European Journal of Dental Education最新文献

{"title":"Learning Domains for Undergraduate Dental Behaviour Support: The BeSiDe Curriculum Learning Outcomes.","authors":"Caoimhin Mac Giolla Phadraig, Pedro Vitali Kammer, Tim Newton, Peter Sturmey, Olive Healy","doi":"10.1111/eje.70269","DOIUrl":"https://doi.org/10.1111/eje.70269","url":null,"abstract":"<p><strong>Objectives: </strong>Dental Behaviour Support (DBS) refers to informal and formal strategies and interventions that support patients' acceptance and experience of oral healthcare. DBS plays a crucial role, particularly for vulnerable groups, yet training across dental curricula remains inconsistent. This study developed evidence- and consensus-based domains of learning for undergraduate dental and allied professional education, which may also support continuing and postgraduate training in DBS.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted among members of the BeSiDe Network. Participants rated 43 DBS techniques for inclusion in a curriculum using a three-point Likert scale: critically important, important but not critical, and not important. They also identified the most relevant patient groups (children, older adults, people with disabilities, and individuals with dental anxiety) for each technique and categorized each by complexity (low, moderate, or high). Domains of learning were explored using sorting exercises and agreed upon at a consensus meeting.</p><p><strong>Results: </strong>Thirty-nine techniques met the threshold for inclusion. Stop Signal, Person-Centred Communication, and Clinical Empathy ranked highest. Techniques varied by patient group. Final curriculum organization was structured around seven domains and based primarily on complexity (Low n = 21; Moderate n = 8; High n = 10) and secondarily on behavioural mechanisms (e.g., Stimulus control, Respondent conditioning).</p><p><strong>Conclusions: </strong>This study presents the first empirically informed, consensus-based set of learning domains to guide DBS curriculum design. Seven learning domains include Basic Concepts, Behavioural Foundations, Decision-Making, Low to High Complexity Techniques, and Practice-Based Skills. Guidance on delivery, assessment, and evaluation is under development to support implementation and improve patient outcomes.</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":"148702723","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":"Intraoral Scanners: Enhancing Dental Education.","authors":"Marilena Currey, Jessica Restrepo, Shibani Sahni, Matthew D Finkelman, Karina Irusa, Carlos Kose Junior, Karin Arsenault","doi":"10.1111/eje.70270","DOIUrl":"https://doi.org/10.1111/eje.70270","url":null,"abstract":"<p><strong>Introduction: </strong>This study evaluated how integrating intraoral scanners (IOS) into Digital Dentistry and Operative II courses at Tufts University School of Dental Medicine (TUSDM) influenced second-year dental students' perceived understanding of ceramic inlay preparations and examined differences by learning preferences.</p><p><strong>Methods: </strong>IOS was incorporated alongside pre-class readings, lectures, and typodont exercises. Students scanned their preparations using IOS to create rotatable 3D models for visualisation and feedback. A Tufts Health Sciences Institutional Review Board-approved Qualtrics survey, validated for face and content, assessed students' perceptions of IOS's educational value and impact on understanding and differences based on individual learning preferences (visual, auditory, reading/writing, and tactile).</p><p><strong>Results: </strong>Nearly all respondents, 96.6% (n = 140), agreed that IOS improved their ability to visualise the design of ceramic inlay preparations and served as a valuable adjunct to the didactic lecture on inlays. Students who self-identified as visual learners reported significantly higher satisfaction with IOS integration compared to nonvisual learners (p = 0.001). In addition, students identified multiple courses where IOS would be a valuable visual aid.</p><p><strong>Conclusion: </strong>Integrating IOS into preclinical instruction improved students' perceived understanding and visualisation of ceramic inlay preparations, with the strongest impact among visual learners. IOS represents an effective complementary tool for enhancing spatial reasoning and bridging theoretical and practical learning in dental education. Future research should incorporate objective learning outcomes and cognitive load measures to validate these findings.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148690279","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":"Enhancing Self-Reflection and Assessment in Dental Education: A Comparative Study on e-Portfolio Use in Preclinical and Clinical Training.","authors":"Juan Ignacio Aura-Tormos, Esther García-Miralles, Laura Marqués-Martínez","doi":"10.1111/eje.70272","DOIUrl":"https://doi.org/10.1111/eje.70272","url":null,"abstract":"<p><strong>Purpose: </strong>E-portfolios support reflective learning, competency development and personalised assessment. This study compared dental students' perceptions of e-portfolio use between preclinical fourth-year and clinical fifth-year training, focusing on benefits, challenges and assessment preferences.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted among students enrolled in Paediatric Dentistry and Paediatric Practicum over two academic years. A 25-item questionnaire, developed from previous instruments and refined through expert review by four faculty members, covered six thematic areas. Sample size was estimated using Cochran's formula. Descriptive statistics, chi-square tests with Cramér's V, Benjamini-Hochberg correction, and thematic analysis were used.</p><p><strong>Results: </strong>Of 208 invited students, 176 completed the survey, and 165 valid responses were analysed (84 preclinical, 81 clinical). Both groups valued e-portfolios for self-reflection. After correction, technical difficulties were more frequent among preclinical students (pBH = 0.012, V = 0.25). Clinical students perceived e-portfolios as fairer than traditional assessment (pBH = 0.039, V = 0.23), preferred written feedback (pBH = 0.012, V = 0.28), and revised portfolio content more frequently (pBH = 0.020, V = 0.25). Other small effects did not survive correction.