European Journal of Dental Education最新文献

{"title":"Are Smartphones Associated With Stress and Poor Sleep Quality? The Perspective of Dental Students.","authors":"Ahmet Şanlıdağ, Tuğba Aydın, Melih Can Uzel, Çiğdem Yıldırım Navruz","doi":"10.1111/eje.70293","DOIUrl":"https://doi.org/10.1111/eje.70293","url":null,"abstract":"<p><strong>Objective: </strong>This study aimed to examine the association between problematic smartphone use, sleep quality and psychosocial factors among dental students, and to identify key behavioural and psychological predictors of high-risk smartphone use within this academically demanding population.</p><p><strong>Materials and methods: </strong>A cross-sectional survey was conducted during the 2024-2025 academic year at Faculty of Dentistry, Atatürk University including 485 students from all academic years (mean age = 22.31 ± 1.77; 63.1% female). Participants were classified into low- and high-risk groups based on gender-specific Smartphone Addiction Scale-Short Version (SAS-SV) cut-offs (≥ 31 for males; ≥ 33 for females). Sleep quality was assessed using the Pittsburgh Sleep Quality Index (PSQI). For the separate analysis of sleep disturbance, the raw sum of PSQI items 5b-5j was used, with a theoretical range of 0-27, rather than the conventional 0-3 PSQI sleep disturbance component score. Psychosocial status was evaluated using the Depression Anxiety Stress Scales-21 (DASS-21). Group comparisons were performed using appropriate parametric or non-parametric tests, and predictors of high-risk smartphone use were identified through binary logistic regression analysis.</p><p><strong>Results: </strong>Overall, 54.5% of participants were classified as high-risk users (mean SAS-SV = 33.26 ± 10.57). Demographic variables such as age, sex and class year were not associated with risk classification (all p > 0.90). Sleep onset latency was significantly shorter in the high-risk group (19.90 ± 17.53 min) compared to the low-risk group (24.50 ± 18.36 min; p = 0.005), while total sleep duration showed no difference (p = 0.531). Among PSQI subcomponents, only sleep disturbance was significantly associated with high-risk smartphone use (OR = 1.05, 95% CI: 1.01-1.09, p = 0.029). Categorical analyses further showed that poor subjective sleep quality, sleep disturbance, daytime dysfunction and elevated stress, anxiety and depression were significantly more frequent among high-risk users, whereas sleep medication use did not differ between groups. In the psychosocial model, stress scores predicted high-risk smartphone use (OR = 1.09, 95% CI: 1.02-1.17, p = 0.015), whereas anxiety and depression scores were non-significant (p ≥ 0.62).</p><p><strong>Conclusion: </strong>While sleep disturbance and stress predicted high-risk PSU in domain-specific models, sleep disturbance lost significance in the fully adjusted combined model, where daytime dysfunction emerged as the primary sleep-related predictor and stress remained only marginally significant (p = 0.049). These findings should therefore be interpreted with caution.</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":"148851723","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":"Supporting the University students' Oral Health Attitude and Higher-Order Thinking Skills: The Use of Self-Generated Video Discussion Activities in Dental Education.","authors":"Muhammet Fidan, Mustafa Fidan, Sureyya Genc","doi":"10.1111/eje.70291","DOIUrl":"https://doi.org/10.1111/eje.70291","url":null,"abstract":"<p><strong>Objectives: </strong>This study aimed to determine whether the use of self-generated video discussion activities on the Flip app could improve university students' oral health attitudes and higher-order thinking skills.</p><p><strong>Methods: </strong>The participants were 155 university students [79 experimental group (EG) (Flip-based teaching), 76 control group (CG) (traditional instruction)]. The EG used the Flip app as an online video discussion platform outside of the university, while the CG received face-to-face instruction with an instructor-centred teaching approach assisted with PowerPoint slides. Data were collected using the Oral Health Attitude Scale (OHA-S), Higher-Order Thinking Skills Scale (HOTS-S), and a semi-structured interview form. The analysis of covariance (ANCOVA) and the paired samples t-test were used (p < 0.05). Qualitative data were analysed using content analysis.