European Journal of Dental Education最新文献

{"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}

{"title":"Influence of Dentists' Training and Access to Oral Pathology Services on Biopsy Decisions for Oral Mucosal Lesions.","authors":"Denis Talis Reis, Larissa Stefhanne Damasceno de Amorim Póvoa, Deysimara de Cássia Santos, Francielle Silvestre Verner, Heder José Ribeiro, Iara Vieira Ferreira, Sibele Nascimento de Aquino","doi":"10.1111/eje.13099","DOIUrl":"https://doi.org/10.1111/eje.13099","url":null,"abstract":"<p><strong>Introduction: </strong>Biopsy followed by histopathologic examination is an important tool for establishing the final diagnosis of diseases affecting the oral and maxillofacial region. The aim of this study was to examine dentists' perceptions and attitudes toward biopsy practices.</p><p><strong>Materials and methods: </strong>A cross-sectional observational study collected data from dental surgeons via an online questionnaire, including questions on their behaviour with oral lesions and sociodemographic details. Descriptive and statistical analyses were conducted using JASP software with a significance level of p < 0.05.</p><p><strong>Results: </strong>The study involved 348 dental professionals with an average age of 30.95 years (SD ± 9.24) and an average training period of 7.4 years (SD ± 8.45). Of the participants, 65.80% were female, and 58.05% held postgraduate degrees. Regarding the workplace, 67.53% of the participants worked in private clinics. Statistical analyses revealed a significant association between biopsy performance and various factors, including sex, access to oral pathology laboratories, the availability of anatomopathological reports during training, clinical specialisation, prior biopsy experience, and consulting with an oral pathologist. Logistic regression analysis indicated that biopsy performance during graduation and access to oral pathologists were predictors of clinical biopsy practices.</p><p><strong>Conclusions: </strong>Although biopsy is essential for definitive diagnosis of oral lesions, many dentists do not routinely use it in practice. The decision to perform a biopsy was found to be influenced and predicted by previous experience with biopsies during undergraduate courses and access to an oral pathologist. These findings highlight the necessity for targeted interventions to improve educational strategies and clinical exposure during dental undergraduate training.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144057218","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 Surface Analysis as a Method to Evaluate Progress of Students' Restorative Skills Over Time.","authors":"Andrea Rung, Andrew Cameron, Jing Sun, Roy George","doi":"10.1111/eje.13095","DOIUrl":"https://doi.org/10.1111/eje.13095","url":null,"abstract":"<p><strong>Introduction: </strong>Digital scanning technology in dental education is on the rise offering precise feedback for indirect restorations. This technology could have similar applications for direct restorations worth exploring. To this end, this study used 3D surface analysis to measure students' ability to restore teeth's occlusal and proximal contours over time.</p><p><strong>Method: </strong>169 teeth restored with composite were scanned with a desktop scanner (E3, 3Shape, Copenhagen) at the end of an academic year. Compound composite restorations were performed in three iterations by 2nd year students enrolled in their first preclinical course. Standard Tessellation Language (STL) files of all restored teeth were analysed for fit with a digital reference using a surface matching software (Geomagic Control 2021; 3D systems). The 3D digital surface analysis output was compared at the different iterations. Additionally, the association between the 3D surface analysis output and scores awarded by tutors was assessed to evaluate this technology's potential to enhance students' independent learning.</p><p><strong>Results: </strong>Assessment of restored surfaces using 3D surface analyses showed statistically significant differences between second and third iterations (p < 0.001). There was a positive association between tutors' scores and the 3D surface analysis data.</p><p><strong>Conclusion: </strong>The results suggest that digital scanning and 3D surface analysis technology could enhance feedback and promote students' independent learning.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143812636","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 in Oral Infectiology and Antibiotic Stewardship of French Dental Students: A National Cross-Sectional Survey.","authors":"Marie-Louise Constant, Antoine Kimmoun, Alexandre Baudet, Benjamin Lefèvre, Nathalie Thilly, Maïa Simon, Julie Guillet-Thibault","doi":"10.1111/eje.13092","DOIUrl":"https://doi.org/10.1111/eje.13092","url":null,"abstract":"<p><strong>Introduction: </strong>Several studies highlighted a lack of knowledge of dentists concerning antibiotic stewardship. The objectives of this study were to evaluate dental students' level of knowledge in infectiology and antibiotic stewardship, and to identify factors associated with a high level of knowledge.</p><p><strong>Materials and methods: </strong>A cross-sectional national multicentre survey was conducted in 2022-2023 through a self-administered and internet-based questionnaire. A knowledge score (out of 34) was calculated for each included student based on their questionnaire results. Hierarchical clustering methods were used to identify clusters of students according to their knowledge score. This approach highlighted distinct score levels. A logistic regression model was then applied to associate specific factors with these levels. The association between the cluster of students with the highest knowledge and the characteristics of the students and their faculties was assessed using logistic regressions.</p><p><strong>Results: </strong>A total of 415 students were included. Two clusters were identified: the cluster 'average level of knowledge' included 290 (70%) students (median knowledge score: 26/34, IQR: 24; 27), while the cluster 'high level of knowledge' grouped 125 (30%) students (median knowledge score: 30/34, IQR: 29; 32). Mandatory courses and multiple learning modalities were associated with higher knowledge.</p><p><strong>Conclusion: </strong>French dental students seem to have a high knowledge in infectiology and antibiotic stewardship, as evidenced by the median knowledge score of each cluster, which are objectively high compared to the maximum of 34. We identified several factors associated with a higher knowledge that might help conceive learning modalities standardised recommendations.