</p><p><strong>Conclusions: </strong>E-portfolios were positively perceived at both stages, shifting from skill-showcasing to competency documentation. These findings support scaffolded integration in competency-based dental education.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148690312","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":"Must Every Dental Student Become Digitally Competent? Lessons From Prosthodontic Education in Southeast Asia.","authors":"Seng Boon Chu","doi":"10.1111/eje.70275","DOIUrl":"https://doi.org/10.1111/eje.70275","url":null,"abstract":"<p><strong>Introduction: </strong>Digital technologies, including intraoral scanners, computer-aided design/computer-aided manufacturing (CAD/CAM), cone-beam computed tomography, artificial intelligence and additive manufacturing, are reshaping contemporary dental practise. Dental schools must therefore determine how digital competence should be defined and integrated into undergraduate curricula while preserving core clinical competencies.</p><p><strong>Main text: </strong>This perspective examines digital competence through the lens of prosthodontic education in Southeast Asia. It argues that digital competence extends beyond technical proficiency to encompass data literacy, critical appraisal, ethical decision-making and responsible use of digital technologies. Challenges to implementation include financial constraints, curriculum overload, faculty development, technical workforce readiness and unequal access to digital infrastructure. Drawing on reflections from curriculum implementation within a developing digital ecosystem, the article highlights that successful digital transformation depends more on institutional readiness than technology acquisition alone. A pragmatic three-phase framework is proposed to support the progressive integration of digital dentistry into undergraduate education while maintaining clinical reasoning, manual skills, professionalism and patient-centred care.</p><p><strong>Conclusion: </strong>Digital competence should be regarded as a core professional competency rather than a collection of technical skills. The goal of undergraduate education is not to produce technology experts, but graduates who can critically evaluate and appropriately integrate digital technologies into patient care. Sustainable curriculum transformation requires investment in faculty capability, organisational readiness and educational leadership alongside technological advancement.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148690229","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 2025 Dublin, Ireland Wednesday 20th to 22nd August 2025.","authors":"","doi":"10.1111/eje.70180","DOIUrl":"https://doi.org/10.1111/eje.70180","url":null,"abstract":"","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148674480","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":"Welcome to Our ADEE 2021 Strasbourg Online e-Poster Abstract Booklet.","authors":"","doi":"10.1111/eje.70239","DOIUrl":"https://doi.org/10.1111/eje.70239","url":null,"abstract":"","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148702257","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":"Evaluating the Efficacy of an Innovative Dental Intern Program in a Public Dental Service.","authors":"Ramini Shankumar, David Goode, Rodrigo Mariño","doi":"10.1111/eje.70055","DOIUrl":"10.1111/eje.70055","url":null,"abstract":"<p><strong>Objective: </strong>This study aims to evaluate the effectiveness of a Dental Intern Program (DIP) at Monash Health, focusing on the experiences of mentors, dental interns (DI) and patients. It seeks to identify strengths and weaknesses within the programme and its impact on clinical skills, judgement and patient satisfaction.</p><p><strong>Methods: </strong>Qualitative feedback was collected from mentors and DI through interviews and discussions, while quantitative data were gathered from patient surveys before and after the implementation of the DIP. The analysis focused on themes related to confidence levels, skill development, mentor support and patient satisfaction.</p><p><strong>Results: </strong>Mentors emphasised the need for tailored tutorials and more practical opportunities for skill development. They noted gaps in DIs' skills in specific areas due to limitations in clinical exposure. DIs reported a positive experience, highlighting the importance of individualised learning goals and the supportive mentor-intern relationship, which fostered confidence and clinical judgement. Patient feedback indicated high satisfaction levels, with significant improvements in care quality and staff confidence post-programme implementation. Quantitative data revealed a statistically significant increase in DIs' confidence (p < 0.05) and a notable rise in patient compliments and decrease in complaints after the implementation of the DIP (p < 0.001).</p><p><strong>Conclusion: </strong>This study emphasises the critical role of tailored mentoring and a structured DIP in enhancing clinical proficiency and patient care for a DI in their first year of career development. The findings contribute valuable insights into the dynamics of dental graduates' training and their implications for the recruitment of local graduates and their retention in the public sector.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1112-1118"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383365/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145483572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Choosing Wisely: Key Feature Examinations as a Powerful Approach to Foster Clinical Reasoning in Dental Education.","authors":"Marc André Ackermann, Tim Becker, Nima Gholamzadeh Biji, Thomas Meyer, Sabine Sennhenn-Kirchner","doi":"10.1111/eje.70078","DOIUrl":"10.1111/eje.70078","url":null,"abstract":"<p><strong>Introduction: </strong>Clinical reasoning is considered a core skill for physicians, and its training should already be addressed in undergraduate medical education. At the University Medical Center Göttingen, students have been able to engage in formative key feature examinations since 2013. Recent studies have shown that these assessments can improve students' clinical reasoning skills. Such a teaching format was not previously existing in the study of dentistry. This study aims to evaluate the feasibility and efficacy of formative key feature examinations in dental education.