European Journal of Dental Education最新文献

{"title":"From Virtual Reality to Reality: Fine-Tuning the Taxonomy for Extended Reality Simulation in Dental Education.","authors":"Carlos M Serrano, María J Atenas, Patricio J Rodriguez, Johanna M Vervoorn","doi":"10.1111/eje.13064","DOIUrl":"https://doi.org/10.1111/eje.13064","url":null,"abstract":"<p><strong>Introduction: </strong>Digital simulation in dental education has substantially evolved, addressing several educational challenges in dentistry. Following global lockdowns and sustainability concerns, dental educators are increasingly adopting digital simulation to enhance or replace traditional training methods. This review aimed to contribute to a uniform taxonomy for extended reality (XR) simulation within dental education.</p><p><strong>Methods: </strong>This scoping review followed the PRISMA and PRISMA-ScR guidelines. PubMed/MEDLINE, EMBASE, Web of Science and Google Scholar were searched. Eligible studies included English-written publications in indexed journals related to digital simulation in dental/maxillofacial education, providing theoretical descriptions of extended reality (XR) and/or immersive training tools (ITT). The outcomes of the scoping review were used as building blocks for a uniform of XR-simulation taxonomy.</p><p><strong>Results: </strong>A total of 141 articles from 2004 to 2024 were selected and categorised into Virtual Reality (VR), Mixed Reality (MR), Augmented Reality (AR), Augmented Virtuality (AV) and Computer Simulation (CS). Stereoscopic vision, immersion, interaction, modification and haptic feedback were identified as recurring features across XR-simulation in dentistry. These features formed the basis for a general XR-simulation taxonomy.</p><p><strong>Discussion: </strong>While XR-simulation features were consistent in the literature, the variety of definitions and classifications complicated the development of a taxonomy framework. VR was frequently used as an umbrella term. To address this, operational definitions were proposed for each category within the virtuality continuum, clarifying distinctions and commonalities.</p><p><strong>Conclusion: </strong>This scoping review highlights the need for a uniform taxonomy in XR simulation within dental education. Establishing a consensus on XR-related terminology and definitions facilitates future research, allowing clear evidence reporting and analysis. The proposed taxonomy may also be of use for medical education, promoting alignment and the creation of a comprehensive body of evidence in XR technologies.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142856440","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":"Orthodontic Trainees' Perceptions of Effective Feedback in the United Kingdom","authors":"Rachna K. Chawla,&nbsp;Fiona S. Ryan,&nbsp;Susan J. Cunningham","doi":"10.1111/eje.13063","DOIUrl":"10.1111/eje.13063","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Feedback is an invaluable educational tool and is now widely used in education, despite some of the challenges and barriers to its implementation. Effective feedback in medical and dental education is a driver for improvement, by recognising good performance and identifying areas where improvement is required. This, in turn, can translate into better patient care, as feedback can positively impact on clinical performance. To date, there is limited literature about feedback mechanisms in orthodontic training and trainees' perceptions of how effective the various methods are.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This was a national, cross-sectional questionnaire investigating orthodontic trainees' perceptions of effective feedback relating to chairside clinical training. An electronic questionnaire was developed and an invitation to participate was disseminated via the British Orthodontic Society (BOS) to postgraduate orthodontic trainees in the United Kingdom (UK). The population included all trainees at ST1-5 level who were BOS members, aged 25 years and above, including those appointed by Health Education England (HEE) and those who were non-HEE appointed. The questionnaire was open for an 11-week period between 10 February 2022 and 28 April 2022.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The questionnaire was completed by 68 participants with a mean age of 30.7 years and the response rate was approximately 30%. Trainees agreed that effective feedback improved their clinical skills and performance (99%) and 82% felt comfortable requesting feedback from their supervisors. The main perceived barrier to obtaining high quality in-depth feedback was perceived time pressures for educators (87%).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study demonstrated positive findings regarding trainees' perceptions of feedback processes in UK clinical orthodontic training. Perceived barriers to effective feedback included time constraints and the perception that trainers were too busy to provide in-depth feedback.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"29 1","pages":"211-218"},"PeriodicalIF":1.7,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830652","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 Qualitative Analysis of Students' Perceptions and Experiences of Stressors and Well-Being in Dentistry","authors":"Charlotte Cheuk Kwan Chan,&nbsp;Elise Hoi Wan Fok,&nbsp;Michael George Botelho","doi":"10.1111/eje.13062","DOIUrl":"10.1111/eje.13062","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Well-being is increasingly regarded as an integral component of a graduating dentist's professional responsibility, yet studies demonstrate significant levels of stress and poor mental health in the dental student population. The aim of this qualitative study was to explore final-year dental students' perceptions of stressors in dentistry and their experiences of managing their individual well-being and supporting the well-being of their colleagues and patients.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A literature search was performed to guide the development of an interview framework which included questions centred around three higher domains based on self, peers and patients. Participants were randomly sampled and the interviews audio recorded and transcribed verbatim. An inductive-deductive approach was adopted for thematic analysis of the results.