European Journal of Dental Education最新文献

{"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}

{"title":"Understanding the Burden of Work-Related Musculoskeletal Disorders in Dental Students: A Multinational Cohort Study.","authors":"Özlem Daltaban, Mükerrem Hatipoğlu, Mihaela Tanase, Ana Maria Pistol, Carmen Ioana Biriş, Milanko Djuric, Tanja Veljovic, Enis Redjep, Mirko Mikic","doi":"10.1111/eje.13108","DOIUrl":"https://doi.org/10.1111/eje.13108","url":null,"abstract":"<p><strong>Introduction: </strong>To evaluate the prevalence and potential risk factors of work-related musculoskeletal disorders (WMSDs) among fifth-year dental students from Romania, Türkiye, Serbia, North Macedonia and Montenegro.</p><p><strong>Materials and methods: </strong>A prospective questionnaire-based survey was conducted, including demographics, the Nordic Musculoskeletal Questionnaire and potential factors related to WMSDs (daily working hours, number of patients treated, preferred working position, chair support type, prolonged sitting, knowledge of ergonomic guidelines, physical activity levels and daily electronic device use).</p><p><strong>Results: </strong>A total of 297 individuals participated in this study; 107 (36%) Romania, 79 (26.6%) Türkiye, 71 (23.9%) Serbia, 20 (6.9%) Montenegro and 20 (6.9%) North Macedonia. The prevalence of WMSDs in at least one body part over the past 12 months was 82%. The most affected areas were the neck (68%) and lower back (64%). Neck pain showed a moderate correlation with prolonged sitting and a weak correlation with electronic device usage. Significant risk factors identified for reported WMSDs included prolonged sitting (odds ratio (OR) = 4.56, 95% confidence interval (CI): 2.172-9.609, p < 0.001), clinical practice time (OR = 3.11, 95% CI: 1.495-6.469, p = 0.002) and female gender (OR = 3.42: 95% CI: 1.705-6.851, p = 0.001). Interestingly, regular physical activity significantly reduced the odds of WMSDs (OR = 0.316, 95% CI: 0.128-0.780, p = 0.012). Additionally, mobility exercises decreased the likelihood of WMSDs (OR = 0.252, 95% CI: 0.101-0.626, p = 0.003).</p><p><strong>Conclusions: </strong>The high prevalence of musculoskeletal discomfort observed in this study reflects that WMSDs present a substantial health burden for dental students. This underlines the urgent need for effective educational strategies to improve dental students' awareness and knowledge of ergonomic practices and preventive measures for reducing these disorders.</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":"144027018","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":"Benefits of Using Magnification in Access Cavity Preparation by Undergraduate Dental Students: A Micro-Computed Tomography Study.","authors":"Manal Almaslamani, Okba Mahmoud, Aya Ali, Mawada Abdelmagied","doi":"10.1111/eje.13105","DOIUrl":"https://doi.org/10.1111/eje.13105","url":null,"abstract":"<p><strong>Introduction: </strong>Access cavity preparation is a critical step in endodontic treatment, impacting the success of subsequent procedures. Magnification devices are proposed to improve visualisation and precision, but their effectiveness among undergraduate students remains largely unexplored. This study evaluated the benefits of magnification on access cavity preparation accuracy by undergraduate dental students using Micro-computed tomography (Micro-CT) imaging for quantitative assessment.</p><p><strong>Methods: </strong>Thirty-two undergraduate dental students participated, performing access cavity preparations on plastic maxillary molars under three conditions: unaided vision (group 1), dental loupes (group 2) and a dental operative microscope (DOM) (group 3). Micro-CT scans were used to evaluate the quality and accuracy of the access cavities.</p><p><strong>Results: </strong>The DOM group exhibited the highest percentage of proper access cavity outlines (50.0%) and ideal locations (78.1%). However, no significant differences were found in preparation time (p = 0.274) or gouging frequency (p = 0.139) across groups. Gouging size also showed no significant difference (p = 0.839). Complete removal of the pulp chamber roof was comparable in the loupes and dom groups (both 34.4%) and slightly higher than that in the no-magnification group (25%), with no significant difference in residual pulpal roof thickness among groups (p = 0.477).</p><p><strong>Conclusion: </strong>Magnification enhances access cavity preparation precision and quality in undergraduate students. To further validate these findings and inform best practices in dental education, larger-scale studies and clinical trials are needed.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144025271","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 and Attitudes of Dental Students Towards Treatment of Pregnant Women: A Cross-Sectional Study.","authors":"Leonor Frey-Furtado, Paulo Melo, Álvaro Azevedo, Stefan Listl, Maria Lurdes Pereira","doi":"10.1111/eje.13103","DOIUrl":"https://doi.org/10.1111/eje.13103","url":null,"abstract":"<p><strong>Introduction: </strong>The aim of this study is to address the barriers that pregnant women face when accessing oral health care, particularly due to the lack of confidence and knowledge among dental professionals. We focus on final-year Portuguese dental students, aiming to characterise their self-assessed knowledge and attitudes in providing care to pregnant women.