 860 registered students (response rate = 54.1%). The survey consists of a total of 19 questions, one on gender, one on academic year, and the others being 17 Likert-type questions. These questions aim to evaluate students' general perceptions of social media contribution to education, platform-specific usefulness, ethical acceptability, and reliability. Data were analysed using Mann-Whitney U and Kruskal-Wallis tests and Dunn-Bonferroni corrections.</p><p><strong>Results: </strong>The majority of participants were female (59.8%). Overall, higher agreement levels were observed for items indicating that social media platforms support learning, with the highest consensus noted in Items 4, 16, and 17 (median = 4.0; IQR = 0). For the YouTube-related item (Item 7), students showed higher agreement that YouTube videos aid comprehension (median = 4.0; IQR = 1.0). Items 3 and 9 received the lowest agreement (median = 2.0; IQR = 1.0), suggesting lower perceived usefulness in these domains. Only one gender-related difference was statistically significant: females reported higher agreement that social media supports three-dimensional learning in preclinical education (Median = 4.0, IQR = 2.0). Regarding comparisons between academic years, results from the Kruskal-Wallis test revealed significant relationships in Item 1 (p = 0.005), Item 3 (p = 0.035), and Item 8 (p = 0.039). However, pairwise comparisons using Dunn's test with Bonferroni-corrected p-values did not indicate statistical significance. Median scores across the 17 items ranged from 2.0 to 4.0 Ratings for platform reliability and ethical compliance were generally neutral, and perceptions varied across years.</p><p><strong>Conclusion: </strong>Dental students perceive social media-particularly video-based platforms-as useful adjuncts for understanding practical procedures. However, uncertainty about reliability and ethical standards remains common. As this study relies on self-report data from a single institution, potential selection bias should be considered.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149009320","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":"Academic-Year Differences in Dental Students' Knowledge of Non-Ionising Imaging: MRI-Related Dental Material Safety and Ultrasonography.","authors":"Alperen Tekin, Bengisu Deveci, Gökhan Tekin","doi":"10.1111/eje.70309","DOIUrl":"https://doi.org/10.1111/eje.70309","url":null,"abstract":"<p><strong>Introduction: </strong>Non-ionising imaging is increasingly relevant to dental education, but students may not develop operational knowledge of magnetic resonance imaging (MRI)-related dental material safety or dentomaxillofacial ultrasonography. This study examined academic-year differences in these domains among clinical-year dental students.</p><p><strong>Materials and methods: </strong>Two anonymous, literature-based questionnaires were analysed separately in this single-centre cross-sectional study. The final locked samples comprised 188 complete MRI questionnaires (third/fourth/fifth year: 60/85/43) and 188 complete ultrasonography questionnaires (62/84/42); the anonymous forms could not be linked at the individual level. MRI items assessed theory and material-specific artefact, heating, and movement/instability judgements. Ultrasonography items assessed indications, limitations, and advantages. Between-year comparisons used Kruskal-Wallis tests with Bonferroni-adjusted post hoc analyses.</p><p><strong>Results: </strong>MRI total scores differed across years (16.98 ± 10.46, 21.61 ± 9.16 and 21.72 ± 8.79; p = 0.017), mainly through theory items (p < 0.001) and heat-generation judgements (p = 0.005). Artefact and movement/instability subscores did not differ significantly. Ultrasonography knowledge increased more consistently (14.29 ± 7.46, 17.36 ± 6.23 and 19.33 ± 4.46; p = 0.001), with significant differences in indications, limitations and advantages.</p><p><strong>Conclusion: </strong>Academic-year differences were observed, but misconceptions persisted in both imaging domains. Undergraduate curricula should incorporate structured, case-based non-ionising imaging literacy training that distinguishes MRI image-quality effects from safety risks and clarifies context-dependent uses of ultrasonography.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149002864","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":"Effectiveness of Flipped Classroom and Traditional Didactic Classroom in Paediatric Dentistry Education-A Systematic Review With Meta-Analysis of Randomised Controlled Trials.","authors":"Raghavendra M Shetty, Sunaina Shetty Yadadi, Vellore Kannan Gopinath, Srinivasan Narasimhan, Jayakumar Jayaraman, Shishir Ram Shetty, Tarun Walia","doi":"10.1111/eje.70306","DOIUrl":"https://doi.org/10.1111/eje.70306","url":null,"abstract":"<p><strong>Introduction: </strong>The flipped classroom (FC) is a contemporary teaching strategy that has gained considerable attention in recent years. This model relies on technology-based resources, including videos and handouts, to deliver illustrative content and core subject material to learners. Given the current emphasis on enhancing both undergraduate and postgraduate education, it is imperative to evaluate the usefulness of FC in the field of paediatric dentistry.</p><p><strong>Aim: </strong>To compare the effectiveness of the FC with the didactic classroom in paediatric dentistry education.