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Fourteen interviews were conducted, revealing four themes and 15 subthemes. Students were acutely aware of poor well-being symptoms amongst themselves and their peers. Treating dental patients with mental illness was common but some students expressed uncertainties in managing these patients. The key stressors were assessments and clinical stress. Students frequently sought support from peers and half had received professional help. Barriers to approaching faculty staff were identified. The role of stigma in preventing students from openly sharing their well-being experiences was discussed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>A range of curricular and clinical stressors, and potential sources of support to manage these stressors, have been explored from the perspectives of final-year dental students. From these experiences, action points have been proposed to address knowledge gaps and enhance faculty-level wellness support for dental students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"29 1","pages":"195-210"},"PeriodicalIF":1.7,"publicationDate":"2024-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13062","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceptions of a Digital Dental Technology Curriculum: A Qualitative Study of Dental Technology Students.","authors":"Xiaoxia Wang, Ziqianhong Wan, Xin Feng, Zhuoli Zhu","doi":"10.1111/eje.13049","DOIUrl":"https://doi.org/10.1111/eje.13049","url":null,"abstract":"<p><strong>Introduction: </strong>Integrating digital dental technology into undergraduate curricula can better prepare dental technology students for a digitally driven workplace. However, students' perspectives on this education are sparse in the literature. This qualitative study explored dental technology students' perceptions of a digital dental technology curriculum.</p><p><strong>Materials and methods: </strong>An online questionnaire was administered to third-year and fourth-year students, as well as recent graduates from the West China School of Stomatology. It comprised three sections: (1) demographic data, (2) perceptions of learning effectiveness and its impact, and (3) suggestions for curriculum improvements. Data were analysed using descriptive statistics and a chi-squared test.</p><p><strong>Results: </strong>Sixty-nine valid responses were collected, yielding an effective response rate of 90.79%. Over 80% of respondents thought the courses beneficial for professional learning, career selection and practical work. However, 35% of third-year students reported being unable to complete digital design independently upon finishing the courses, and 62.50% of fourth-year students also lacked confidence in this area. While 95% of third-year students and 87.5% of fourth-year students intended to pursue digital-related positions, only 33.33% of employed graduates were engaged in relevant professions, indicating that the demands for digital competence in the workplace significantly exceeded the curriculum content.</p><p><strong>Conclusion: </strong>This study found that most students had a positive perception of the digital dental technology curriculum. However, a gap remains between curriculum content and professional practice demands. Further research and curriculum shifts driven by skill application and work scenarios are required to support the digital transformation of dental technology education and dentistry.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142803267","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":"Co-Designing of Preventive Materials Between Dental Students and Primary School Teachers to Promote Oral Health: Impact on Professional Practices for French Dental Students","authors":"Stephanie Jager,&nbsp;Eric Mortier,&nbsp;Jerome Dinet","doi":"10.1111/eje.13059","DOIUrl":"10.1111/eje.13059","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>This paper is aiming to present an experiment involving odontology students, teachers and pupils in elementary grades to investigate the potential benefits of co-design activities to create preventive materials to promote oral health in schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>A total of, 110 fourth-year students, 47 volunteers teachers and 698 pupils in Grades 1 and 2 participated in the study. This work led to the creation and distribution to teachers of appropriate tools on the dental health. We wanted to assess how the odontology students felt during this co-design project. Each of them was asked to complete the same questionnaire twice, at the beginning and at the end of the project.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Our results show that they consider that the children and their parents' knowledge of oral health is largely inadequate. Moreover, a large majority of them (75%) felt that their participation would have a positive impact on the children's future behaviour and on their own future professional practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>The students' participation in this experiment in co-designing with teachers shows that offering odontology students a different kind of learning, along the lines of what is being done in the United Kingdom with service-learning, can be beneficial both for them and for the end-users.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The participation of dental students in the specific educational training activity has a positive and significant impact of their mental representation and we can hope that the emergence of this paradigm of participatory design, also known as co-creation, can lead to strong and lasting changes in health behaviours.