European Journal of Dental Education最新文献

{"title":"Adjunctive Effect of a Serious Game Application Improves Learning of Periodontal Classification in Undergraduate Dental Education-A Randomised Educational Trial.","authors":"Matin Farzad, Ali Hassan, Åsa Wahlin, Aleksandar Milosavljevic","doi":"10.1111/eje.70274","DOIUrl":"https://doi.org/10.1111/eje.70274","url":null,"abstract":"<p><strong>Introduction: </strong>The 2018 periodontal classification system improved diagnostic precision and prognostic assessment of periodontitis but has been perceived as complex, posing challenges for dental students and educators. Serious games have emerged as a potential adjunctive educational strategy to enhance learning, engagement and motivation. This study evaluated the effectiveness and user satisfaction of a serious game designed to support dental undergraduates in learning the 2018 periodontal classification system.</p><p><strong>Materials and methods: </strong>A randomised educational trial was conducted among dental students (n = 46) at Malmö University. Participants were randomised into a control group receiving standardised digital lectures and written material, or a test group receiving the same materials as well as access to a serious game application. Knowledge was assessed at baseline and after 2 weeks using single best answer questions (SCQ) and multiple-true-false (MTF) questions. Participant satisfaction was evaluated using numeric rating scales. Between- and within-group comparisons were performed using independent-samples t-tests/Welch's tests or paired-samples t-tests, respectively.</p><p><strong>Results: </strong>Thirty-eight students completed the study (test group n = 18; control group n = 20). Both groups showed significant improvement in MTF scores over time (p < 0.05). At post-intervention, the test group demonstrated significantly higher MTF scores (p < 0.05), but equal SCQ scores compared with the control group (p > 0.05). Overall satisfaction with the learning experience was high in both groups and no differences were observed (p > 0.05).</p><p><strong>Conclusion: </strong>The serious game enhanced students' understanding of the periodontal classification system when used as an adjunct to traditional teaching, without compromising learner satisfaction. Serious games represent a promising complementary tool in periodontal education.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148764045","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":"Cleft Lip and/or Palate Education and Undergraduate Preparedness in UK Dental School Curricula: A National Cross-Sectional Study.","authors":"Joshua Kennedy, Martin Ashley","doi":"10.1111/eje.70250","DOIUrl":"https://doi.org/10.1111/eje.70250","url":null,"abstract":"<p><strong>Introduction: </strong>Cleft lip and/or palate (CL/P) is a common congenital craniofacial anomaly, affecting approximately 1 in 700 births. Dental specialists form a core part of the cleft service, yet undergraduate dental education on CL/P across dental schools in the United Kingdom (UK) has not previously been described at a national level.</p><p><strong>Aims: </strong>To evaluate the extent and format of CL/P teaching within UK undergraduate dental curricula, assess dental students' self-reported confidence and preparedness to manage CL/P patients and identify perceived educational gaps and barriers to clinical exposure.</p><p><strong>Methods: </strong>A cross-sectional online survey was distributed to all 16 UK dental schools via the British Dental Association (BDA) Students' Committee between September 2024 and January 2025. Descriptive statistics and binary logistic regression were used to characterise teaching exposure and identify independent predictors of student confidence, clinical exposure, and career interest. Internal consistency was assessed using Cronbach's alpha.</p><p><strong>Results: </strong>A total of 183 responses were received from all 16 dental schools (overall response rate 3.7%; 95% CI 3.2-4.2). Among the respondents, 63.4% reported nil or fewer than two hours of cumulative CL/P teaching. In addition, 65.0% (n = 119) lacked confidence in their CL/P knowledge, including 55.6% (n = 35) of BDS Year 5 respondents. Furthermore, 90.2% (n = 165) had never been clinically involved in CL/P patient care. Finally, 78.7% (n = 144) agreed that greater teaching is required. Teaching hours were the strongest independent predictor of confidence (OR 8.14, 95% CI 3.67-18.06, p < 0.001), cleft multidisciplinary team (MDT) awareness (OR 3.36, 95% CI 1.99-5.66, p < 0.001), and future specialist interest (OR 1.82, 95% CI 1.09-3.04, p = 0.022). The proportion of respondents reporting nil or fewer than two hours of teaching ranged from 22% to 100% across institutions. No significant differences in teaching exposure or confidence were identified between dental schools co-located and not co-located with a designated primary surgical centre for cleft care.</p><p><strong>Conclusions: </strong>Undergraduate dental education in CL/P is inconsistent and frequently insufficient across UK dental schools. Teaching hours are the primary modifiable driver of student confidence and engagement. These findings support the development of a nationally standardised CL/P curriculum and scalable e-learning resource, aligned with CLAPA's End the Cleft Dental Crisis campaign.