</p><p><strong>Methods and materials: </strong>Between March and April 2024, final-year dental students from all Portuguese dental faculties completed a 16-question web-based survey assessing their attitudes and knowledge regarding dental care for pregnant women.</p><p><strong>Results: </strong>Among 119 respondents, 98.3% emphasised the importance of dental check-ups during pregnancy, 79.8% were aware of periodontitis' adverse effects, and 75.6% identified the second trimester as optimal for dental visits. However, only 36.1% knew the correct position to prevent hypotension syndrome in the third trimester, and 37.8% were unsure about safe medications. Additionally, 92% supported integrating oral health education for pregnant women into the curriculum, with 95% believing it would increase their comfort in treating pregnant women.</p><p><strong>Conclusion: </strong>The study reveals significant deficiencies in the knowledge and attitudes of Portuguese dental students regarding evidence-based dental care for pregnant women. This underscores the urgent need for improved dental education and training to ensure that these students are adequately prepared to provide care to pregnant women.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144063167","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":"Effect of Different Types of Dental Stools on Muscle Activity During Execution of Preclinical Procedures.","authors":"Júlia Margato Pazos, Giovana Miotto Mota, Edson Donizetti Verri, Guilherme Gallo Costa Gomes, Simone Cecílio Hallak Regalo, Patrícia Petromilli Nordi Sasso Garcia","doi":"10.1111/eje.13102","DOIUrl":"https://doi.org/10.1111/eje.13102","url":null,"abstract":"<p><strong>Objectives: </strong>This study investigated the effect of different dental stools on muscular activity in the upper and abdominal regions, and the angular deviation of the neck and trunk during preclinical procedures.</p><p><strong>Material and methods: </strong>An experimental laboratory study was conducted with the response variables including (1) muscular activity of the trapezius, rectus abdominis, and paravertebral muscles, measured by surface electromyography and (2) angular deviation from the neutral position of the neck and trunk. The independent variable was the type of dental stool (conventional stool, saddle seat, or seatball). Class I preparations were performed (N = 120) on artificial first molars. Working postures were recorded and angular deviations were measured using the \"Postural Assessment Software-SAPO.\" A one-way analysis of variance, Tukey and Games-Howell post hoc tests were performed.</p><p><strong>Results: </strong>Stool type did not affect the activity of the paravertebral and rectus abdominis muscles (p > 0.05). Less activity was observed in the right trapezius muscle during cavity preparations of teeth 26 (p = 0.006) and 36 (p = 0.046) with conventional stool. The saddle seat led to less activity in the left trapezius during work on tooth 26 (p = 0.040). For the neck, a greater angular deviation was observed with the saddle seat on the upper left hemiarch (p = 0.020), and with the saddle seat and seatball on the lower left hemiarch (p = 0.019). The trunk showed greater angular deviation during work with the saddle seat and seatball for all hemiarches (p < 0.001-0.003).</p><p><strong>Conclusion: </strong>Stool type did not influence muscle activity, but the unconventional stools led to greater angular deviations in the neck and trunk.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144052067","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":"Potentiating the Learning Outcomes in Paediatric Dentistry via Clinical Vicarious Learning Dialogue Videos: A Mixed Study.","authors":"Phoebe Pui Ying Lam, Maria Belen Cabalen, Simin Peng, Hai Ming Gloria Wong, Michael George Botelho","doi":"10.1111/eje.13093","DOIUrl":"https://doi.org/10.1111/eje.13093","url":null,"abstract":"<p><strong>Introduction: </strong>Vicarious learning has demonstrated potential in dental education, particularly in enhancing cognitive engagement, analytical thinking, and self-efficacies among students. This study examined the impact of implementing a series of vicarious learning dialogue videos (VLDVs) to improve the critical thinking, operative skills, and confidence of newly engaged dental undergraduate students in paediatric dentistry.</p><p><strong>Materials and methods: </strong>VLDVs were accessible to students through the university learning platform for self-directed access in a paediatric dentistry clinical course. Seventy-six dental students who had begun treating paediatric patients were recruited for the study. A comprehensive research approach was utilised, incorporating video viewing analysis, focus group interviews with thematic analyses, and questionnaire surveys to evaluate the VLDVs in terms of usage, general impressions, functionality, and application to learning.</p><p><strong>Results: </strong>The evaluation of the VLDVs demonstrated favourable perceptions among students who were new to paediatric dentistry. Four main themes were identified, including learning resources, observational learning, empathy, and affordance phenomena. VLDVs were highly regarded for their contribution to the clinical transitional process, particularly in simulating real clinical procedures and providing informative content. Students utilised the VLDVs for revision, skill refinement, and preparation for assessments, often consuming them prior to performing procedures in the clinic. Vicarious learning through VLDVs was observed to stimulate critical thinking, prevent errors, and enhance self-confidence.