European Journal of Dental Education最新文献

{"title":"Do Pre-Clinical Summative Assessments Predict a Student's Clinical Performance? A Retrospective Study.","authors":"Yasmina Andreani, Buddhi Champika Gunaratne, Atieh Sadr, Fjelda Elizabeth Martin, Tihana Divnic-Resnik, Smitha Sukumar","doi":"10.1111/eje.13098","DOIUrl":"https://doi.org/10.1111/eje.13098","url":null,"abstract":"<p><strong>Introduction: </strong>Dental students are deemed fit to treat patients (clinical readiness) based on their performance in pre-clinical summative assessments. This involves assessing knowledge (theory exams) and technical skills (simulation-based activities). However, there is weak evidence to support whether these pre-clinical assessments accurately predict clinical performance. The aim of this study was to determine if pre-clinical summative assessments predicted the clinical performance of students in a graduate dental programme.</p><p><strong>Materials and methods: </strong>This retrospective longitudinal cohort study analysed the results of pre-clinical (theory, simulation) and clinical summative assessments in Restorative Dentistry, Periodontics and Endodontics from six cohorts of second- and third-year students (2013 to 2019) enrolled in The University of Sydney's Doctor of Dental Medicine program. The association between pre-clinical (theory and simulation) marks with clinical marks were analysed by discipline using Pearson's correlation coefficient (r²).</p><p><strong>Results: </strong>A weak but significant positive correlation was found between a student's pre-clinical theory mark and their clinical performance in all three disciplines. The only significant positive correlation between pre-clinical simulation marks and clinical performance was found in Restorative Dentistry.</p><p><strong>Discussion: </strong>While some positive correlations were found between pre-clinical and clinical performance, overall, these results indicate that pre-clinical ability was not a reliable predictor of a student's clinical competence.</p><p><strong>Conclusions: </strong>Assessing clinical readiness is complex. Our results indicate this attribute may potentially be better assessed using a range of qualitative and quantitative metrics. Further research is required to better define and quantify clinical readiness.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144027010","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":"Self-Perceived Confidence of Final-Year Dental Students in Oral Surgery for Adults and Children.","authors":"Saleh Alkadi, Areej Alqadi, Hamza Al Salieti","doi":"10.1111/eje.13114","DOIUrl":"https://doi.org/10.1111/eje.13114","url":null,"abstract":"<p><strong>Introduction: </strong>Undergraduate dental training should nurture students' self-confidence to perform basic oral surgical procedures. Inadequate confidence can lead to hesitance and anxiety, which may compromise patient safety and the quality of dental care.</p><p><strong>Aims: </strong>This study aimed to evaluate the confidence levels of final-year dental students in performing oral surgical procedures for adults and children and to explore the factors that influence their confidence.</p><p><strong>Methods: </strong>A structured questionnaire was distributed electronically to dental students at the end of their final year. Descriptive statistics and Spearman's correlation (p-value ≤ 0.05) were used to analyse the data.</p><p><strong>Results: </strong>N = 503 participated. Students were very confident in giving infiltration and Inferior Alveolar Nerve Block (IANB) (73.8% N = 371, 58.8% N = 296), performing simple permanent (anterior: 56.9% N = 286, posterior: 51.1% N = 257) and primary tooth extraction (anterior: 53.7% N = 270, posterior: 51.7% N = 260). However, they were 'somewhat confident' performing third molar extraction (upper: 37% N = 186, lower: 39.6% N = 199), writing drug prescriptions (42.7% N = 210), managing postoperative swelling (37.85 N = 190) and extracting for the medically compromised patients (37.2% N = 187). Students were not confident performing root separation (32.4% N = 163), bone removal (41.6% N = 209) or raising a flap (43.3% N = 218). Half of the students indicated, 'I did not encounter or have the chance to extract certain types of teeth', as a factor that lowers their confidence (50.1% N = 252).</p><p><strong>Conclusion: </strong>Students were less confident performing third molar extraction, surgical extraction procedures, writing drug prescriptions and extraction for medically compromised patients. Further clinical exposure to such procedures is expected to raise students' confidence.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144048191","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":"3D-Printed Multi-Coloured Teeth Comprising Material Gradients for Dental Education-A Pilot Study.","authors":"Maximilian Dosch, Falk Schwendicke, Po-Chun Tseng, Benedikt Spies, Andreas Keßler","doi":"10.1111/eje.13107","DOIUrl":"https://doi.org/10.1111/eje.13107","url":null,"abstract":"<p><strong>Objective: </strong>To develop realistic training teeth composed of multi-material colours and gradients and evaluate them in comparison with the standard model and extracted teeth with a group of students.