European Journal of Dental Education最新文献

{"title":"Introduction of a Digital Diagnostic Tool in Orthodontic Teaching-A Comparison of Digital and Conventional Model and Cephalometric Image Analysis in Students.","authors":"Marie-Therese Heberer, Christoph J Roser, Christopher J Lux, Alexander-Nicolaus Spies, Carolien A J Scheurer, Christopher Büsch, Ralf Erber, Charlotte Muffels, Sinan Sen","doi":"10.1111/eje.70292","DOIUrl":"https://doi.org/10.1111/eje.70292","url":null,"abstract":"<p><strong>Introduction: </strong>Digital technologies are playing an increasingly significant role in everyday university life, offering a broad spectrum of possibilities for enhancing teaching and learning. In contrast to orthodontic clinical practice, however, university-level courses for dental students continue to rely predominantly on analogue diagnostic methods. Thus, this study aimed to investigate whether the integration of digital media in teaching increases student motivation and whether comparable or improved diagnostic outcomes could be achieved.</p><p><strong>Material and methods: </strong>In this hypothesis-generating study, 80 students assessed a cephalometric radiograph and a dental model both digitally and using traditional analog methods, with a 2-week interval between the sessions. Following the second session, participants completed a questionnaire evaluating their experiences with both approaches including their motivation associated with each learning method. Primary and secondary endpoints were summarized descriptively. Considering the cross-over design of the study, a linear mixed-effects regression analysis was performed to evaluate whether the digital and analog methods yielded comparable learning effects, as assessed by various parameters, including ANB. The model incorporated a random intercept for each participant.</p><p><strong>Results: </strong>The assessment outcomes for both diagnostic tools were comparable across the two methods. Notably, the digital evaluations tended to deliver more accurate results and were completed in significantly less time. The questionnaire showed that the students were more enthusiastic using digital methods during university lessons.</p><p><strong>Conclusions: </strong>Students' subjective motivation in the field of orthodontics has increased significantly as a result of the digital analysis. The time saving was significant, which was mentioned in the evaluation as particularly positive. Students were able to achieve comparable or even better results when using the digital web tool to evaluate teleradiographic images and orthodontic models.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148907771","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":"Knowledge, Attitudes, Self-Reported Practices, and Self-Reported Hepatitis B Vaccination Completion Among Dental Students: A Cross-Sectional Study.","authors":"Aya Ali, Hani Radhi, Ahmad Fliah Hassan, Faaiz Yaqub Alhamdani","doi":"10.1111/eje.70299","DOIUrl":"https://doi.org/10.1111/eje.70299","url":null,"abstract":"<p><strong>Background: </strong>Dental students are exposed to blood-borne pathogens and sharps injuries, making adherence to infection prevention and control (IPC) measures essential for their safety. This study compared IPC knowledge, attitudes, self-reported practices, and self-reported hepatitis B virus (HBV) vaccination completion between fourth- and fifth-year dental students.</p><p><strong>Methods: </strong>This cross-sectional questionnaire study included separate fourth- and fifth-year dental-student cohorts at the College of Dentistry, Al-Mustansiriyah University, Baghdad, Iraq. The investigator-developed, context-adapted questionnaire comprised 12 knowledge, 10 attitude, and 12 self-reported practice items. We used Mann-Whitney U and chi-squared tests for academic-year comparisons, with Holm adjustment applied to the prespecified families of KAP comparisons.</p><p><strong>Results: </strong>The study included 188 participants: 95 fourth-year students (79.4% response rate) and 93 fifth-year students (77.5% response rate). Fifth-year students had higher knowledge scores than fourth-year students (median [interquartile range], 11 [10-12] vs. 9 [8-9]; Holm-adjusted p < 0.003; r = 0.70), greater knowledge adequacy (97.8% vs. 55.8%; Holm-adjusted p < 0.003), and a higher prevalence of self-reported completion of the three-dose HBV vaccination schedule (60.2% vs. 31.6%; p < 0.001; Cramer's V = 0.29). Attitude and self-reported practice scores were high in both cohorts, with comparatively smaller between-cohort differences.