</p><p><strong>Conclusions: </strong>VLDVs effectively facilitate critical thinking and improve students' operative skills, preparedness, and confidence. This video genre shows promise in aiding the transition from simulation laboratory to real-life practice in treating paediatric patients.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144057219","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":"ResiliDents: Development and Evaluation of Resilience Module in Dental Undergraduate Curriculum.","authors":"Sviatlana Anishchuk, Caoimhin MacGiolla Phadraig, Cicely Roche, Angela Kubacki, Derek Sullivan, Yvonne Howell","doi":"10.1111/eje.13094","DOIUrl":"https://doi.org/10.1111/eje.13094","url":null,"abstract":"<p><strong>Introduction: </strong>The Dental profession is among the most stressful professions. This is a concern as high levels of exhaustion and psychological distress have been recorded even in early years postgraduation. Individuals with greater resilience tend to handle stress better. There are still no agreed frameworks with which to promote resilience in the undergraduate curriculum. This study aimed to inform the educational field on developing and evaluating an eLearning module to promote resilience-building competencies in dental undergraduate students in Trinity College Dublin (TCD), Ireland.</p><p><strong>Methods: </strong>A pre-post evaluation was adopted to investigate the effectiveness of an online educational intervention module on the resilience of dental undergraduate students using the Connor-Davidson Resilience Scale (CD-RISC). All students in the latter years of the dental undergraduate programme were recruited as part of their curriculum and opted in for inclusion in the study. Data were analysed using SPSS v.22.</p><p><strong>Results: </strong>Change in CD-RISC-25 mean score from pre to post-test was positive, increasing from 63.84 (SD = 15.69) to 68.87 (SD = 18.06) by 7.9%; this was not statistically significant. Subscale scores did not change with statistical significance apart from the coping subscale (p < 0.01).</p><p><strong>Conclusion: </strong>This was the first online eLearning module to be successfully developed with a focus on key topic literature review and engagement of recent graduates to promote development of essential resilience skills in the cohort. Although the results demonstrated no significant changes in outcomes, interventions that enable students to cope and successfully manage stress are needed in the curricula. Further investigation is required to understand the development and retention of such skills in dental undergraduates.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144065154","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 of Traumatic Dental Injuries Among Dentists and Dentistry Students in Bosnia and Herzegovina.","authors":"Naida Hadziabdic, Iman Arifovic, Suada Husic, Amila Haskic, Ermina Beganovic Ekinovic, Samra Korac, Irmina Tahmiscija, Lajla Hasic-Brankovic, Aida Dzankovic","doi":"10.1111/eje.13097","DOIUrl":"https://doi.org/10.1111/eje.13097","url":null,"abstract":"<p><strong>Objective: </strong>Traumatic dental injuries (TDI) are among the most common public health issues in dentistry. The dentist's role in the immediate treatment of traumatic injuries is crucial, as it impacts the long-term outcome of treatment and the patient's quality of life. Dentists should have good knowledge of dentoalveolar trauma to be ready to act promptly in emergencies and to be able to provide appropriate guidance and advice to eyewitnesses or injured individuals at the scene of an accident. This study aimed to assess the level of knowledge regarding TDI among dental students and dentists.</p><p><strong>Materials and methods: </strong>Participants included fourth- and sixth-year dental students, dentists, oral surgery residents and specialists, with a response rate of 61.99% from 1059 participants. Data collection involved face-to-face and email methods. Quantitative data analysis utilised Student's t-test and ANOVA, while categorical data was analysed using Pearson chi-square test, with RStudio and Excel for data analysis.</p><p><strong>Results: </strong>Dental students had a mean score of 15.0 ± 4.7, indicating the highest theoretical knowledge of TDI compared to other examined groups. However, 83.5% reported never experiencing TDI. Oral surgical residents scored lowest at 7.8 ± 2.3. Interestingly, dentists with less than 5 years of experience outperformed those with 5-10 years of practice. Most participants (92.4%) prioritised direct tooth replacement, but only 67.7% identified proper tooth-preserving media, and just 38.0% understood the ideal splint for avulsed teeth.</p><p><strong>Conclusion: </strong>While dental students demonstrated a strong understanding of TDI management, there are areas needing further education, especially among oral surgical residents. Since TDI knowledge tends to decline throughout the years of practice, continuous education on TDI for dental practitioners is essential.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144054459","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}