</p><p><strong>Methodology: </strong>This systematic review and meta-analysis adhered to the PRISMA 2020 guidelines. A comprehensive search was conducted in PubMed, Scopus and EBSCOhost databases. Titles and abstracts were screened, and relevant data were extracted using a standardised form. The revised Cochrane risk of bias tool (RoB 2.0) was applied. A fixed-effects meta-analysis using standardised mean difference (Hedges' g) was performed for studies comparing flipped and traditional teaching methods.</p><p><strong>Results: </strong>Among 101 identified studies, four randomised controlled trials (RCTs) fulfilled eligibility criteria. The overall risk of bias was moderate due to limitations in randomisation and blinding. Quantitative synthesis of post-intervention knowledge assessment scores demonstrated that the FC significantly improved learning outcomes compared to traditional teaching (Hedges' g = 0.54, 95% CI: 0.22-0.87, p = 0.001), with no evidence of heterogeneity (I² = 0%).</p><p><strong>Conclusions: </strong>FC strategies, incorporating interactive and discussion-based learning, demonstrated a moderate improvement in knowledge acquisition compared to traditional teaching methods. However, further high-quality RCTs need to be conducted using different techniques under FC education.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148978608","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":"Attitudes of Dental Students Towards HIV+ Patients: A Multi-Center Survey Among Italian Universities.","authors":"Michele Giuliani, Cosimo Rupe, Silvio Abati, Paolo Arduino, Lorenzo Azzi, Elena Bardellini, Giulia Bardini, Lavinia Barone, Selene Barone, Maria Eleonora Bizzoca, Giuseppina Campisi, Claudia Caravetta, Raffaella Castagnola, Marco Cicciù, Maria Contaldo, Francesca Conti, Noemi Coppola, Massimo Cordaro, Elisabetta Cotti, Roberto Di Lenarda, Davide Farronato, Gianfranco Favia, Olga Anna Furchì, Andrea Gabusi, Alessio Gambino, Marco Gargari, Ilaria Giovannacci, Davide Gissi, Amerigo Giudice, Luigi Laino, Gaetano La Mantia, Luisa Limongelli, Lorenzo Lo Muzio, Alessandra Majorana, Mirko Martelli, Marco Mascitti, Michele Davide Mignogna, Pietro Montagna, Pier Francesco Nocini, Romeo Patini, Matteo Pellegrini, Monica Pentenero, Antonio Rapani, Silvana Rizzo, Umberto Romeo, Vincenzo Ronsivalle, Diana Russo, Andrea Santarelli, Francesco Scilla, Rosario Serpico, Francesco Spadari, Gianluca Tenore, Ludovica Vassalli, Paolo Vescovi, Gioele Gioco, Carlo Lajolo","doi":"10.1111/eje.70302","DOIUrl":"https://doi.org/10.1111/eje.70302","url":null,"abstract":"<p><strong>Aims: </strong>To evaluate the attitudes of Italian dental students towards HIV-infected patients and explore factors influencing discriminatory behaviour.</p><p><strong>Methods: </strong>This observational, multicentric survey analysed responses from dental students across Italian Dental Schools. The questionnaire covered demographic data, interactions with HIV-positive patients, knowledge of HIV infection, and adherence to preventive protocols.</p><p><strong>Results: </strong>A total of 470 questionnaires were analysed. Thirty two students (6.8%) reported discriminatory attitudes, with the highest prevalence in Northern Italy (9.8%), compared to 6.5% in Central Italy and 0.9% in Southern Italy (p = 0.006). Nearly half of the respondents (231/470) had been asked to treat HIV-positive patients, with requests significantly more frequent in Northern Italy (65.4%) than in Central (43.8%) and Southern Italy (22.7%) (p = 0.001). Students who treated HIV-positive patients as first operators demonstrated a higher likelihood of discriminatory behaviour (OR = 43.9, 95% CI: 5.9-327.8, p = 0.009) compared to second operators (OR = 13.4, 95% CI: 1.47-121.7, p = 0.02). Stress perception during these treatments correlated with discriminatory attitudes (ANOVA test, p = 0.008). Despite these findings, most students showed strong knowledge about HIV, with 99.8% identifying correct transmission routes and 85.6% aware of post-exposure prophylaxis. Additionally, 91.8% expressed interest in further education on HIV-dentistry topics.</p><p><strong>Conclusions: </strong>The findings suggest that Italian dental students are generally well-prepared to treat HIV-positive patients without discrimination. Practical training fosters confidence, as evidenced by the high willingness to provide care even among students with no prior experience in treating HIV-positive individuals. However, geographic disparities and the influence of stress on discriminatory behaviour highlight areas for improvement in dental education.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148946045","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":"Comparing the Undergraduate Dental Curricula of Four African Dental Schools: Identifying Commonalities and Differences for Mutual Benefit.","authors":"Ronel Maart, Annet Mutebi- Kutesa, Matthew Owusu Boamah, Olufemi Kolawole Ogundipe","doi":"10.1111/eje.70307","DOIUrl":"https://doi.org/10.1111/eje.70307","url":null,"abstract":"<p><strong>Background: </strong>In response to the growth of economic ties and migration across Africa, dental schools are exploring aligning curricula regionally to support graduate mobility and standardise dental training. This study aimed to compare the dental curricula in four African countries, share best practices, and explore the possibility of establishing common standards for dental graduates in Africa.