European Journal of Dental Education最新文献

{"title":"Student Perspectives on Integrating an Oral Health Helpline Service Into Dental and Dental Hygiene Education.","authors":"Vanessa Johnson, Mario Brondani, HsingChi von Bergmann, Susan Grossman, Bruce Wallace, Leeann Donnelly","doi":"10.1111/eje.13125","DOIUrl":"https://doi.org/10.1111/eje.13125","url":null,"abstract":"<p><strong>Introduction: </strong>The University of British Columbia's Faculty of Dentistry developed a helpline service to provide free oral health information, referrals to oral healthcare clinics and aid navigating public dental benefits. Over two academic years, 43 fourth-year dental hygiene students and 29 dental students received education on being a virtual provider for the helpline and participated in experiential rotations as virtual providers. This qualitative study explored undergraduate dental and dental hygiene students' perspectives on integrating an oral health helpline into their curriculum.</p><p><strong>Methods: </strong>This project focuses on students' perspectives as part of a larger study employing constructivist grounded theory to develop a conceptual model for integrating an oral health helpline into a dental and dental hygiene school. Semi-structured individual interviews were conducted with 5 dental and 7 dental hygiene students, audio-recorded, transcribed verbatim and coded using NVivo 12 software. The coding process included initial, focused and theoretical coding, supported by constant comparative analysis. In initial coding, transcripts were reviewed for familiarisation and codes were generated by applying codes to concepts. Focused coding involved selecting a set of codes that were most prevalent and important to the analysis to develop categories that represent groups of codes. Theoretical coding consisted of refining the final categories and connecting the categories to each other.</p><p><strong>Results: </strong>Three major themes emerged as follows: perceived usefulness, educational components and institutional context. The helpline education improved students' understanding of barriers to oral health care. Dental hygiene students gained confidence in phone communication and providing virtual services, while dental students improved their ability to address patient questions, navigate care and share community resources. Experiential learning was crucial for greater understanding, with students recommending in-person sessions, small group or one-on-one formats, organised resources and experienced instructors. Despite scheduling challenges, the helpline education could be integrated into existing relevant curriculum and distributed across academic years.</p><p><strong>Conclusion: </strong>Incorporating helpline education into dental programmes enhanced students' understanding of oral healthcare barriers, communications skills and ability to answer patient questions and share resources. This study's insights on helpline curriculum integration offer guidance for other dental programmes considering similar helpline initiatives.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144295257","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":"Comparative Analysis of ChatGPT-3.5 and GPT-4 in Open-Ended Clinical Reasoning Across Dental Specialties.","authors":"Yasamin Babaee Hemmati, Morteza Rasouli, Mehran Falahchai","doi":"10.1111/eje.13144","DOIUrl":"https://doi.org/10.1111/eje.13144","url":null,"abstract":"<p><strong>Purpose: </strong>The integration of large language models (LLMs) such as ChatGPT into health care has garnered increasing interest. While previous studies have assessed these models using structured multiple-choice questions, limited research has evaluated their performance on open-ended, scenario-based clinical tasks, particularly in dentistry. This study aimed to evaluate and compare the clinical reasoning capabilities of ChatGPT-3.5 and GPT-4 in formulating treatment plans across seven dental specialties using realistic, open-ended clinical scenarios.</p><p><strong>Methods: </strong>A cross-sectional analytical study, reported in accordance with the STROBE guidelines, was conducted using 70 dental cases spanning endodontics, oral and maxillofacial surgery, oral medicine, orthodontics, paediatric dentistry, periodontology, and radiology. Each case was submitted to both ChatGPT-3.5 and GPT-4 (paid version, November 2024). Responses were evaluated by specialty-specific expert panels using a three-level rubric (poor, average, good). Statistical analyses included chi-square tests and Fisher-Freeman-Halton exact tests (α = 0.05).</p><p><strong>Results: </strong>GPT-4 significantly outperformed GPT-3.5 in overall response quality (67.1% vs. 44.3% rated as 'good'; p = 0.016). Although no significant differences were observed across most specialties, GPT-4 showed a statistically superior performance in oral and maxillofacial surgery. Its advantage was more pronounced in complex cases, aligning with the model's enhanced contextual reasoning.</p><p><strong>Conclusion: </strong>GPT-4 demonstrated superior accuracy and consistency compared to GPT-3.5, particularly in clinically complex and integrative tasks. These findings support the potential of advanced LLMs as adjunct tools in dental education and decision-making, though specialty-specific applications and expert oversight remain essential.