</p><p><strong>Materials and methods: </strong>In this prospective, randomised, controlled, crossover study, fourth-year dental students participated in six weekly computer-based seminars in which complex dental patient cases were presented, and the underlying theoretical knowledge was taught. In alternate weeks, groups of students were invited to either read specially prepared text formats (control condition) or solve key feature cases (intervention) that covered the same theoretical content. Each case contained on average six key feature questions (items) referring to the diagnostic procedure and treatment of the patient presented.</p><p><strong>Results: </strong>Feedback from the evaluation questionnaire indicated that dental key feature cases were generally well received. In addition, key feature cases can be successfully integrated into dental education in the form of e-seminars. Learning growth self-assessment of participants showed a significant improvement in the overall learning objectives. Iterative work with key feature cases was clearly associated with significantly greater improvements in exit and retention test scores compared to text-based learning.</p><p><strong>Conclusion: </strong>Repeated formative key feature examinations can be effectively implemented in dental education and dental students' clinical reasoning skills can benefit from working on these cases. In addition, strengthening clinical reasoning skills in undergraduate dental education can help to avoid unnecessary dental interventions in future practice, as outlined in the Choosing Wisely recommendations.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1232-1242"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383295/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145642370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Scoping Literature Review of Digital Empathy Games in Healthcare Education and Training.","authors":"Ruaridh Dall, Paul Bond, George Cherukara, Daisy Abbott, Jaya Jayasinghe","doi":"10.1111/eje.70077","DOIUrl":"10.1111/eje.70077","url":null,"abstract":"<p><strong>Introduction: </strong>The study of serious games and their ability to develop empathy in users is a developing area of research. Empathy is recognised as being important to the practice of patient-centered healthcare and is associated with improved treatment outcomes. Understanding the breadth of information available on the relationship between serious game use and empathy within healthcare education and training may help reveal the suitability of the medium for further refinement in dental education.</p><p><strong>Methods: </strong>A scoping review of the literature was undertaken to find relevant publications. The following databases were searched using keywords related to empathy, games and healthcare: APA PsycInfo, Embase, IEEExplore, Google Scholar, OVID Medline, and Web of Science.</p><p><strong>Results: </strong>2587 search results were returned and 21 publications were identified for inclusion in the review.</p><p><strong>Discussion: </strong>Patient experience simulations are a popular method for digital games to show healthcare personnel the lives of their patients, and games can be used to simulate empathic communication in clinical settings. Commercial digital games can be utilised to develop empathy in healthcare trainees, and exposure to violent digital games or playing in an unethical style does not negatively impact the empathy of healthcare trainees. No studies were found related to dental education.</p><p><strong>Conclusion: </strong>Digital games have a potential role in increasing the empathy of users in healthcare training and education, but more research is indicated.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1218-1231"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383332/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145507778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparison of Human and Artificial Intelligence (AI) in Writing and Rating Restorative Dentistry Essays.","authors":"Afnan O Al-Zain, Abdulrahman A Alghamdi, Bashair Alansari, Alanoud Alamoudi, Heba El-Deeb, Eman H Ismail","doi":"10.1111/eje.70051","DOIUrl":"10.1111/eje.70051","url":null,"abstract":"<p><strong>Aim: </strong>This study compared the writing quality of AI- and student-authored essays, evaluated faculty members' reliability to differentiate between essays authored by AI and students, and assessed the scoring accuracy between human and AI raters using a standardised rubric.</p><p><strong>Methods: </strong>Four topics were selected from a preclinical operative and aesthetic dentistry course. Each topic was presented as four essays authored by two students and two AI tools (ChatGPT4 and Gemini) (N = 48). Then, the 16 essays were evaluated either by three blinded experts and two AI tool raters (ChatGPT4 and Gemini) using a modified Universal Science Writing Rubric. The Shapiro-Wilk W test assessed data normality. Kruskal-Wallis, Dunn's Pairwise, Wilcoxon Signed-rank, and Friedman tests analysed the writing performances and inter-rater reliabilities with a significance level of (α = 0.05).</p><p><strong>Results: </strong>Significant differences were found in evaluating scientific content (Z = 9.28, p = 0.005) and interpreting scientific content (Z = 6.74, p = 0.021) between AI- and student-authored essays. ChatGPT4-authored essays differed significantly in scientific content from both Gemini- and student-authored essays, with further differences in interpretation between ChatGPT4- and student-authored essays (p = 0.011). Faculty members correctly identified 75% of essay authors. No significant differences were found between raters using ChatGPT4 or Gemini, while a marginally significant difference was observed between human raters in the overall score, though not in specific parameters.</p><p><strong>Conclusions: </strong>Gemini's scores closely matched those of human-authored essays, aligning more with human raters than ChatGPT-4. AI's capacity emulated human writing, though differences are noticeable to trained faculty members. There are evident disparities in content quality and organisation between AI- and human-authored work.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1026-1037"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383326/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145151580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}