</p><p><strong>Results: </strong>The results indicate that the EG had a higher sensitivity, tendency towards products and activities, and awareness scores than CG (p < 0.05). The EG had a higher oral health attitude score than the CG (p < 0.05). These results indicate that there was an increase in the OHA levels of both groups at the end of the experimental process (except for tendency towards products and activities in CG). EG indicated a higher problem-solving, critical thinking, and creativity scores than CG (p < 0.05). The post-test of EG scores had a greater HOTS-S score than the post-test of CG (p < 0.05).</p><p><strong>Conclusions: </strong>Flip can be a potentially useful app for developing positive attitudes towards oral health education levels. The video discussion activities on Flip have the potential to promote active and deep learning. Dental educators can modernise their teaching approaches by adopting new technology concepts.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148834278","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":"Comparative Evaluation of Preclinical Students' Tooth Preparations With Different Methods.","authors":"Elif Yeğin, Nuray İskefli, Azize Demir","doi":"10.1111/eje.70286","DOIUrl":"https://doi.org/10.1111/eje.70286","url":null,"abstract":"<p><strong>Purpose: </strong>The aim of the present study was to compare the reliability and outcomes of traditional and digital assessment methods for preclinical dental students' tooth preparations at the beginning and end of the semester.</p><p><strong>Materials and methods: </strong>Forty-two second-year preclinical dental students were included in the present study (n = 42). Tooth preparations were assessed both at the beginning and end of the semester using a CAD/CAM-based digital system and traditional assessment method. Evaluation criteria included the presence of undercuts, finishing line quality, axial walls' smoothness and taper. Intragroup comparisons were conducted using paired-sample t-tests. The level of agreement between the two methods was determined using the intraclass correlation coefficient (ICC). Significance was assessed at the p < 0.05 level.</p><p><strong>Results: </strong>No statistically significant differences were identified between traditional and digital assessment methods at either evaluation time (p > 0.05). Although the digital method showed no statistically significant changes over time, scores of the traditional assessment method were significantly higher at the beginning of the semester than at the end (p < 0.05). The agreement between the two methods was moderate, with ICC values of 0.602 (95% CI: 0.259-0.786) at the beginning of the semester and 0.531 (95% CI: 0.127-0.748) at the end of the semester.</p><p><strong>Conclusion: </strong>The agreement between traditional and digital assessment methods was moderate. Although digital systems provide objective and standardized evaluations of geometric parameters, they should serve as complementary tools rather than complete replacements for individualized faculty feedback.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148814866","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":"ADEE 2022 Palma de Mallorca Balearic Islands, Spain.","authors":"","doi":"10.1111/eje.70238","DOIUrl":"https://doi.org/10.1111/eje.70238","url":null,"abstract":"","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148814901","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":"Applicability of Online Course for Teaching Diagnostic Criteria for Temporomandibular Disorders (DC/TMD) Axis I in Undergraduate Dental Education-Interexaminer Reliability Between Students and Teachers in a Student Exercise.","authors":"Malmberg Jaana, Lohilahti Tuukka, Näpänkangas Ritva, Sipilä Kirsi","doi":"10.1111/eje.70287","DOIUrl":"https://doi.org/10.1111/eje.70287","url":null,"abstract":"<p><strong>Introduction: </strong>Temporomandibular disorders (TMDs) are common conditions affecting the masticatory system, causing pain and dysfunction. The DC/TMD Axis I protocol is increasingly included in undergraduate dental curricula.</p><p><strong>Aim: </strong>To evaluate the applicability of a DC/TMD Axis I online course by assessing interexaminer reliability between dental students and Level 3 calibrated specialists in an exercise including the examination of students.</p><p><strong>Materials and methods: </strong>Third-year dental students (N = 102) completed a DC/TMD-FIN online course. Symptomatic students (n = 58) were examined by peers and then by two trained specialists. Diagnoses were compared using Cohen's kappa (κ), sensitivity, specificity and agreement measures.