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"29 1","pages":"186-194"},"PeriodicalIF":1.7,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142774526","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":"Impact of Clinical Video Scenarios Used for a Summative Exam to Facilitate Learning","authors":"Michael George Botelho,&nbsp;Bochra Boubaker","doi":"10.1111/eje.13050","DOIUrl":"10.1111/eje.13050","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>This article explores the use of clinical vicarious learning dialogue videos as a learning resource for a written summative assessment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A prescribed list of 42 clinical vicarious learning dialogue videos was disseminated to students, and they were informed that these would form the scope of a prosthodontics question in their final year summative exam. The videos captured the learning dialogue between a teacher and student during diagnosis, problem-solving or clinical decision-making in relation to prosthodontic patient interactions. Exam questions were created from screen capture images from the videos based on and around the video content. After the exam, video analytics was captured, and students were invited for an interview using a question guide which was recorded and transcribed and a thematic analysis was performed using a deductive inductive approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Fourteen students were interviewed, and from these three domains and 10 key themes were identified: <b>learning</b>: learning strategy, learning new skills and knowledge, learning clinical skills, application of learnt skills and engagement; <b>assessment</b>: exam scope and stress, clinical relevance, motivation, generalisable; and <b>video as a learning medium</b>: enjoyable, affordance. Students reported that using these videos facilitated and supported their exam preparations, stimulated learning new content as well as higher-order thinking skills. Students reported they had applied skills learnt from the videos and broadened their cognitive skills and practical experience. The format of the assessment was described as enjoyable and reduced stress. All students reported they watched ‘all’ the videos which appeared to be supported by the analytics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Clinical vicarious learning dialogue videos were found to help learning, assessment literacy, clinical cognitive skills, stress and motivation for learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"29 1","pages":"175-185"},"PeriodicalIF":1.7,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11745209/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142774530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors Influencing the Quality of Undergraduate Students' Degree Projects: From Student and Supervisor Perspectives","authors":"Maria Christidis,&nbsp;Petra Waters,&nbsp;Linnéa Ärlegård,&nbsp;Zoe Säflund,&nbsp;Nikolaos Christidis","doi":"10.1111/eje.13060","DOIUrl":"10.1111/eje.13060","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Degree projects are part of most professional study programmes and correspond to professional and academic requirements. Therefore, this study aimed to investigate factors that influence the quality of student degree projects from a supervisor and student perspective.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Semi-structured interviews were performed with eight supervisors from the study programme in dentistry at Karolinska Institutet. The interviews were transcribed. The first part was summarised and described, and the second part was analysed thematically. Also, a questionnaire was completed by 45 students in their 7th and 9th semesters of the study programme. Student responses were summarised and described.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The main findings indicate a convergence of expectations and perspectives between supervisors and students regarding the factors that influence the quality of the degree project. They emphasise the importance of realistic expectations, feasibility and adherence to academic standards for a high-quality outcome. Effective supervision involves the supervisor being readily available, responsive to student inquiries and supportive in time–management. Conversely, students are expected to demonstrate motivation, engagement and increasing autonomy. Additionally, both agree that the project should be engaging, relevant to the supervisor's expertise and the student's interests, contribute to personal and academic growth and ideally result in a publication.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Taken together, supervisors and students share grounds for the degree project work, which is an important condition for ensuring a qualitatively sound degree project. Sharing expectations and perspectives in the beginning and having a continuously open dialogue concerning this issue during the degree project work benefits a sustainable collaboration and ensures quality.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"29 1","pages":"162-174"},"PeriodicalIF":1.7,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11729454/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142752021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Graduating European Dentist Curriculum Framework: A 7-Year Review","authors":"James Field,&nbsp;Sibylle Vital,&nbsp;Jonathan Dixon,&nbsp;Denis Murphy,&nbsp;Julia Davies","doi":"10.1111/eje.13058","DOIUrl":"10.1111/eje.13058","url":null,"abstract":"<p>By its very nature, the Association for Dental Education in Europe (ADEE) is an international voice of dental education, representing dental schools throughout Europe since 1975. The concept of converging and harmonising Oral Health Professional (OHP) education across Europe is at the heart of ADEE's mission and has led to the publication of a number of consensus documents that have become recognised benchmarks for institutions and regulatory bodies across the world. ADEE is also ideally positioned, through regional representation, to engage with multiple European and wider global stakeholders. The pan-European taskforce approach used by ADEE is supported by the recognition that similar social partnerships (involving a wide range of stakeholders) have been shown to increase the validity of curricula, facilitate the transition of students to a vocational work environment, and to help students develop into proficient and effective practitioners [<span>1, 2</span>].</p><p>Whilst the Profiles and Competences project, which provided a profile of the competences that a newly graduated dentist should be able to demonstrate, was the most popular in isolation, all three publications have proved instrumental in shaping the delivery of dental education across Europe [<span>3-5</span>]. The popularity and influence of the DentEd project were demonstrated by the number of downloads and citations that have taken place, and the documents have been used by many schools, educational establishments and professional organisations globally, to support the development and/or benchmarking of undergraduate dental curricula.