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144295255","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":"Multiple Cases-Based Learning in Oral Pathology.","authors":"Shahad A Waheed","doi":"10.1111/eje.13142","DOIUrl":"https://doi.org/10.1111/eje.13142","url":null,"abstract":"<p><strong>Introduction: </strong>Oral pathology is the cornerstone for learning diagnosis and a challenging subject within dental school. Many students encounter various obstacles while attempting to memorise and distinguish between the diseases covered in the oral pathology curriculum. Consequently, there arises a pressing need to explore innovative educational approaches that can actively engage students and enhance the learning process. This study aims to evaluate the effectiveness of multiple case-based learning compared to theoretical lectures in enhancing students' understanding, learning of oral lesions features (clinical, radiographic and histological features), developing differential diagnoses, and improving students' ability to reach the final diagnosis.</p><p><strong>Methods: </strong>Students will participate in multiple case discussions following each theoretical lecture. Students will be asked to describe the clinical, radiographic, and histological features of diseases, formulate differential diagnoses, and reach a final diagnosis. At the end of the academic year, a questionnaire will be distributed to assess the effectiveness and perceived benefits of multiple case-based learning in oral pathology.</p><p><strong>Results: </strong>Multiple case-based learning enhanced the content learned in theoretical lectures across all evaluated aspects of oral pathology education. Students reported improvement in their understanding, memorization, ability to learn clinical, radiographic and histological features, as well as differential diagnosis.</p><p><strong>Conclusion: </strong>Integrating multiple cases-based learning into oral pathology curriculum can provide a more comprehensive and clinically relevant learning experience, ultimately better preparing students for diagnostic challenges in dental practice.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144250644","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":"Enhancing Professional Development and Emotional Resilience: The Role of Modified Balint Groups for Dental Practitioners. A Qualitative Study.","authors":"Talia Becker","doi":"10.1111/eje.13139","DOIUrl":"https://doi.org/10.1111/eje.13139","url":null,"abstract":"<p><strong>Introduction: </strong>Eleven dental practitioners, aged 25-33, participated in two successive Balint groups (BGs) at our tertiary institute. A mental health professional and an oral medicine specialist co-led each session.</p><p><strong>Aims: </strong>To qualitatively assess the potential of a modified Balint group (BG) to serve as a reflective model for enhancing emotional resilience and professional growth among dental practitioners in the unique environment of dental practice.</p><p><strong>Materials and methods: </strong>Data were collected via semi-structured interviews conducted by a clinical psychologist. Interviews were audio-recorded and subsequently transcribed verbatim. The analysis yielded several key themes and subthemes reflecting participants' attitudes towards the group and its facilitators.</p><p><strong>Results: </strong>The analysis revealed four key themes that characterised the participants' experiences: professional growth opportunities, shared experiences and emotional support, perceptions of group leadership and format, and suggestions for group improvement.</p><p><strong>Discussion: </strong>The unique framework of modified Balint groups displays the potential to contribute to dental practitioners' development in several key areas, including professional identity formation, peer-to-peer experiential learning, mental well-being, and enhanced motivation. However, it is important to acknowledge that Balint groups may not be universally suitable, and they present inherent challenges and obstacles for both participants and facilitators.</p><p><strong>Conclusions: </strong>Careful consideration of the unique needs of group participants is essential to fostering a constructive environment conducive to achieving the intended goals of the intervention.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144250643","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":"Diet and Nutrition Integration in Dental Education: A Scoping Review.","authors":"Constanza E Fernández, Maria Jose Torre, Cesia J Vargas, Cristobal A Aravena, Javiera Santander, Teresa A Marshall","doi":"10.1111/eje.13136","DOIUrl":"https://doi.org/10.1111/eje.13136","url":null,"abstract":"<p><strong>Introduction: </strong>Since diet is a core area for the prevention and management of several oral diseases, dental professionals should receive solid foundations during their training programmes. However, the incorporation of diet and nutrition in dental curriculum remains underexplored.</p><p><strong>Aim: </strong>To map out the existing literature on how diet and nutrition are incorporated into dental education programmes and propose a brief framework for curriculum implementation.</p><p><strong>Methods: </strong>We conducted a scoping review following the PRISMA extension of the Scoping Reviews. Using a PCC format question, a systematic search was performed across three databases (Medline, SCOPUS and Web of Science). All types of studies published since 2000 were included. Data selection and extraction were independently performed by two researchers.</p><p><strong>Results: </strong>From 752 titles, 17 articles were included. The majority were cross-sectional (47%), review-based (35.2%) or longitudinal (17.6%). Most studies (58.8%) were published in the last decade, with 76.4% conducted in the U.S. Topics included nutrition education (64.7%), obesity (17.6%), and interprofessional training. Challenges identified included insufficient curricular time, lack of standardised frameworks and limited faculty expertise. Opportunities for improvement include interdisciplinary collaboration, experiential learning and technology-based approaches.