</p><p><strong>Conclusion: </strong>The two cohorts differed principally in IPC knowledge and self-reported HBV vaccination completion. Because the study was cross-sectional, the findings do not demonstrate within-student improvement or the causal effect of academic progression.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148907793","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":"Knowledge, Attitude and Perception of Dental Professionals and Students Toward Traditional and Complementary Medicine: A Cross-Sectional Study.","authors":"Ayse Tas, Nelli Agbulut","doi":"10.1111/eje.70285","DOIUrl":"https://doi.org/10.1111/eje.70285","url":null,"abstract":"<p><strong>Purpose/objectives: </strong>Traditional and Complementary Medicine (TCM) has gained global recognition, and Turkey officially regulates 15 TCM practices within its healthcare system. Despite increasing interest, the knowledge and attitudes of dental professionals and students remain underexplored; this study aims to evaluate knowledge, attitudes, and perceptions toward TCM among dental students, general practitioner dentists (GPDs), and dental specialists in Turkey.</p><p><strong>Methods: </strong>A cross-sectional questionnaire was conducted and distributed online and through institutional networks which assessed knowledge of 15 TCM modalities, attitudinal dispositions, and perspectives on curricular integration. Eligible participants included actively practicing GPDs, dental specialists, and fourth- and fifth-year dental students. Statistical significance was set at p < 0.05.</p><p><strong>Results: </strong>Of 283 respondents, 267 valid responses were analysed (64% dental students, 22.1% specialists, 13.9% dentists). Acupuncture (83.1%) was the most recognized modality, while maggot therapy (16.5%) was least known. Overall, participants expressed generally positive attitudes toward TCM, acknowledging its potential role in dentistry and healthcare. Significant intergroup differences emerged regarding the appropriateness of acupuncture recommendations (p < 0.001), osteopathy perceptions (p = 0.048), placebo attribution (p < 0.001), and curricular integration (p = 0.022).</p><p><strong>Conclusion: </strong>Dental professionals and students in Turkey demonstrate favourable but variable perceptions of TCM. Findings highlight the need for evidence-based educational initiatives and curricular integration to ensure safe, informed, and consistent application of TCM in dentistry.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148888809","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 Accuracy of Large Language Models in Dentistry: A Multi-Model Study Using Clinical Questions From Turkey's Dental Specialty Exams.","authors":"Nihan Kaya Acar, Fatih Sengul, Peris Celikel, Aziz Sahin Erdogan","doi":"10.1111/eje.70295","DOIUrl":"https://doi.org/10.1111/eje.70295","url":null,"abstract":"<p><strong>Aim: </strong>Artificial intelligence (AI) has become an integral part of dental education and clinical practice. While several studies have assessed the performance of ChatGPT in medical exams, comparative analyses of various large language models (LLMs) in dentistry remain scarce. This study aimed to evaluate and compare the performance of five prominent AI models in answering clinical questions from Turkey's dental specialty examination (DUS).</p><p><strong>Materials and methods: </strong>A total of 1026 clinical science questions from 13 DUS examinations (2012-2021) were used to test the accuracy of five LLMs: ChatGPT-5, Gemini 3.5 Flash, Microsoft Copilot, DeepSeek-R1, and Grok 4. Questions were categorized by specialty and format (information-based vs. case-based). Each question was entered once, and responses were scored against official answer keys. Statistical analyses included chi-square and Z tests with Bonferroni correction.</p><p><strong>Results: </strong>Accuracy scores ranged from 79.2% to 90.6%. Gemini 3.5 Flash and ChatGPT-5 achieved the highest overall accuracy rates (90.6% and 88.2%, respectively). Microsoft Copilot, DeepSeek-R1, and Grok 4 demonstrated significantly lower performance (p < 0.001). Accuracy rates varied across examination years and dental specialties. The highest performance was observed in Oral and Maxillofacial Surgery, Paediatric Dentistry, Periodontology, and Restorative Dentistry, whereas Prosthetic Dentistry, Orthodontics, and Endodontics yielded comparatively lower accuracy rates. Significant differences among AI models were observed for both information-based (p < 0.001) and case-based questions (p = 0.029).