</p><p><strong>Methods: </strong>Document analysis of curriculum contents was carried out by examining the formal curriculum handbooks, reports, and related documents from each dental school. The collected data were collated, mapped, and compared in tables to identify commonalities and differences.</p><p><strong>Results: </strong>All four dental schools incorporated components of community-based education, as well as horizontal and vertical integration, with clearly articulated consideration of local, societal, and contextual factors in their mission statements. Similarities were observed in teaching methods and assessment strategies, although variations existed in program duration and the description of graduate requirements and competencies. Furthermore, the description of curriculum content for the four schools revealed differences in the sequencing of preclinical and clinical subjects, as well as the scope of elective courses.</p><p><strong>Discussion: </strong>The shared inclusion of a community-based curriculum structure among all four dental schools presents an opportunity for future collaborations, facilitating the exchange of research resources and expertise aimed at addressing specific oral health diseases across Africa. This similarity further enables the dental schools to focus on interests with global impact collaboratively. While broad similarities were observed in teaching and assessment strategies, further interrogation is necessary to establish their actual implementation.</p><p><strong>Conclusion: </strong>A notable commonality observed among the four schools is the strong emphasis on community-based education deeply integrated into their respective societies. These results hold the potential to inform and promote the expansion of curricular reviews across the continent, an area that has not received adequate priority in the past.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148957131","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 Reflection on the Populist Challenge for Oral Health Professions Education.","authors":"Carlos M Serrano, Simona-Georgiana Schick, Geraldine M Weinstein, Denis Murphy, Johanna M Vervoorn","doi":"10.1111/eje.70308","DOIUrl":"https://doi.org/10.1111/eje.70308","url":null,"abstract":"<p><strong>Background: </strong>Oral Health Professions (OHP) education is undergoing rapid digital transformation through the integration of artificial intelligence (AI), extended reality, haptic simulation, CAD-CAM technologies and additive manufacturing. Embracing these innovations is essential to prepare future OHP for contemporary clinical practice, enhance learning and improve patient care. At the same time, this transformation is unfolding within a societal landscape increasingly characterized by misinformation, declining trust in expertise and intensified commercialization of knowledge. This convergence creates conditions in which scientific credibility may become influenced by visibility, marketability and persuasive communication rather than methodological rigour and critical evaluation. We introduce academic populism as a conceptual framework to describe this shift and to articulate its implications for OHP education.</p><p><strong>Conclusion: </strong>Predatory publishing, non-transparent industry influence, generative AI and the rapid dissemination of unverified content further challenge established mechanisms of quality assurance and evidence-based decision-making. Preserving academic integrity therefore requires responsible governance of emerging technologies, transparent collaborations, critical digital literacy and continued adherence to principles of research integrity, academic independence and ethical scholarship. Sustaining these values alongside technological innovation is essential for preparing OHP who can critically evaluate evidence, responsibly adopt new technologies and maintain public trust in the profession.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148957133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"AI In Dental Education: Upskilled, Differently Skilled, or Never Skilled?","authors":"Barry F A Quinn","doi":"10.1111/eje.70304","DOIUrl":"https://doi.org/10.1111/eje.70304","url":null,"abstract":"<p><strong>Background: </strong>Artificial intelligence (AI) is being integrated rapidly into dental education, yet frameworks to guide its use while safeguarding foundational competence remain underdeveloped. Recent work in medical education has highlighted the risk of AI-induced 'never-skilling', whereby learners fail to develop core reasoning because AI repeatedly performs the cognitive work required for competence development.</p><p><strong>Aim: </strong>To apply the concepts of 'upskilled', 'differently skilled' and 'never skilled' to European dental education and explore their implications for curriculum design, assessment and governance. MAIN ARGUMENTS: 'Never skilled' refers not to poor AI literacy, but to progression through training without acquiring the foundational biomedical, behavioural and clinical knowledge, and independent reasoning expected of a safe clinician. In contrast, 'upskilled' individuals extend existing competencies through critical AI use, while 'differently skilled' individuals possess strong foundational competence and collaborate effectively with AI through contextual judgement, educational expertise and ethical reasoning. AI is not inherently detrimental to learning; its impact depends on when and how it is introduced. A staged approach that prioritises AI-independent competence before guided AI integration and supervised collaboration is proposed.