</p><p><strong>Conclusions: </strong>Although diet and nutrition are growing in importance in dental education, there is a gap in integrating them into dental education. Interprofessional work and collaboration, curriculum standardisation and faculty training are priorities to reduce this gap. The proposed framework could help to integrate diet and nutrition into dental curriculums.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144235826","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 Chatbots as Virtual Patients in Dental Education: A Constructivist Approach to Classroom Implementation.","authors":"Bree Jones, Aditya Desu, Christopher D F Honig","doi":"10.1111/eje.13135","DOIUrl":"https://doi.org/10.1111/eje.13135","url":null,"abstract":"<p><strong>Introduction: </strong>Advances in artificial intelligence (AI) have led to new possibilities for AI role-play in classroom settings, where generative pre-trained transformers (GPTs) and chatbots can potentially simulate interactions with patients. This pilot study aimed to design an AI role-play activity underpinned by constructivist principles, implement the activity in a classroom setting, and evaluate the students' engagement with the activity and usability of the interface.</p><p><strong>Materials and methods: </strong>The AI role-play was designed based on a patient presenting to a dental teaching hospital in pain. It comprised two interconnected chatbots intended to simulate a patient consultation and clinical supervisor discussion. The chatbots were built using the open-source framework Streamlit and powered by Chat GPT-4. Second and final-year students from an oral health degree were recruited through convenience sampling. Classroom observations were recorded and final-year students participated in a usability questionnaire to gain insights into their engagement, technical challenges, and suggestions for improvement. Data usage and token costs were collected to assess the AI chatbot's feasibility.</p><p><strong>Results: </strong>Educator observations noted that AI role-play facilitated peer discussion, highlighted gaps in history-taking, and promoted peer learning. Usability survey feedback (n = 14) suggested that students perceived the AI role-play as authentic and relevant to clinical practice, with 86% strongly agreeing it aligned with real-world dental scenarios. The screen design, navigation, and multimedia integration were highly rated. The approximate costs for the activities were $13.17 (USD) for approximately 20 queries, per 20 students.</p><p><strong>Conclusion: </strong>This study presents a descriptive analysis of the implementation of an AI role-play within the early phases of a design-based research framework. AI role-play activities can be implemented in a classroom setting and are perceived as useful for students to apply skills in taking a pain history. While results showed promise for scalability and authentic learning, future research evaluating the impact of the implementation of these activities on student learning should be explored.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144217444","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":"Recommendations for Enhancing Oral Health Professional Education Through the Student Voice: The ADEE-EDSA Partnership in Action.","authors":"James Field, Bogomil Sabev, Julia Davies, Jonathan Dixon, Denis Murphy, Sibylle Vital, Joshua Kennedy","doi":"10.1111/eje.13123","DOIUrl":"https://doi.org/10.1111/eje.13123","url":null,"abstract":"<p><p>The student voice plays a crucial role in shaping the curriculum and learning outcomes by providing unique insights into teaching and learning experiences. This paper has been written collaboratively with the Association for Dental Education in Europe (ADEE) Curriculum Taskforce and the European Dental Students Association (EDSA) following a number of years of collaborative working. The paper discusses the increasing focus on, and importance of, involving Oral Health Professional (OHP) students as partners-and ways of recognising and jointly acting on student feedback and ideas. The paper describes various collaborative projects between ADEE and EDSA and makes recommendations for areas that would merit further exploration with students and educators alike.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144210109","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":"Global Trends in the Use of Artificial Intelligence in Dental Education: A Bibliometric Analysis.","authors":"Margarita Iniesta, Juan José Pérez-Higueras","doi":"10.1111/eje.13133","DOIUrl":"https://doi.org/10.1111/eje.13133","url":null,"abstract":"<p><strong>Introduction: </strong>The aim of this study was to examine the application of artificial intelligence (AI) and generative AI (GAI) in dental education through a comprehensive bibliometric analysis, with the goal of identifying potential future research areas in this field.</p><p><strong>Materials and methods: </strong>Data were obtained from the Web of Science and Scopus databases, with no date restrictions. The inclusion criteria encompassed research articles, reviews and proceedings papers focused on the use of AI in dental education. The Bibliometrix R package was used for data analysis.