</p><p><strong>Conclusion: </strong>While LLMs show strong potential in supporting dental education through standardised exams, their performance varies by model and question type. Gemini 3.5 Flash and ChatGPT-5 achieved the highest and most consistent accuracy rates, whereas Microsoft Copilot, DeepSeek-R1, and Grok 4 showed lower performance. Advanced LLMs may represent useful supplementary tools for dental education and DUS preparation, although further improvements are needed to enhance reliability across different dental disciplines.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148888718","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 Clinical Procedures Through Social Media: A Multi-Institutional Study of Preclinical and Clinical Dental Students in Turkey.","authors":"Abdul Kerim Atlı, Emel Karaman","doi":"10.1111/eje.70294","DOIUrl":"https://doi.org/10.1111/eje.70294","url":null,"abstract":"<p><strong>Introduction: </strong>Social media platforms are increasingly used by dental students to support learning and preparation for clinical procedures. Although previous studies have described general patterns of social media use in dental education, evidence directly comparing preclinical and clinical students remains limited. This study aimed to evaluate how dental students in Turkey use social media for learning clinical procedures and to examine differences associated with clinical experience.</p><p><strong>Methods: </strong>This cross-sectional questionnaire-based study was conducted among second- to fifth-year dental students enrolled in dentistry faculties across Turkey. A 27-item online questionnaire was distributed through 57 dentistry faculties and explored patterns and purposes of social media use, perceived usefulness and reliability of content, and differences between preclinical and clinical students. Data were analysed using descriptive statistics and comparative analyses, with statistical significance set at p < 0.05.</p><p><strong>Results: </strong>A total of 2246 dental students participated. Instagram was the most frequently used social media platform, whereas YouTube was the most commonly accessed resource for clinical procedure-related information (85.4%). Although most students perceived social media as a useful learning tool, uncertainty regarding content reliability was common. Significant differences were identified between preclinical and clinical students in terms of purposes of use, platform preferences and approaches to content (p < 0.05). Preclinical students mainly used social media for theoretical learning and to compensate for missed educational activities, while clinical students more frequently used it during preparation before performing clinical procedures for the first time (p < 0.001).</p><p><strong>Conclusions: </strong>Social media functions as an important supplementary learning resource in dental education; however, its use, perceived reliability and educational purpose differ according to students' level of clinical experience. These findings underline the need for structured, evidence-based educational guidance to support the pedagogically sound integration of digital resources into undergraduate dental education.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148889042","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":"Inter-Rater Reliability and Acceptance of a Software-Based Digital Assessment of Preclinical Preparations: A Multicentre Analysis.","authors":"Kurt Erdelt, Maria Grazia Di Gregorio-Schininà, Stefanie Schmid-Zellner, Angelika Rauch, Anja Liebermann","doi":"10.1111/eje.70298","DOIUrl":"https://doi.org/10.1111/eje.70298","url":null,"abstract":"<p><strong>Introduction: </strong>In preclinical dental education, training in different tooth preparation techniques is an important part of teaching. Visual grading of prepared teeth by preclinical supervisors is often subjective. The development of a digital grading interface could improve objective assessment and the quality of teaching. The aim of this study was to determine the acceptance of a digital grading interface by preclinical supervisors and the inter-rater reliability.</p><p><strong>Material and methods: </strong>A digital grading system was developed for preclinical training in which 78 prepared teeth were digitised and processed. All visualised teeth were imported into a digital grading system and graded by 49 examiners from three universities. Data were statistically analysed using the Kruskal-Wallis/Bonferroni and Fleiss-Kappa tests.