</p><p><strong>Results: </strong>Excellent reliability was observed for myalgia (κ = 0.929), arthralgia (κ = 0.789), and headache attributed to TMD (κ = 0.828). Disc displacement with reduction showed fair-to-good reliability (κ = 0.623). Agreement values were high across diagnoses, while other joint conditions could not be assessed due to low case numbers.</p><p><strong>Discussion: </strong>Findings suggest that students can reliably diagnose common TMDs after completing an online course.</p><p><strong>Conclusion: </strong>The course is suitable for undergraduate education, enabling reliable diagnosis of pain-related TMDs.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148814941","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":"Role of Large Language Model-Artificial Intelligence in Enhancing Communication Skills in Undergraduate Oral Healthcare Students.","authors":"Munazza Khanzada, Panpan Zhang, Vu Anh Tran, Melanie Nasseripour, Ana Angelova, Avijit Banerjee, Alfie Abdul Rahman","doi":"10.1111/eje.70282","DOIUrl":"https://doi.org/10.1111/eje.70282","url":null,"abstract":"<p><strong>Introduction: </strong>Artificial Intelligence (AI) is transforming dental education (DE) by advancing teaching strategies, clinical training, and patient care. Its integration allows for personalized learning experiences and realistic simulations, and equips students with the competencies required to deliver high-quality oral healthcare in a digital environment.</p><p><strong>Aim: </strong>This project, a collaboration between the Faculty of Dentistry, Oral and Craniofacial Sciences and the Department of Informatics at King's College London, explores the impact of Large Language Models (LLMs) in preparing preclinical undergraduate oral health students for clinical practice, specifically in developing communication skills related to patient behaviour change.</p><p><strong>Methods: </strong>LLMs were employed to simulate authentic dental scenarios through three iterations of Generative Language Model AI: Two text-based and one voice-based platform. In the initial phase, a comprehensive dataset of question-and-answer pairs was collaboratively created to train the system in addressing a broad spectrum of dental queries. The technology incorporates a medical information database and uses Retrieval Augmented Generation (RAG) to deliver accurate responses. LangChain and prompt engineering were also applied to ensure fair and unbiased content generation.</p><p><strong>Results: </strong>These platforms were piloted with volunteer clinical staff and students at King's, whose feedback informed refinements ahead of a planned rollout to second-year dental and dental hygiene therapy students in the 2024-25 academic year. In the next phase, AI-facilitated learning experiences will be compared with traditional actor-led communication tutorials. Online questionnaires will be used to assess learning outcomes and student satisfaction across both formats, followed by focus group discussions. Initial results from the pilot were promising, indicating that AI-based platforms can effectively support the development of communication skills in preclinical oral healthcare students. Integrating AI into DE fosters early acquisition of essential professional competencies, aiming to prepare ethically responsible and skilled practitioners while contributing to the evolution of the discipline.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148809292","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":"Early Outer Hair Cell Dysfunction Associated With Educational Noise Exposure in Dental Students: Implications for Hearing Conservation in Dental Education.","authors":"Merve Yelken Kendirci, Mehtap Ungor, Handan Turan Dizdar, Ahmet Faruk Erturk, Ilknur Ozcan","doi":"10.1111/eje.70284","DOIUrl":"https://doi.org/10.1111/eje.70284","url":null,"abstract":"<p><strong>Introduction: </strong>Dental education involves continuous exposure to high-frequency noise from clinical instruments, which may cause early outer hair cell damage even before professional practice begins. While noise-induced hearing loss (NIHL) is a recognised occupational hazard among dentists, evidence regarding subclinical outer hair cell changes during undergraduate training remains limited. As this study did not include a non-dental, age-matched control group, the observed differences are reported as an association with year of dental education rather than as proof of a causal effect of educational noise exposure.