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148714377","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":"Effectiveness of Problem-Based Learning in Dental Education: A Scoping Review.","authors":"Zhuoyi Liao, Chen Zhen, Zhang Hongbo, Shen Yuqin, An Yin-Zhe","doi":"10.1111/eje.70280","DOIUrl":"https://doi.org/10.1111/eje.70280","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Introduction: &lt;/strong&gt;Problem-based learning (PBL) is a student-centred, self-directed learning approach that has been widely adopted in medical education. Although many studies have investigated the effectiveness of PBL, few have synthesised the existing evidence. The purpose of this scoping review was to explore the characteristics of PBL applied in dental education, particularly comparing its effectiveness with other pedagogical approaches through Kirkpatrick's four-level evaluation model.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Materials and methods: &lt;/strong&gt;The authors applied the Arksey and O'Malley framework to undertake a scoping review. The search was conducted on 31 December 2024 in PubMed, Web of Science, EBSCO, and other databases, including all English-language publications from January 1990 to December 2024 with no restrictions on study design or country of origin. Outcomes were classified using Kirkpatrick's four-level model (Reaction, Learning, Behaviour, Results). Methodological quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI). The review protocol was registered on the Open Science Framework (OSF).&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;A systematic search identified 2 754 records. After deduplication and screening, 245 papers underwent full-text evaluation, and 106 studies involving 15 675 students were included. Hybrid PBL (hPBL) was the most frequently adopted strategy (57.5%), followed by modified PBL (mPBL, 22.6%) and traditional PBL (tPBL, 17.0%). Of 256 individual outcome measures synthesised, 62.1% were at the reaction level, 30.9% at the learning level, and only 7.0% at the behaviour and results levels combined. PBL consistently enhanced student satisfaction, with 100% of satisfaction outcomes (20 of 20) favouring PBL and reaction-level evaluations showing an 86.8% superiority rate. At the learning level, 69.6% of outcomes significantly favoured PBL, particularly in clinical reasoning and long-term knowledge retention; 26.6% showed no significant difference; and 3.8% favoured non-PBL approaches. Among PBL strategies, mPBL demonstrated the highest learning-level superiority rate (78.6%), followed by tPBL (70.0%) and hPBL (63.4%). The mean MERSQI score was 9.42 out of 18 (SD = 1.93), reflecting generally limited methodological quality.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Discussion: &lt;/strong&gt;A pronounced satisfaction-performance disconnect was identified: An 86.8% reaction superiority rate contrasted with a 69.6% learning superiority rate-a 17.2 percentage-point gap. Comparator-stratified analysis revealed that single-group studies reported higher reaction superiority (90.7%) than studies with control groups (82.2%), whereas at the learning level this gap largely disappeared (70.8% vs. 69.1%). Nearly half (49.7%) of all reaction-level outcomes relied on vague or unstandardised constructs. Over half of included studies (51.9%) evaluated only a single Kirkpatrick level, predominantly reaction-only assessments, precluding wi","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148714540","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":"Demystifying Research Ethics Through Podcasts: A Qualitative Study With Undergraduate Dental Students.","authors":"Isadora Maria Paiva Simplício, José Evando da Silva-Filho, Joana Lia Freitas Furtado, Paulo Leonardo Ponte Marques, Lucianna Leite Pequeno, Aldo Angelim Dias","doi":"10.1111/eje.70279","DOIUrl":"10.1111/eje.70279","url":null,"abstract":"<p><strong>Aim: </strong>This study aimed to evaluate the satisfaction of Dentistry students at the regarding the podcast on research ethics.</p><p><strong>Methods: </strong>This qualitative, cross-sectional, descriptive, and evaluative study involved students from the final year. A semi-structured questionnaire guided interviews with 10 students. The analysis followed the Collective Subject Discourse (CSD) framework.</p><p><strong>Results: </strong>Results were organised into four categories: (i) general evaluation; (ii) content addressed; (iii) usage as a learning tool; and (iv) the importance of research ethics. Participants reported ease of use, clarity in the information presentation format, and the demystification of the bureaucratic nature of the Research Ethics Committee (REC). Furthermore, interviewees revealed a prior lack of knowledge regarding scientific initiation and the relevance of ethics in professional, academic, and scientific spheres.</p><p><strong>Conclusion: </strong>The podcast proved effective as an accessible pedagogical resource by facilitating high student satisfaction and positive perceptions of usefulness. While student feedback indicates that the conversational format reduced anxiety and enhanced a sense of convenience and schedule autonomy, the findings reflect perceived educational value rather than direct measures of learning effectiveness, knowledge retention, or actual behavioural change.