European Journal of Dental Education最新文献

{"title":"From DentEd to LEADER: Fostering Quality and Enabling Improvement in European Oral Health Professionals' Education.","authors":"D Murphy, S Vital, E Delap, M C Manzanares, M T van Harten","doi":"10.1111/eje.13127","DOIUrl":"https://doi.org/10.1111/eje.13127","url":null,"abstract":"<p><p>A key milestone in the work of ADEE was the delivery of the DentEd Thematic Network Projects. Over a period of 10 years, these European funded projects enabled consensus development on key aspects such as a core curriculum and approaches towards quality assurance of dental programmes. This brief commentary reflects on the lasting legacy of the DentEd projects, in particular its 'Taskforce III' and its focus on benchmarking and quality assurance mechanisms, discussing how the underlying DentEd ethos has influenced the creation of ADEE's current continuous quality improvement initiative.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144025276","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":"Food for Thought: Exploring Dental Students' Perceptions of Delivering Dietary Advice to Children and Families.","authors":"Helen Rogers","doi":"10.1111/eje.13118","DOIUrl":"https://doi.org/10.1111/eje.13118","url":null,"abstract":"<p><strong>Background: </strong>Delivery of dietary advice by dental professionals is an important part of national guidelines, to prevent dental disease and improve general health in children and young people. Anecdotally, dental students feel uneasy delivering dietary advice to children and their parents/carers, which may affect their ability to provide effective advice confidently. This study aimed to explore undergraduate dental students' perceptions of delivering dietary advice to children and parents/carers.</p><p><strong>Method: </strong>Semi-structured qualitative interviews were held with undergraduate dental students who had experience of providing dietary advice for children and parents. Interviews were steered using a topic guide, and were recorded and transcribed verbatim. Recruitment continued until data saturation was considered to have been achieved. Two researchers undertook thematic analysis on the transcriptions independently, prior to agreeing upon the key themes and subthemes.</p><p><strong>Results: </strong>Interviews were carried out with 11 students with varied levels of experience in providing dietary advice. Managing the child-parent dyad was a key theme, with students finding it challenging to tailor age-appropriate information to engage both parties, particularly when the child's behaviour became difficult. Students found it challenging to deliver dietary advice to children and parents from diverse cultural backgrounds and were aware that families may struggle to implement the advice that they were delivering due to financial difficulties and complex childcare arrangements. Students felt their learning experience in this area was adversely affected by the pandemic.</p><p><strong>Conclusion: </strong>This is the first study to explore student perceptions of delivering dietary advice, providing rich data to inform future teaching developments and research.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144065153","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":"How to Teach Medical and Dental Students About Infection Prevention and Control? Comparison of Two Learning Methods.","authors":"Marie Regad, Alexandre Baudet, Anais Colas, Sophie Rodari, Arnaud Florentin","doi":"10.1111/eje.13067","DOIUrl":"https://doi.org/10.1111/eje.13067","url":null,"abstract":"<p><strong>Objectives: </strong>The aims of this study were to evaluate medical and dental students' evolution of knowledge and satisfaction after infection prevention and control (IPC) training using two methods.</p><p><strong>Methods: </strong>We enrolled second-year medical and dental students who were naive to IPC knowledge. The students were randomly assigned to two groups (A and B). Group A followed a course in the conference room that included a slideshow with videos and interactive questions to captivate students and measure their level of understanding. Group B followed a course in the classroom with direct demonstrations and opportunities for students to practice. Only experienced IPC physicians were involved. The participants completed a standardised questionnaire about IPC before and after the teaching interventions to identify changes in knowledge. The participants were also asked to complete a satisfaction survey.</p><p><strong>Results: </strong>A total of 226 second-year medical and dental students were enrolled. Students in both groups showed significant improvements in their knowledge. The relative change in knowledge (RCK) was 1.71 ± 1.20 (p < 0.0001) for Group A and 1.75 ± 1.15 (p < 0.0001) for Group B. The RCK was not significantly different between the two groups in terms of overall or per-topic scores (p > 0.05). Only 73 (32.3%) patients completed the satisfaction questionnaire. Satisfaction scores (out of 5) were significantly higher in Group B than in Group A on overall dimensions (4.59 vs. 4.40, p = 0.02), specifically learning objectives (4.83 vs. 4.37, p < 0.001) and interest (4.73 vs. 4.42, p = 0.03).</p><p><strong>Conclusion: </strong>The two learning methods effectively improved student knowledge of IPC. These results suggest that, for IPC training and for students who are not yet comfortable with care, face-to-face practice in the classroom is more appreciated.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144052088","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":"Ageism Toward Older Adults Patients Among Undergraduate Dental Students: A Multicenter Hermeneutic Study in Southern Brazil.","authors":"Larissa V Ardengui, Luciana R Pinto, Magáli B Guimarães, Leonardo Marchini, Alexandre F Bulgarelli","doi":"10.1111/eje.13120","DOIUrl":"https://doi.org/10.1111/eje.13120","url":null,"abstract":"<p><strong>Purpose/objectives: </strong>To improve the understanding of how ageism directed at older adults' patients manifests among dental students and analyse how this prejudice might relate to dental education.