</p><p><strong>Results: </strong>A total of 54 documents were analysed, revealing a significant increase in publications from 2021 to 2024. The Journal of Dental Education was identified as the most prolific source, with the United States leading in terms of contributions. The findings showed a growing interest in AI's potential to transform dental education, with significant contributions from a diverse set of global authors and institutions. Several key themes were identified, including 'large language models', 'chatbots' and 'clinical decision support systems'. The citation analysis highlighted influential papers, including those by Thurzo et al. (2023) and Yüzbaşıoğlu (2021).</p><p><strong>Conclusion: </strong>There is a growing interest in the use of AI and GAI in dental education. However, further research, particularly experimental studies, is essential to fully understand their impact on educational outcomes in dentistry. Key areas for exploration include the application of AI for personalised learning, the integration of chatbots as educational tools to support students, and the use of AI for training and assessing practical skills.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144182400","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":"Address to EU Parliament Multi Stakeholder Meeting 'Better Oral Health on the European Agenda'.","authors":"S Vital, D Murphy","doi":"10.1111/eje.13119","DOIUrl":"https://doi.org/10.1111/eje.13119","url":null,"abstract":"<p><strong>Context: </strong>This paper provides a transcript of the address made by Prof Sibylle Vital, ADEE European Affairs Officer to a meeting in the European Parliament hosted by Members of European Parliament, MEP Andriukaitis & MEP Kulja at the session entitled 'Better oral health on the European agenda'.</p><p><strong>Position presented: </strong>During the address Prof Vital's key speaking points were: (1) The need for a Unified Dental Education Framework in Europe: Despite ADEE's efforts, dental education across Europe remains fragmented in key areas such as programme length, clinical training and teaching methods. Unlike other professions with standardised European curricula, dentistry lacks a common framework, creating challenges for students and professionals in terms of mobility and quality assurance. (2) ADEE's Proactive Role in Shaping Dental Education: As a path to Solutions ADEE has actively worked to bridge the gaps in European dental education by developing key frameworks such as the Graduating European Dentist (GED) and LEADER quality improvement approach. These frameworks focus on competency-based education rather than merely listing subjects, ensuring that graduates possess the skills and capabilities required for safe and effective practice. (3) Call for Legislative and Policy Support: ADEE urges policymakers to update the Professional Qualifications Directive to define clear competencies for dental graduates, standardise clinical training across the EU, allocate funding for oral health education research and promote quality assurance in higher education.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144175747","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":"Five-Year Evaluation of Students' Profiles and Professional Perspectives in an Innovative Dental Education Modality: A Mixed-Methods Approach.","authors":"Fernando Valentim Bitencourt, Thaís Ostroski Olsson, Juliana Maciel de Souza Lamers, Irene Dige, Ramona Fernanda Ceriotti Toassi","doi":"10.1111/eje.13128","DOIUrl":"https://doi.org/10.1111/eje.13128","url":null,"abstract":"<p><strong>Introduction: </strong>This study explored the effects of a novel dental education modality (evening enrolment) on the graduating dental students' profiles within a public university setting, encompassing both their curricular experiences and professional perspectives.</p><p><strong>Materials and methods: </strong>This cross-sectional observational study was conducted with dental students (daytime and evening enrolment modalities) who graduated between 2018 and 2022. It employed a semi-structured, non-identified, pretested research instrument examining sociodemographic-family profiles, experiences in teaching-community-research activities and professional perspectives. A mixed-method approach was employed, adopting the phenomenology of Maurice Merleau-Ponty as its theoretical framework and employing multivariable logistic regression for quantitative analysis.</p><p><strong>Results: </strong>A total of 205 students participated. Overall, the majority were females, single, childless and state natives. Daytime students were younger (47.7% aged 21-24 years) than evening peers (84.8% aged ≥ 25 years) (p = 0.00). Daytime students had higher parental education and workforce engagement, whereas evening students were more likely to have mothers with lower education levels (OR = 4.72; 95% CI: 1.33-16.74) and not in the workforce (OR = 3.78; 95% CI: 1.46-9.76). Daytime students participated more in elective service-learning activities (p = 0.00). Qualitative analysis revealed challenges in the high mandatory curricular workload, limited promotion of teaching-community-research activities, slot availability and difficulty balancing work and study. Students from both modalities expressed intentions for diverse professional affiliations and postgraduate career advancement.</p><p><strong>Conclusion: </strong>This study underscores the alignment in sociodemographic profiles and professional perspectives between daytime and evening education modalities. However, disparities in age, parental workforce engagement, family income and elective service-learning activities necessitate tailored strategies for optimised educational training. These insights contribute to enhancing access and retention of dental students in low- and middle-income countries.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152772","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}