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148714407","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":"Changes in Preclinical Dental Students' Attitudes Towards Community Service Following a Longitudinal Community-Based Service-Learning Programme: A Quasi-Experimental Study.","authors":"Venkata Ramesh Manumanthu, Vinay Chandrappa, Sri Chaitanya Ram Kadiyala, Rama Laxmi Koruprolu, Venkata Sandhya Lakshmi Thorreti, Venkata Karteek Varma P, Divya Bhavani Vasamsetti, Jahnavi Gurugubelli","doi":"10.1111/eje.70281","DOIUrl":"https://doi.org/10.1111/eje.70281","url":null,"abstract":"<p><strong>Background: </strong>Oral diseases remain a major public health concern in India, disproportionately affecting underserved populations. Service-learning, which integrates community engagement with academic learning, is increasingly recognized as an effective educational strategy to address health inequities while promoting professional and civic development among healthcare students. The Miles for Smiles programme at Vishnu Dental College provides structured early exposure to community-based dental outreach for preclinical dental students. This study evaluated changes in students' attitudes towards community service following participation in the programme.</p><p><strong>Methods: </strong>A prospective quasi-experimental single-group pre-test-post-test study was conducted among preclinical Bachelor of Dental Surgery (BDS) students. Sixty-six students who completed both pre- and post-intervention assessments participated in the study. Students participated in 10-12 supervised community outreach visits throughout one academic year. Attitudes towards community service were assessed using the Community Service Attitude Scale (CSAS). Pre- and post-intervention scores were compared using paired-samples t-tests and repeated-measures general linear model analysis. Independent-samples t-tests and one-way analysis of variance were used for subgroup comparisons. Statistical significance was set at p ≤ 0.05.</p><p><strong>Results: </strong>Overall CSAS scores increased significantly from 30.34 ± 3.91 at baseline to 30.97 ± 3.31 following the intervention (p < 0.001). Significant improvements were observed in connectedness, normative helping behaviour, perceived costs, perceived benefits, career benefits, seriousness and intention (all p < 0.001), whereas no significant change was observed in awareness (p = 0.092). Female students demonstrated greater improvements than male students in the career benefits and intention domains only, whereas overall CSAS change scores did not differ significantly by gender. Changes in attitudes were not significantly associated with year of study, prior community service experience or place of residence.</p><p><strong>Conclusion: </strong>The Miles for Smiles service-learning programme was associated with significant improvements in preclinical dental students' attitudes towards community service. These findings support the integration of structured service-learning experiences into undergraduate dental curricula as a strategy to strengthen community-oriented attitudes and professional development among future dentists.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148714442","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":"Development of a Gingiva Model With Periosteum for Dental Students Using 3D Printing Compared to Knowledge-Related Models.","authors":"Katharina Schaffrath, Mark Ooms, Kristian Kniha, Anna Bock, Philipp Winnand, Nils Vohl, Frank Hölzle, Ali Modabber","doi":"10.1111/eje.70273","DOIUrl":"https://doi.org/10.1111/eje.70273","url":null,"abstract":"<p><strong>Introduction: </strong>An adequate gingiva model for dental students has special requirements, such as strength, flexibility and a periosteum. As there is a lack of available models, the aim of this study was to develop a new and sufficient gingiva model that fits students' needs.</p><p><strong>Methods: </strong>We developed various gingiva models and compared them to a previously used model at different stages of student development. Oral surgeons (n = 10) and dental students (3rd year: n = 13; 4th year: n = 11; 5th year: n = 11) tested and evaluated four model designs with various materials, both with and without periosteum and with and without a punch (models 1-4).</p><p><strong>Results: </strong>Both oral surgeons and dental students liked the model with periosteum and simulated alveolus best, citing that it delivers the most options for practicing, is the most realistic, and helps to improve their own skills. All participants performed similarly on the practice, with a tendency toward better performance in groups with more experience.</p><p><strong>Conclusion: </strong>We recommend the use of our periosteum model with and without punches for preclinical and clinical dental students, as it is easy to produce and delivers multiple design opportunities according to the level of experience and students' needs.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148714527","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":"Interfaculty Agreement With ICDAS Coding During Training Workshops Using Selected Patient Tooth Surfaces and Interproximal Radiographs.","authors":"A Parolia, C G Toh, L L Seow, S Bhatia, F C Smales","doi":"10.1111/eje.70278","DOIUrl":"https://doi.org/10.1111/eje.70278","url":null,"abstract":"<p><strong>Introduction: </strong>This study aimed to evaluate the reproducibility and accuracy of the International Caries Detection and Assessment System (ICDAS) in both clinical and radiographic detection of caries as demonstrated by dental faculty during training workshops.