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143774721","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":"Comparison of 3D-Printed Patient Model Versus Animal Cadaveric Model in Periodontal Surgery Block Course-What Is More Feasible for Beginners? A Pilot Study.","authors":"Madline P Gund, Ulf Tilman Strähle, Jusef Naim, Manuel Waldmeyer, Matthias Hannig, Stefan Rupf","doi":"10.1111/eje.13090","DOIUrl":"https://doi.org/10.1111/eje.13090","url":null,"abstract":"<p><strong>Background: </strong>Periodontal surgery is part of the dental curriculum at German universities. A particular challenge is to provide a basic understanding of surgery. This is the first pilot study evaluating the extent to which regenerative therapy or lower molar hemisection can be learned using a specially produced 3D-individualised patient model compared to a porcine cadaveric model.</p><p><strong>Methods: </strong>During the periodontal surgery block practical, 14 students performed lower molar hemisection and regenerative therapy with bone graft substitute (Bio Oss, Bio Gide; Geistlich Pharma AG, Wolhusen, Switzerland) on an individualised 3D model. Interventions were then evaluated using a validated questionnaire. Differences between groups were statistically assessed for individual items and the overall questionnaire using the Wilcoxon test (p < 0.05).</p><p><strong>Results: </strong>In the overall evaluation, the 3D-printed patient and animal cadaveric model did not differ significantly, with the animal cadaveric model scoring a slightly higher score. The 3D-printed patient model was considered more realistic for the anatomical appearance of each part, being evaluated superior for practicing regenerative therapy, removing inflammatory tissue and performing molar hemisections. The animal cadaveric model was rated better for soft and hard tissue tactile feedback.</p><p><strong>Conclusion: </strong>With the 3D-individualised model, hemisection and regenerative therapy can be performed realistically, but soft and hard tissue feedback still needs to be optimised. 3D models are useful for teaching periodontal surgery. In the future, if optimised, 3D printing could completely replace the animal cadaveric model, as it offers clear advantages (e.g., easier organisation, better hygiene).</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143732830","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":"The Postgraduate Educational Environment at a United Kingdom Dental School: A Quantitative Study Using a Modified Dundee Ready Educational Environment Measure Questionnaire.","authors":"Jennifer A Haworth, Sam D Leary, Patricia Neville, Julie C Williams, Jonathon Schofield, David Dymock, Peter Fowler","doi":"10.1111/eje.13091","DOIUrl":"https://doi.org/10.1111/eje.13091","url":null,"abstract":"<p><strong>Introduction: </strong>Quantitative research on postgraduate (PG) dental students' perceptions of their educational environment is lacking. The aim of this research was to increase our understanding of taught PG dental students' educational environment.</p><p><strong>Methods: </strong>A modified Dundee Ready Educational Environment Measure (DREEM) questionnaire was distributed to PG students at the University of Bristol Dental School. DREEM scores in relation to five domains (learning, teaching, academic, atmosphere and social), as well as total DREEM scores, were derived. In addition, demographic and global questions relating to blended learning and teaching support were captured. DREEM domain and total scores were summarised using medians, interquartile ranges and full ranges. Demographic data and answers to additional global questions were categorised as frequencies and percentages.</p><p><strong>Results: </strong>Thirty-four participants (50% response rate) from four different taught PG programmes responded. Total DREEM scores suggest most PG students' perceived educational environment to be 'excellent' (55.9%) or 'more positive than negative' (41.2%). The highest scoring domain was teaching, while the lowest scoring was social. Global questions indicated good teaching support and acceptance of blending learning, although the reduced face to face peer/teacher contact did not meet the needs of some (20.5%) participants.</p><p><strong>Conclusions: </strong>Although the DREEM measure has been used widely in dental training, its use has been limited in PG dental settings. The teaching and learning environment at the University of Bristol was rated highly. The lower social scoring highlights potential deficiencies within the educational environment of these PG students.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143694368","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":"Rallying for Reflection: Pilot Use of Rubric to Facilitate Self-Reflection in Dental Education.","authors":"Margarita S Katser, Brandon M Veremis, Theodora E Danciu, Vidya Ramaswamy, Vitaliy Popov","doi":"10.1111/eje.13088","DOIUrl":"https://doi.org/10.1111/eje.13088","url":null,"abstract":"<p><strong>Introduction: </strong>Despite its utility, peer feedback within higher education curricula has not demonstrated a consistent correlation with academic performance. Student self-reflection may be one factor of influence, as one's metacognitive assessment can alter feedback perception and processing. Yet, formal instruction on reflection remains rare. This single-subject study assesses the level of students' self-reflective capabilities through the adaptation and pilot use of a rubric based on Korthagen's ALACT reflection model.</p><p><strong>Materials and methods: </strong>A total of 125 third-year dental students enrolled in a diagnostic sciences course received peer feedback on a case-based assignment. Subsequently, reviewees completed self-reflection on four domains of their performance (examination, diagnostic reasoning, treatment planning and resource utilisation). Two evaluators experienced in dental education adapted an ALACT-based rubric to score reflections and assess the frequency of complete self-reflection, most commonly missed elements and the incidence of neglecting peer feedback.</p><p><strong>Results: </strong>Of the 125 students, 60 (48%) submitted a complete self-reflection on at least one of four performance domains, with only 1 student (0.08%) submitting a complete self-reflection on all four. The most neglected area of reflection was the inclusion of a rationale for proposed future improvements, with on average 33/125 (26%) expressing the significance of their plans. Furthermore, 13/125 (10%) failed to address peer-suggested shortcomings.</p><p><strong>Conclusions: </strong>Current findings demonstrate that student self-reflection is rarely performed to completion, which may impact the integration of peer feedback. We propose a framework for encouraging and evaluating self-reflection instruction and assessment, applicable within both didactic and clinical settings, as a means to set future clinicians up for success.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143694366","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}