</p><p><strong>Results: </strong>In 35.0% of cases, there was a significant difference in dental grading between universities. A significant difference was found for grading classes 3 to 5. Grading classes 1.5 and 6 had an Interquartile range (IQR) of 0.5, Grade 2 had an IQR of 0.88, and 2.5, 3, 3.5, 4.5, 5 and 5.5 had an IQR of 1.0. Acceptance of the digital grading interface was around 88.0%. The inter-rater reliability of the 49 examiners was 0.11.</p><p><strong>Conclusion: </strong>Pre-clinical grading is highly subjective and can vary by up to one grade, so it is reasonable to assume that three grades are recommended to make grading more objective. In critical grading cases, the grading should be reviewed by different graders. The use of a digital grading interface could reduce the workload of assessors.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148882538","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":"Optimising Large Language Models-Based Automated Question Generation for Dental Pharmacology: A Quantitative Evaluation of a Multi-File JavaScript Object Notation Architecture.","authors":"Fumihiko Yoshino, Ayaka Yoshida, Shun-Suke Takahashi, Tomoki Itamiya, Satoko Wada-Takahashi, Akito Nakano","doi":"10.1111/eje.70289","DOIUrl":"https://doi.org/10.1111/eje.70289","url":null,"abstract":"<p><strong>Introduction: </strong>The application of Large Language Models (LLMs) for automated question generation in dental education is hindered by inefficient data management, where conventional systems using a single data file incur high Application Programming Interface (API) costs and slow performance due to excessive token consumption. This study aimed to quantitatively validate the performance benefits of an optimized, multi-file JavaScript Object Notation (JSON)-based architecture over this conventional approach.</p><p><strong>Materials and methods: </strong>We developed a system using Gemini 2.5 Pro and compared two architectures: a conventional unmodified method (single Markdown file) and our proposed modified method (multiple, purpose-specific JSON files). We measured API processing time and token counts for generating questions (n = 5 trials per condition) and the data were analysed using a two-way analysis of variance (ANOVA).</p><p><strong>Results: </strong>The modified JSON-based architecture demonstrated superior efficiency. For a 10-question task, it significantly reduced API processing time (97.0 vs. 115.6 s, p < 0.001) and reduced input token consumption by approximately 88% (95 197 vs. 813 702 tokens, p < 0.001) compared with the unmodified method. All generated question sets passed automated structural and formatting validation.</p><p><strong>Conclusion: </strong>In conclusion, a structured, multi-file JSON architecture dramatically enhances the efficiency and scalability of LLM-based educational tools. This approach provides a practical framework for applying AI in dynamic fields such as pharmacology and may help reduce operational burden in modern curriculum development.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148867817","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":"Exploring the Capabilities of a Graduating European Dentist: A Multistakeholder View.","authors":"James Field, Sibylle Vital, Denis Murphy, Jonathan Dixon, Argyro Kavadella, Dalia Meisha, Nibal Sabri, Adee Mohammed Al-Haroni, Gabor Gerber, Renata Chalas, Eduardo Valmaseda Castellon, Upen Patel, Cristina Manzanares-Cespedes, Siri Beier Jensen, Isabel Brandt Jensen, Edoardo Cavallé, Cedric Grolleau, Anne Havemose-Poulsen, Eliska Jandová, Joshua Kennedy, Clara Luciani, Katalin Nagy, David O'Flynn, Paul Lyons, Miguel Pavão, Maria João Ponces, Angela Rovera, Saulė Skinkytė, Torben Schønwaldt, Freddie Sloth-Lisbjerg, Hans De Vries, Wil Van der Sanden, Sara Cecilie Wapner Schrøder, Ivan Alajbeg","doi":"10.1111/eje.70234","DOIUrl":"https://doi.org/10.1111/eje.70234","url":null,"abstract":"<p><p>In 2026 the Association for Dental Education in Europe (ADEE) Graduating European Dentist (GED) taskforce held an international multi-stakeholder event that explored opinions, perceived understanding, and clinical expectations around student progress and graduating student capabilities. This paper reports how the event was planned and conducted-and reports the opinions of the stakeholders relating to the importance of various clinical domains, evaluation/assessment metrics and markers when monitoring student progress and student capabilities.