</p><p><strong>Methods: </strong>Data from two evaluation exercises were used in this study, each conducted after dental faculty had completed ICDAS online training and an intensive 3-h workshop, including coding practice with images, extracted teeth and radiographs. For the clinical site session, 75 unrestored tooth surfaces from 28 subjects were coded by 21 dental faculty members, with magnified images aiding clinical surface location. For the radiographic session, bitewing radiographs of 64 proximal surfaces from 25 subjects were coded by 22 faculty members using ICDAS radiographic codes. After a 3-h break, the coding procedures were repeated. Performance in coding reproducibility and accuracy (the latter against the gold standard) was assessed using quadratically weighted kappa statistics.</p><p><strong>Results: </strong>Dental faculty coded clinical sites reproducibly, with 79.0% of kappa scores over 0.81 (excellent), and 21.0% between 0.61 and 0.80 (good), but equivalent percentages fell to 4.8% and 47.6% for coding accuracy (gold standard). The values for accuracy rose to 38.1% and 69.9% when ICDAS codes one and two were combined. With radiographs, 4.6% and 36.6% were found for reproducibility, and 4.5% and 45.5% for accuracy.</p><p><strong>Conclusions: </strong>ICDAS demonstrated very good reproducibility and accuracy with clinical sites when codes 1 and 2 were combined. Faculty performance with radiographs indicated a need for improved methods of training in ICDAS radiographic coding.</p><p><strong>Clinical relevance: </strong>This study evaluated the reproducibility and diagnostic accuracy of ICDAS coding among dental faculty in clinical settings. These findings support visual ICDAS as a reliable clinical tool when one simple modification is made, producing excellent results with all types of specialist faculty. Integration of ICDAS into clinical teaching is supported, enhancing diagnostic precision in staging caries lesions and promoting uniformity in treatment planning. The study highlights the need to identify improved methods of training in ICDAS radiographic codes, which, if realized, will lead to further improvements in integrated oral healthcare.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148714472","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":"Perceptions and Expectations of Accreditation Among Undergraduate Dental Students in a Non-Accredited Dental Faculty in Turkey: A Cross-Sectional Study.","authors":"Zeliha Hatipoğlu Palaz, Berrak Çakmak, İpek Atak Seçen, Melik Fatih Karagöz, Mehmet Bani, Fatma Deniz Uzuner","doi":"10.1111/eje.70277","DOIUrl":"https://doi.org/10.1111/eje.70277","url":null,"abstract":"<p><strong>Introduction: </strong>This study aimed to evaluate dental students' perceptions and expectations regarding the potential benefits of a faculty undergoing an accreditation process, and to provide faculty-specific insights relevant to quality improvement processes.</p><p><strong>Materials and methods: </strong>This cross-sectional descriptive study was conducted with 670 undergraduate students using a two-part questionnaire created in Google Forms to assess students' perceptions and expectations of accreditation. The first part assessed students' self-reported familiarity with accreditation, their self-reported familiarity with the accreditation status of their faculty and university, and the accrediting body responsible for overseeing accreditation processes, while the second explored their perceptions and expectations of the potential impact of accreditation on educational quality, clinical training, and professional outcomes. Students responded on a three-point scale ('Agree', 'Disagree', 'No opinion'). Responses were analysed collectively and by grade level. Additionally, two subgroups were defined as preclinical and clinical. Frequency and percentage were used to describe the variables. Pearson Chi-Squared and Fisher-Freeman-Halton Exact tests were used to compare group distributions, with a significance level of p < 0.05.</p><p><strong>Results: </strong>In the first part of the questionnaire, 77% of students reported familiarity with the concept of accreditation, and 59.3% correctly identified that their faculty was not accredited. In the second part, students' perceptions regarding the impact of accreditation on the faculty and students exceeded the target rate of 70% for all items. The rate of 'No opinion' responses was significantly higher among first-year students compared to other grades (p < 0.05). Except for two items, the preclinical group showed significantly higher 'No opinion' rates than the clinical group (p < 0.05).</p><p><strong>Conclusion: </strong>Students demonstrated increasingly positive perceptions and expectations of accreditation with advancing clinical experience, and these perceptions were associated with more favourable evaluations of its potential impact on educational quality, career opportunities and social contribution.