</p><p><strong>Conclusions: </strong>Dental schools should protect foundational competence through staged AI integration, explicit AI-independent milestones, aligned assessment strategies, and separate governance frameworks for educational and clinical AI. The distinction between upskilled, differently skilled, and never skilled offers a practical framework for ensuring AI augments rather than replaces competence development.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148957142","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":"Students' Perceptions of Education and Guidance at an Irish Dental School Regarding Antibiotic Prophylaxis to Prevent Infective Endocarditis in Dentistry.","authors":"Vy Phan, Caoimhin Mac Giolla Phadraig, Dermot Pierse","doi":"10.1111/eje.70305","DOIUrl":"https://doi.org/10.1111/eje.70305","url":null,"abstract":"<p><strong>Aim: </strong>Varying guidance on the use of antibiotic prophylaxis for infective endocarditis has the potential to confuse dental students, impacting their education and ultimately, their ability to apply guidelines in practice. To optimise teaching and learning in this important domain, this study aims to explore dental students' perceptions of learning regarding antibiotic prophylaxis to prevent infective endocarditis.</p><p><strong>Methods: </strong>This is a qualitative descriptive study comprising face-to-face focus group interviews. All registered final-year dental students attending Trinity College Dublin in the Academic year 2024-2025 were invited to participate voluntarily; semi-structured interview schedules were followed. All audio recordings were transcribed using an AI recorder, checked and edited for accuracy. Open codes were developed inductively using thematic content analysis by two authors (V.P. and C.P.) independently. Codes were analysed further through closed coding techniques, resulting in final coding and development of subthemes and themes. Trustworthiness and rigour were ensured throughout.</p><p><strong>Results: </strong>Data from four focus groups were analysed (n = 18). Three themes were identified. First, Education considered teaching, assessment, clinical exposure during training, and student feedback. Second Use of Guidelines explored student application, awareness of infective endocarditis guidelines, as well as the impact of the range of guidance on their learning. At last, Future Practice covered patient-related concerns, students' apprehensions around antibiotic prescribing, and reliance on senior support. Students reported relying on other sources beyond guidelines, such as clinical supervisors.</p><p><strong>Conclusion: </strong>Based on the experiences shared here, students may benefit from curricular alignment regarding infective endocarditis prophylaxis. This should include didactic teaching by experts emphasising the specific guidelines that students should follow, clinical exposure to patients at risk of infective endocarditis, assessment using clinical logbooks and examinations, with opportunity for feedback of their learning experiences.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148921680","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":"Considering Quality in Dental Education.","authors":"James Field, Denis Murphy, Eli Gigineishvili, Paul Lyons, David O'Flynn, Marsha Pyle, Richard Cure, Sibylle Vital","doi":"10.1111/eje.70301","DOIUrl":"https://doi.org/10.1111/eje.70301","url":null,"abstract":"<p><p>The terms quality assurance, quality improvement, and accreditation are widely used in dental education and training, yet these concepts are often used interchangeably both in practice and in discourse. This article seeks to clarify their distinctions by examining how they are operationalised within three contrasting frameworks: the Commission on Dental Accreditation (CODA) in the United States, quality assurance systems within the European Higher Education Area (EHEA), and the Association for Dental Education in Europe (ADEE) LEADER Programme. CODA illustrates a model in which accreditation and quality assurance are closely integrated within a regulatory framework. European systems aligned to the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) demonstrate a structured approach to quality assurance emphasising institutional responsibility and cyclical review. In contrast, LEADER represents a model of quality improvement grounded in peer review and continuous enhancement. Considered together, these approaches highlight differing, yet complementary, interpretations of quality in dental education. It is expected that clarifying these distinctions will support more precise use of terminology and more productive international and multi-stakeholder dialogue. The paper provides a common 'Quality Framework' which will support a unified approach to quality across organisations, whilst respecting the various processes employed across the sector.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148921709","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}