</p><p><strong>Material and method: </strong>Three different teeth were virtually designed by use of multiple STL-compartments and additively manufactured with different material gradients like colour, hardness and functional properties in a single printing process using MultiJet technology. The teeth included simulated hard-/softissues and restorative materials like enamel, dentin, pulp, carious dentin, composite, amalgam, and gutta-percha. The selected teeth were tested by a group of 25 clinical students in a volunteer hands-on course. They had experience in caries removal, post insertion and preparation on real patients. Study procedures included the removal of a faulty direct and indirect restoration, of gutta-percha as well as of carious dentin. The properties of the printed teeth for each task were assessed by the students using grades (1 = very good, 2 = good, 3 = satisfactory, 4 = sufficient, 5 = poor). Conventional model teeth and extracted real teeth served as reference.</p><p><strong>Results: </strong>In comparison to standard model teeth, printed teeth were rated 1.1 ± 0.7, with a grade of 2.4 ± 1.2 for haptic impression and 1.2 ± 0.8 for realistic perception of the exercise. In comparison to extracted teeth, the colour of the enamel(2.1 ± 1.4), the dentin(1.8 ± 1.3) and the carious lesion(1.2 ± 0.8) were evaluated with overall good or very good values. The new features were rated with 1.2 ± 0.7 for the Amalgam filling, 1.0 ± 0.3 for the caries lesion, 1.4 ± 1.5 for the crown, and 2.0 ± 1.0 for the gutta-percha.</p><p><strong>Conclusion: </strong>The results of the pilot study confirm the potential of multi-material additive manufacturing for educational purposes. Students preferred printed teeth in comparison with conventional acrylic and extracted teeth, considering the simulation of a training scenario close to clinical reality.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144043937","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":"First-Year Learners' Preferred Delivery of Preclinical Operative Demonstrations: A Pilot Study Comparing Two Styles of Demonstration Videos With Live Demos.","authors":"Juliana C Pfeffer, Noriko B Boorberg, Vanessa H Hunzinger","doi":"10.1111/eje.13113","DOIUrl":"https://doi.org/10.1111/eje.13113","url":null,"abstract":"<p><strong>Objective: </strong>This mixed-methods pilot study evaluated first-year dental learners' perceptions of two styles of operative video demonstrations.</p><p><strong>Methods: </strong>First-year learners enrolled in the preclinical operative course were exposed to two styles of demonstration videos-a time-lapse, technical style video (Instructional) and a real-time, charismatic style video (Operator). Learner perceptions of the videos as well as their preferred mode of delivery of procedural demonstrations were assessed via a survey instrument that included Likert Scale responses, rankings, and a comments section.</p><p><strong>Results: </strong>With an 86% response rate, the majority of learners agreed that the video demonstrations in general were of good quality, should be available for every preclinical exercise in all practical courses, improved preparation for preclinical sessions, improved practice sessions, and improved psychomotor skills. The majority of learners preferred the course demonstration videos in general over actual live demonstrations and over other non-course videos they viewed online. However, students did not express a clear preference for one style of course video over another, and strongly advocated for the following mode of delivery: use of the Operator video as preparation for preclinical lab, followed by in-lab review with the Instructional video, followed by a live demonstration. Students strongly supported the continued development of videos in both styles as essential adjuncts to live demonstrations.</p><p><strong>Conclusions: </strong>First-year dental learners clearly preferred the demonstration videos in general to live demonstrations alone and to other non-course videos viewed online and advocated for the use of both Operator and Instructional styles as essential adjuncts to live demonstrations.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143994355","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":"The Role of Interprofessional Education in Dentistry Training: Understanding the Perception of Brazilian Dental Students.","authors":"Ramona Fernanda Ceriotti Toassi, Thaís Ostroski Olsson, Ana Estela Haddad, Marina Peduzzi","doi":"10.1111/eje.13112","DOIUrl":"https://doi.org/10.1111/eje.13112","url":null,"abstract":"<p><strong>Introduction: </strong>Guaranteeing the delivery of high-quality and safe healthcare to persons, families and communities is the main objective of interprofessional education (IPE).</p><p><strong>Objective: </strong>To understand, based on the perception of Brazilian dental students, the role of IPE in Dentistry training.</p><p><strong>Methods: </strong>This study used a qualitative phenomenological approach. The study included 41 students who completed IPE activity in practice settings of the Brazilian National Health System, between 2012 and 2019. Data collection included an online questionnaire and semistructured interviews. Through content analysis, themes/categories were identified.