</p><p><strong>Method: </strong>A qualitative theoretical-methodological study with a hermeneutic research design based on the philosophy developed by Hans-Georg Gadamer. Data were collected from predoctoral dental students through semi-structured interviews. The final sample size (n = 16) was determined through theoretical saturation of the information. The data were then systematised and analysed using content analysis and interpreted by means of philosophical hermeneutics.</p><p><strong>Results: </strong>Three main themes emerged from the analysis: Theme 1-Society, family and the university; stereotype as the core of ageism; Theme 2-Latent manifestation of prejudice inside and outside the university; complementary experiences; Theme 3-Different realities also reflect the opposite: empathy and respect.</p><p><strong>Conclusions: </strong>Ageism is understood as a reflection of discriminatory experiences encountered both inside and outside the university, with stereotypes acting as the central axis for the latent manifestations of this prejudice. This improved understanding of ageism might help guide future pedagogic interventions to combat ageism among dental students.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144048160","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":"Confidence Levels From Dental Student-To-Student Injections: A Comparative Study.","authors":"David G McMillan, Cathy Wilson, Emily Lear, Fay Kotlyarenko, Amir Mohajeri","doi":"10.1111/eje.13117","DOIUrl":"https://doi.org/10.1111/eje.13117","url":null,"abstract":"<p><strong>Background: </strong>Many dental schools have utilised student-to-student (STS) injections in preclinical local anaesthesia training. This study compares the confidence of first-year dental students (D1) who practiced injecting local anaesthetic into a cotton roll in a manikin and second-year dental students (D2) who performed STS injections.</p><p><strong>Methods: </strong>Cohort surveys were completed by D2 students (n = 35), 12 months after the local anaesthesia course, and D1 students (n = 43), immediately after (n = 39) and 15 months after the course. Questions asked about age, gender, experience, perceptions and confidence levels with the Posterior Superior Alveolar (PSA), Greater Palatine (GP), Inferior Alveolar (IA) and Long Buccal (LB) nerve block injections.</p><p><strong>Results: </strong>D1 students had significantly higher confidence immediately after the local anaesthesia course than D2 students with 12 months of clinical experience for the PSA (p < 0.001) and GP (p < 0.001). D1 students had significantly higher confidence immediately after the course compared to 15 months after the course for the PSA (p < 0.001) and GP (p < 0.001) injections. There was no significant difference in confidence for D2 students after 12 months of clinical experience and D1 students after 15 months of clinical experience for the PSA, GP, and IA. Males rated themselves as more confident than females.</p><p><strong>Conclusion: </strong>STS injections increase confidence prior to students' first injections on a patient. After 15 months of clinical experience, STS injections do not have a significant advantage over manikin training.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144063160","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":"Scoping Review on Active Teaching and Learning Methodologies in Dentistry.","authors":"Carlota Rocha de Oliveira, Andressa da Silva Barboza, Juliana Silva Ribeiro de Andrade, Rafael Guerra Lund","doi":"10.1111/eje.13109","DOIUrl":"https://doi.org/10.1111/eje.13109","url":null,"abstract":"<p><strong>Objective: </strong>The objective of this scoping review is to identify the most extensively researched active teaching and learning methodologies in undergraduate dentistry courses and to evaluate their potential benefits for enhancing student knowledge.</p><p><strong>Methods: </strong>The comprehensive review followed the guidelines proposed by PRISMA-ScR. A search strategy was conducted in six electronic databases (Pubmed, Embase, Scopus, Web of Science, Visual Health Library (VHL), and Google Scholar) until December 2024. Two independent reviewers conducted the search, screening and data extraction. Eligible studies included clinical trials and observational studies, focusing on active methodologies in higher education, excluding review studies, case series and case reports. No restrictions were placed on the publication date or language. Risk of bias assessment used the ROBINS-I tool for non-randomised studies and RoB 2 for randomised studies, following PRISMA extension and AMSTAR 2 protocols.</p><p><strong>Results: </strong>The initial search yielded 10 999 studies. After reviewing the full texts, 36 studies were included out of the 48 initially identified. Most studies were non-randomised. While they did not indicate significant differences between active and traditional learning, they highlighted the potential advantages of active methodologies. Problem-based learning was the most investigated, followed by the flipped classroom and gamification.</p><p><strong>Conclusions: </strong>These methodologies offer potential benefits for undergraduate dental education, but this scoping review does not definitively establish their superiority over traditional teaching methods. Consequently, further well-designed studies are necessary to validate the actual benefits of these methods in the teaching and learning process for undergraduate dental students.</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":"144057440","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":"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 C Spies, Andreas Keßler","doi":"10.1111/eje.13107","DOIUrl":"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}