</p><p>Due to the broad interpretation of ‘competences’, authors, organisations, institutions, regulators and societies gradually shifted towards a ‘Learning Outcomes’ approach. As such, in 2015 a new taskforce was established to revisit, reconsider and accordingly revise the content, and the ideologies, that should underpin a modern European dental curriculum.</p><p>In 2017, a new suite of five curriculum papers was published, collectively titled The Graduating European Dentist (GED). The initial introductory paper provided context and rationale for the learning-outcomes-based approach. This paper is, at the time of publication, the third most-cited paper within the European Journal of Dental Education (EJDE). Four of the papers mirrored the new curriculum domains; and in turn, each was defined by areas of ‘Major Competence’ (Appendix) and provided a basis from which graduates could build confidence and competence towards becoming independent practitioners, who accept the importance of continuing professional development throughout their career. The paper that focuses on methods of Teaching, Learning and Assessment is, at the time of print, the sixth most-accessed paper within the <i>European Journal of Dental Education</i>. The papers, and their citations, are listed in Table 1.</p><p>The authors declare no conflicts of interest.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"29 1","pages":"155-161"},"PeriodicalIF":1.7,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11729984/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142677468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Performance of a Generative Pre-Trained Transformer in Generating Scientific Abstracts in Dentistry: A Comparative Observational Study","authors":"Caio Alencar-Palha,&nbsp;Thais Ocampo,&nbsp;Thaisa Pinheiro Silva,&nbsp;Frederico Sampaio Neves,&nbsp;Matheus L. Oliveira","doi":"10.1111/eje.13057","DOIUrl":"10.1111/eje.13057","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>To evaluate the performance of a Generative Pre-trained Transformer (GPT) in generating scientific abstracts in dentistry.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Ten scientific articles in dental radiology had their original abstracts collected, while another 10 articles had their methodology and results added to a ChatGPT prompt to generate an abstract. All abstracts were randomised and compiled into a single file for subsequent assessment. Five evaluators classified whether the abstract was generated by a human using a 5-point scale and provided justifications within seven aspects: formatting, information accuracy, orthography, punctuation, terminology, text fluency, and writing style. Furthermore, an online GPT detector provided “Human Score” values, and a plagiarism detector assessed similarity with existing literature.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Sensitivity values for detecting human writing ranged from 0.20 to 0.70, with a mean of 0.58; specificity values ranged from 0.40 to 0.90, with a mean of 0.62; and accuracy values ranged from 0.50 to 0.80, with a mean of 0.60. Orthography and Punctuation were the most indicated aspects for the abstract generated by ChatGPT. The GPT detector revealed confidence levels for a “Human Score” of 16.9% for the AI-generated texts and plagiarism levels averaging 35%.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The GPT exhibited commendable performance in generating scientific abstracts when evaluated by humans, as the generated abstracts were indistinguishable from those generated by humans. When evaluated by an online GPT detector, the use of GPT became apparent.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"29 1","pages":"149-154"},"PeriodicalIF":1.7,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142677463","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":"Future-Proofing Dentistry: A Qualitative Exploration of COVID-19 Responses in UK Dental Schools","authors":"Jon J. Vernon,&nbsp;Karen Vinall-Collier,&nbsp;Julia Csikar,&nbsp;George Emms,&nbsp;Paula E. Lancaster,&nbsp;Brian R. Nattress,&nbsp;David J. Wood","doi":"10.1111/eje.13055","DOIUrl":"10.1111/eje.13055","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The COVID-19 pandemic had extensive influence on dental education. UK dental schools were compelled to respond with substantial adaptations to clinical training approaches and environments to mitigate educational impact.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>The Surveying Pandemic Education Response in Higher Education Dental Schools (SPEARHEAD) study aimed to retrospectively evaluate the diverse responses of UK dental schools to the COVID-19 pandemic. All UK dental schools were invited to participate in semi-structured interviews to ascertain institutional responses, with transcripts subjected to thematic framework analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Discussion</h3>\u0000 \u0000 <p>Ten UK dental schools contributed to the study and three main themes were identified: student education, environment, and procedures and equipment. The most common approach to student education was the reduction of student numbers in clinical areas; however, this increased supervisory demands. While there was widespread acknowledgement of the need for enhanced ventilation, implementing the necessary modifications was frequently constrained by building configurations and financial implications. Numerous procedural adjustments were implemented, accompanied by widespread adoption of enhanced personal protective equipment. Fallow periods were common, although differing durations underscored the need for data-driven guidance. Many schools transitioned towards electric speed-controlled handpieces, but the need to reflect real-world scenarios often led to a reversion to air turbines.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>UK dental schools showed initiative, resilience, and ingenuity in safeguarding students from enduring irretrievable educational setbacks amidst the challenges posed by the COVID-19 pandemic. Validating a data-driven strategy for addressing future threats would facilitate a unified response, minimising the educational repercussions and bolstering the resilience of dental training.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"29 1","pages":"124-135"},"PeriodicalIF":1.7,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11730599/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142677450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}