</p><p><strong>Results: </strong>The IPE activity was recognised as an isolated experience within the students' education, revealing the predominantly uniprofessional characteristic of the curriculum. It promoted learnings connected with contents present in the Dentistry curriculum, such as teamwork, health system, social determinants of the health-disease process and person/family/community-centred care. It enabled different professions to learn together and to have contact with persons/families, developing professional-patient empathy. Integrative pedagogy enabled students to seek knowledge autonomously and develop skills to construct more symmetric relationships between professions. In the students' perception, the interprofessional activities should be incorporated throughout the dental curriculum. Barriers in communication and connection between the knowledge of different professions were associated with the voluntary (elective) and isolated characteristic of IPE in the curriculum.</p><p><strong>Conclusion: </strong>The study provided evidence that IPE in health services succeeds in developing professional identity, collaborative competencies for teamwork and empathy in dental education. Complementary studies analysing the contributions of IPE in different moments of the education and professional practice of the dentist are recommended.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144055305","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":"The Association for Dental Education in Europe: 50 Years Enabling Collaborative Activity.","authors":"Brian O'Connell, Pål Barkvol, Ivan Alajbeg, Denis Murphy","doi":"10.1111/eje.13096","DOIUrl":"https://doi.org/10.1111/eje.13096","url":null,"abstract":"","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144030871","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":"Contributions of a University Extension Programme in Special Care Dentistry to Education and Training of Undergraduate Students: A Qualitative Study.","authors":"Riéli Elis Schulz, Érica de Jesus, Del Rosário Ruiz Nunez, Mariah Luz Lisboa, Ana Lúcia Schaefer Ferreira de Mello, Alessandra Rodrigues de Camargo","doi":"10.1111/eje.13106","DOIUrl":"https://doi.org/10.1111/eje.13106","url":null,"abstract":"<p><strong>Background: </strong>People with disabilities (PWD) have poor oral health and difficulties in accessing dental care. The lack of skills, willingness, or confidence of dentists to treat PWD could contribute to this scenario.</p><p><strong>Objective: </strong>To understand the contributions of the Special Care Dentistry university extension programme to the professional and personal development of undergraduate students based on their perceptions.</p><p><strong>Study design: </strong>Qualitative research was conducted with 12 undergraduate students who participated in the university extension programme, totalling 257 h of practice. Data was collected through a written questionnaire with open-ended questions before and after their engagement in the programme activities. These data were analysed using the inductive content analysis technique, with coding and categorisation processes.</p><p><strong>Results: </strong>We considered two categories of contributions: professional and clinical experiences in dental care for PWD and the student teaching-learning process. The first addressed the singularities of dental care for PWD, the apprehension of the student, and the need for humanised care. The second highlighted expanding professional opportunities, improving skills, and pursuing lifelong learning and lessons. In addition, the regular undergraduate curriculum added theoretical and clinical experiences.</p><p><strong>Conclusions: </strong>Students reported a significant improvement in confidence and safety for dental care for PWD by developing their critical thinking and clinical care skills.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144006628","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 Study of Virtual Simulation System for Preclinical Cavity Preparation Training.","authors":"Silei Lv, Mengting Duan, Wei Fan","doi":"10.1111/eje.13110","DOIUrl":"https://doi.org/10.1111/eje.13110","url":null,"abstract":"<p><strong>Objectives: </strong>The virtual simulation system (VSS) is a new type of preclinical trainer that has unique advantages compared with traditional manikin system (TMS). The objective of this study was to compare the impact of the order of VSS and TMS training and to evaluate the potential of VSS in preclinical cavity preparation training for undergraduates.</p><p><strong>Methods: </strong>The participants (n = 97) were randomly assigned to two groups and subjected to VSS and TMS in different sequences for G. V. Black Class I, II and V cavity preparations; one group was first prepared with VSS followed by TMS (VM group), while the other group was prepared with TMS followed by VSS (MV group). The scores of the two groups were compared based on the different training orders and cavity types. Subsequently, two questionnaires were sent to all participants to further assess their views on the usage of VSS and their efficacy in preclinical training.</p><p><strong>Result: </strong>The training results of the VSS showed that the MV group had a higher average score than the VM group, but had no significant difference except for the Class II cavity preparation. Moreover, for the TMS training results, although the VM group generally scored higher than the MV group did, there was no significant difference between the two groups. In addition, the majority of participants agreed that the VSS was more difficult to operate than the TMS and that the VSS should be arranged before the TMS, and nearly 90% of participants were willing to use VSS for preclinical training in future experimental courses.