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148701797","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":"Bridging the Gap: Exploring Barriers and Facilitators Influencing Preparedness of Dental Hygiene Graduates.","authors":"Suadah Ismail Asraf, Ahsan Sethi, Kamran Ali","doi":"10.1111/eje.70276","DOIUrl":"https://doi.org/10.1111/eje.70276","url":null,"abstract":"<p><strong>Background: </strong>Preparedness for clinical practice is an overarching aim of dental hygiene education and reflects graduates' ability to provide safe and competent patient care. While competency-based curricula aim to ensure readiness for professional practice, evidence suggests that graduates may still encounter challenges during the transition from supervised training to clinical roles after graduation. The aim of this study was to explore factors influencing the transition of dental hygiene graduates into clinical practice by engaging with a range of stakeholders.</p><p><strong>Methods: </strong>This study used qualitative methods to explore factors influencing preparedness of dental hygiene graduates. The study was conducted within a baccalaureate dental hygiene program in Qatar. Fifteen participants including dental hygiene students (n = 4), recent graduates (n = 7) and educators (n = 4) participated in semi-structured interviews. Interviews were audio-recorded, transcribed verbatim and analysed using thematic analysis following Braun and Clarke's six-phase framework. A focused secondary analysis of the dataset examined barriers and facilitators influencing preparedness during transition to practice.</p><p><strong>Results: </strong>Preparedness was shaped by a combination of clinical, relational and structural factors. Barriers included limited exposure to complex patient cases, challenges associated with abilities related to clinical judgement, communication constraints in linguistically diverse settings and systemic factors such as limitations related to scope of practice policy awareness. Facilitators of preparedness included mentorship and guided supervision, experiential clinical rotations, interprofessional engagement and the use of high-fidelity simulation to enhance skill development.</p><p><strong>Conclusion: </strong>Preparedness for dental hygiene practice extends beyond competency attainment and evolves through engagement with authentic clinical environments. Educational strategies that integrate realistic clinical exposure, supported autonomy and interprofessional learning may enhance graduates' confidence and facilitate a smoother transition to clinical practice after graduation.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148702747","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":"Assessing the Educational Role of Large Language Models in Dental Training: A Decade-Long Analysis of Text-Based and Visual Questions in a National Examination.","authors":"Sedef Ayse Tasyapan, Didem Özer","doi":"10.1111/eje.70268","DOIUrl":"https://doi.org/10.1111/eje.70268","url":null,"abstract":"<p><strong>Background: </strong>Large language models (LLMs), including ChatGPT, Gemini and DeepSeek, are increasingly explored as supportive tools in health professions education. However, their educational utility across different knowledge domains and question formats, particularly those involving visual content, remains insufficiently understood.</p><p><strong>Objective: </strong>This study aimed to evaluate the educational potential of three advanced LLMs in dental training by analysing their performance on a national specialty examination over a 10-year period, with particular emphasis on domain-specific accuracy and differences between text-based and visual questions.</p><p><strong>Methods: </strong>A total of 1560 multiple-choice questions from 13 administrations of the Turkish Dental Specialty Examination (DUS) between 2012 and 2021 were included. All questions were translated into English and categorized into nine dental specialties. Each question was individually entered into ChatGPT-4.0, Gemini Advanced and DeepSeek in isolated sessions. Model responses were compared with official answer keys, and accuracy rates were analysed across years, specialties and question types. Statistical analyses included chi-square tests, one-way ANOVA and Kruskal-Wallis tests.</p><p><strong>Results: </strong>ChatGPT-4.0 achieved the highest overall accuracy (86.93%), followed by Gemini (82.86%) and DeepSeek (82.34%). Performance varied across specialties, with higher accuracy observed in Basic Sciences and Oral Surgery, and lower performance in Orthodontics and Endodontics. A substantial decrease in accuracy was observed for visual questions (ChatGPT: 52.38%; Gemini: 45.24%; DeepSeek: 2.38%) compared to text-based items (all models > 83%). ChatGPT demonstrated more stable performance across years, whereas Gemini and DeepSeek showed greater variability.</p><p><strong>Conclusions: </strong>LLMs demonstrate strong potential as supportive tools in dental education, particularly for text-based knowledge assessment. However, their limited performance in visual question contexts highlights an important constraint for their integration into image-dependent domains such as dental diagnostics. These findings underscore the need for cautious and context-aware implementation of AI tools in dental curricula and assessment practices.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148708430","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}