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148867832","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":"Peer-to-Peer Education in First-Year Dentistry: A Reciprocal Benefit for Oral Health Knowledge and Early Dental Education.","authors":"Ahmet Mert Nalbantoğlu, Beyza Ballı Akgöl, R Gözde Kırzıoğlu Ercan, Deniz Yanık Nalbantoglu, Şule Bulut, Nil Altay","doi":"10.1111/eje.70288","DOIUrl":"https://doi.org/10.1111/eje.70288","url":null,"abstract":"<p><strong>Introduction: </strong>The study aims to evaluate the effect of peer-to-peer oral health education performed by dental students using three different teaching materials.</p><p><strong>Materials and methods: </strong>Seventy-four first year students at the university, faculty of dentistry, who took part as peer educators, were divided into three groups according to the teaching material; Group I: teaching with 2D-material (brochure), Group II: teaching with 2D-dynamic material (video), and Group III: teaching with 3D-material (dental model) and gave oral and dental health education to students at the university. These training materials included information such as the correct method of tooth brushing, the duration and frequency of tooth brushing, and dental floss. Before and 7-10 days after the education, an oral health scale consisting of 10 questions was applied to the participants to measure their level of oral health knowledge.</p><p><strong>Results: </strong>A total of 1077 students at the university participated, of which 380 were trained by Group I, 336 by Group II, and 361 by Group III. The correct answers increased significantly following the education for most questionnaire items across three educational methods (p < 0.05). Group III was statistically significantly more effective than the other teaching materials. No statistically significant difference was found between Group I and Group II (p > 0.05).</p><p><strong>Conclusion: </strong>Peer-to-peer education performed by first-year dental students enhanced the oral health knowledge of the university students. The dental model was more effective than brochures and videos in increasing oral health knowledge.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148851753","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 Checklist-Based Assessment of Manual Skill Competency in Dental Anaesthesia Using a Simulator: A Prospective, Blinded, Video-Assisted Validation Study.","authors":"Esra Yuce","doi":"10.1111/eje.70290","DOIUrl":"https://doi.org/10.1111/eje.70290","url":null,"abstract":"<p><strong>Background: </strong>There is a growing need for standardised, objective methods to assess manual skills in dental procedures requiring local anaesthesia. This prospective, video-based observational study aimed to evaluate the manual skills and clinical competence of undergraduate dental students in performing inferior alveolar nerve block (IANB) and posterior superior alveolar nerve block (PSANB) using a validated 18-item, three-point checklist. A secondary objective was to assess the tool's validity and its ability to differentiate between students with different levels of procedural competence.</p><p><strong>Methods: </strong>In this prospective, blinded study, 23 third-year dental students without prior experience in dental anaesthesia were recruited after completing the required theoretical and simulation-based training. Each student performed IANB and PSANB on a dental anaesthesia simulator across three video-recorded sessions conducted at three-day intervals. Performances were independently assessed by three blinded evaluators using the structured checklist, with inter-rater reliability and concordance with visual sensor data analysed.</p><p><strong>Results: </strong>Significant improvements were observed in both IANB and PSANB scores across the three sessions (p = 0.001 for all comparisons). Students who passed had significantly higher scores than those who failed, and inter-rater reliability was consistently high (ICC > 93%). Concordance between instructor ratings and objective visual sensor data ranged from 76.8% to 94.7%, indicating strong agreement (p < 0.05).</p><p><strong>Conclusion: </strong>This validated, checklist-based assessment tool reliably measures technical competence in regional dental anaesthesia and can effectively identify performance differences amongst students. Its integration into dental curricula may support the advancement of competency-based clinical education through objective skill assessment.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148851667","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}