</p><p><strong>Conclusions: </strong>Introducing VSS in preclinical dental training is promising as it overcomes some of the drawbacks of TMS. It allows for repeated practice while avoiding accidental injuries, contamination, evaluation bias and material waste, and can also enhance the proficiency and operation accuracy of students. Moreover, VSS training was favoured to be arranged before the TMS training. A thorough VR simulation curriculum design is necessary to help dental students better adapt to virtual simulation systems.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144063159","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":"Evaluation of a 3D-Printed Model as Complete Case Scenario in Undergraduate Dental Education-Diagnosis, Treatment Planning and Clinical Practice.","authors":"Sebastian Bürklein, Edgar Schäfer, David Donnermeyer","doi":"10.1111/eje.13100","DOIUrl":"https://doi.org/10.1111/eje.13100","url":null,"abstract":"<p><strong>Introduction: </strong>3D-printed teeth/models are important adjuncts in dental education. Nevertheless, there is a lack of simulated cases to learn and understand complex treatment scenarios, including anamnesis, diagnosis, treatment planning and therapy.</p><p><strong>Material and methods: </strong>Third-year students (n = 44) received a complete 3D-printed model (upper and lower jaw) of a patient who needed emergency treatment. Based on the information provided (i) general history, (ii) specific dental history, (iii) radiographs, the students made a diagnosis and planned the treatment, which they performed independently under supervision. The case included periodontal, restorative, endodontic and surgical treatments and semi-permanent splinting. Using a 3- or 5-point Likert scale, students rated each treatment episode, the learning outcome and the impact of the model on training using a questionnaire. Chi-square test served for statistical analysis.</p><p><strong>Results: </strong>The majority (63.6%) stated that the interdisciplinary model allowed a better learning effect than the approach dealing with each section separately (p < 0.05). Almost all students rated the diagnostic process as excellent (88.0%-95.5%), as the general history, dental history and radiographs were consistent with the clinical findings. Periodontal therapy was rated significantly lower compared to all other areas (p < 0.05). For endodontic treatment, the students disagreed, abstaining from practising on extracted human teeth. However, the students felt confident to perform all treatment steps in the following clinical courses.</p><p><strong>Conclusion: </strong>Customised, interdisciplinary 3D-printed teaching models covering complex treatment strategies were best suited to enhance dental students' skills and foster their enthusiasm for the integrated diagnosis and treatment planning process. Their implementation into dental education is strongly recommended to improve both training and future patient care.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144023258","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 Burnout Between Traditional and Advanced Standing Student Program Dental Students.","authors":"Yanira A Owens","doi":"10.1111/eje.13104","DOIUrl":"https://doi.org/10.1111/eje.13104","url":null,"abstract":"<p><strong>Introduction: </strong>The literature has established burnout syndrome as a modern epidemic with adverse consequences. Burnout data for dental students training in the United States is lacking. This study aimed to examine differences in the dimensions of burnout between traditional standing (TS) and advanced standing (AS) dental students.</p><p><strong>Materials and methods: </strong>TS and AS predoctoral dental students transitioning from didactic course work to preclinical and clinical education completed an informed consent, a demographic survey, and the Maslach Burnout Inventory-General Survey for Students. Statistical analyses included descriptive statistics, assumptions testing, independent samples t-test analysis, and Cronbach's alpha analysis.</p><p><strong>Results: </strong>Significant differences in the burnout dimension of exhaustion, M = 0.82, 95% CI (0.41, 1.22), t (108) = 3.97, p < 0.001, and the burnout dimension of cynicism, M = 0.96, 95% CI (0.50, 1.42), t (182) = 4.11, p < 0.001, existed between TS and AS dental students. TS dental students demonstrated significantly higher exhaustion (M = 4.61) and cynicism (M = 3.43) compared to AS dental students (M = 3.79 exhaustion and M = 2.47 cynicism). No significant difference in professional efficacy, M = -0.096, 95% CI [-0.38, 0.18], t (182) = 0.68, p = 0.50, was observed between the TS dental students (M = 4.38) and AS dental students (M = 4.47).</p><p><strong>Conclusion: </strong>While both groups of dental students experienced burnout, TS dental students experienced significantly more burnout along the dimensions of exhaustion and cynicism. The presence of burnout in both groups of students suggests the need to develop programme-based strategies that aim to alleviate academic burnout and promote the wellbeing of the future dental workforce.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144040085","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}