</p><p><strong>Materials and methods: </strong>This comparative cross-sectional study evaluated 140 dental students: 88 first-year and 52 fifth-year at Biruni University. Pure-tone and high-frequency audiometry, transient-evoked otoacoustic emissions (TEOAE) and distortion product otoacoustic emissions (DPOAE) were measured to assess auditory function. Environmental noise levels in preclinical and clinical settings were recorded over an 8-h period using calibrated sound level meters.</p><p><strong>Results: </strong>Average noise exposure was 77.1 dB in preclinical and 81.2 dB in clinical settings. While no significant differences were observed in conventional audiometric frequencies, fifth-year students showed significantly elevated hearing thresholds at 9-20 kHz (p < 0.05). TEOAE and DPOAE signal-to-noise ratios were markedly reduced in fifth-year students, indicating early outer hair cell dysfunction (reduced cochlear amplifier function).</p><p><strong>Discussion: </strong>These findings reveal subtle yet measurable outer hair cell changes associated with advancing dental education. Such early alterations, undetectable by standard audiometry, suggest that dental training environments may pose a latent risk for NIHL.</p><p><strong>Conclusions: </strong>This study provides early evidence of an association between advancing dental education and subclinical outer hair cell dysfunction in dental students, emphasising the need to integrate hearing conservation and noise-awareness education into dental curricula to protect future professionals' auditory health.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148809297","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":"ADEE 2023 Liverpool, United Kingdom, 23rd to 25th August 2023.","authors":"","doi":"10.1111/eje.70240","DOIUrl":"10.1111/eje.70240","url":null,"abstract":"","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148800961","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":"ADEE 2024 Leuven, Belgium Sunday 8th to Tuesday 10th September 2024.","authors":"","doi":"10.1111/eje.70237","DOIUrl":"https://doi.org/10.1111/eje.70237","url":null,"abstract":"","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148800956","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":"Gender Equity in the Coordination and Funding of Research in Oral Pathology and Oral Medicine.","authors":"Gabriely Caroline Caproni de Oliveira, Maria Fernanda Cambraia Franco de Souza, Amanda Cambraia Franco de Souza, Luiz Miguel Ferreira, Árlen Almeida Duarte de Sousa, Eduardo A Oliveira, Daniella Reis Barbosa Martelli, Hercílio Martelli-Júnior","doi":"10.1111/eje.70283","DOIUrl":"https://doi.org/10.1111/eje.70283","url":null,"abstract":"<p><strong>Objective: </strong>To analyse gender equity in research funding and project coordination among researchers in Oral Pathology and Oral Medicine (OP/OM) in Brazil.</p><p><strong>Methods: </strong>This cross-sectional study analysed publicly available data from members of the Brazilian Society of Stomatology and Oral Pathology. Curricula were accessed via the Lattes Platform. Researchers with < 5 years post-PhD or no registered research projects were excluded, resulting in a final sample of 133 researchers. Extracted variables included gender, scientific production, number of projects, funded projects, collaborative roles and project coordination.</p><p><strong>Results: </strong>Women comprised 55.6% of the sample. Male researchers had significantly higher mean total career publications (158.80 vs. 99.59; p = 0.008) and more publications in Journal Citation Reports-indexed journals (74.08 vs. 46.95; p = 0.005). However, no significant gender differences were found in mean number of research projects developed (22.15 vs. 21.37; p = 0.601), funded projects (5.69 vs. 7.08; p = 0.714), projects coordinated (13.46 vs. 14.66; p = 0.996), or collaborative participations (8.69 vs. 6.71; p = 0.265).</p><p><strong>Conclusion: </strong>Despite women constituting most researchers in Brazilian OP/OM, significant gender disparities persist in scientific output metrics. Conversely, access to research funding and project leadership opportunities appears equitable, highlighting the need to address barriers affecting women's publication rates.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148800988","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}