European Journal of Dental Education最新文献

{"title":"Competences for Providing Oral Health Care to Care-Dependent Older Adults-Defining Learning Objectives for the German Undergraduate Dental Curriculum Through a Delphi Study.","authors":"Anna-Lena Hillebrecht, Anna Greta Barbe, Susanne Krämer, Marc Auerbacher, Wiebke Semper-Hogg, Benedikt C Spies, Philipp Linde, Cornelia Erfurt-Berge, Anastassia Kossioni, Erik Farin-Glattacker, Kerstin Bitter","doi":"10.1111/eje.70094","DOIUrl":"10.1111/eje.70094","url":null,"abstract":"<p><strong>Background/aim: </strong>One of the largest unmet dental care needs in Germany concerns dependent older people (DOP). The aim of this Delphi study was to define learning objectives (LOs) for the dental curriculum, specifying the skills, abilities, and attitudes necessary to enable and motivate future dentists to provide oral health care to DOP.</p><p><strong>Method: </strong>LOs from international guidelines for special care dentistry and gerodontology were mapped and aligned with the current guidelines of the German dental curriculum. Based on this alignment, comprehensive LOs were formulated and ranked through a Delphi process. The target group consisted of dental education experts from German universities (14 in first round/12 in second round), all of whom had expertise in gerodontology or special care dentistry.</p><p><strong>Results: </strong>A framework consisting of six competence areas was established: (1) Care dependency in older individuals, (2) Access & barriers to oral health, (3) Legal aspects, (4) Communication, (5) Effects of medical and functional condition on oral health, (6) Clinical management of DOP. The participants agreed on a total of 43 LOs. After refinement, a graduate profile for dental students in Germany with 21 LOs with a focus on the oral health of DOP was developed.</p><p><strong>Discussion: </strong>The results of this study can be used to provide standardised education about dental care of DOP in Germany. By implementing the LOs and the graduate profile to the undergraduate dental curriculum, students should be prepared for the requirements of dental care for DOP after graduation.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1369-1381"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383296/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145991539","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":"Noise Exposure in a Dental Teaching Hospital: Investigations and Recommendations for Dental Personnel.","authors":"Liath O' Shea, Amr El Refaie, Ciara Moloney, Niamh Coffey","doi":"10.1111/eje.70058","DOIUrl":"10.1111/eje.70058","url":null,"abstract":"<p><strong>Introduction: </strong>Exposure to excessive noise is a highly preventable occupational risk, with irreversible side effects that may negatively impact an individual's quality of life, such as noise-induced hearing loss and tinnitus. Dental personnel may be at particular risk due to their exposure to high levels of noise from dental equipment. Despite existing regulations and guidelines, there is limited understanding of cumulative noise exposure in dental teaching hospitals, particularly with respect to compliance with occupational standards. The aim of this study is to quantify the levels of noise exposure experienced by dental personnel at a dental teaching hospital.</p><p><strong>Materials & methods: </strong>Data collection involved acoustic evaluations of five commonly used dental equipment and noise measurements in five distinct hospital locations in the Department of Restorative Dentistry. Reverberation time, ambient noise and noise emitted by equipment were assessed using calibrated instruments. Data analysis was carried out, and results were compared with regulatory guidelines.</p><p><strong>Results: </strong>Reverberation times ranged from 0.3 to 0.6 s, and ambient noise ranged from 31 dB(A) to 43 dB(A), meeting acoustic design standards. Noise from dental equipment ranged from 53 dB(A) with the ultrasonic scaler to 83 dB(A) with the high-volume suction. Operational room noises ranged from 65 dB(A) in the dental hygiene clinic to 84 dB(A) in the plaster room.</p><p><strong>Conclusions: </strong>The teaching hospital examined is at low risk of excessive noise exposure due to compliance with both Irish and United Kingdom noise regulations. However, noise levels within the plaster laboratory and from the high-volume suction exceeded 80 dB. Dental teaching clinics should take measures to reduce noise levels in areas and with equipment where noise levels exceed recommended limits. Regular monitoring of noise exposure in such facilities is recommended.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1046-1051"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383324/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145402688","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":"Enhancing Perceived Relevance and Motivation in Microbiology: A Hands-On Workshop on Oral Nitrate-Reducing Bacteria.","authors":"Martín Pérez-Leal, Cristina Estornut, Bob T Rosier, Inés Roger, Antonio Pellín-Carcelén, Marta Serna-García, María Carmen Carceller, Pilar Ribera, Germán Sánchez-Herrera, Patricia Almudever, Nicla Flacco","doi":"10.1111/eje.70080","DOIUrl":"10.1111/eje.70080","url":null,"abstract":"<p><strong>Background: </strong>Basic science subjects such as microbiology are essential to dental education but are often perceived by students as abstract or disconnected from clinical practice, which may reduce motivation and engagement. Educational strategies based on Self-Determination Theory (SDT) and active learning can help bridge this gap by promoting autonomy, competence and relatedness.</p><p><strong>Methodology: </strong>We developed and implemented an experiential microbiology workshop focused on nitrate-reducing oral bacteria, selected for their direct relevance to oral and systemic health and their involvement in the well-characterised nitrate-nitrite-NO pathway. First-year dental students participated in a two-session intervention that included salivary nitrite measurements before and after beetroot juice intake, and culturing of oral bacteria using a colorimetric nitrate-reduction assay. A post-workshop survey assessed students' perceptions and motivation.</p><p><strong>Results: </strong>Survey results indicated a significant increase in the students' perceived relevance (mean score from 3.66 to 4.15; p < 0.0001). Most students rated the activity as highly useful (73.4%) and interesting (77.5%), and 55.1% reported increased motivation to study microbiology. Qualitative feedback emphasized the value of applying theoretical knowledge in a clinically meaningful and personally relevant context.</p><p><strong>Conclusions: </strong>The hands-on workshop enhanced dental students' motivation and perception of microbiology's relevance by integrating active learning with clinically contextualized content. The direct connection between oral microbiota, biochemical processes and health outcomes supports the use of similar experiential strategies in early dental curricula to foster engagement and deepen conceptual understanding.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1243-1252"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383369/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145688198","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":"Student Learning Performance and Satisfaction With a Flipped Classroom in Undergraduate Dental Pharmacology Education.","authors":"Sheila Galvin, Margaret Lucitt","doi":"10.1111/eje.70062","DOIUrl":"10.1111/eje.70062","url":null,"abstract":"<p><strong>Introduction: </strong>The flipped classroom (FC) model of blended learning has become more feasible with the advancement of digital technology platforms. Monitoring a FC approach in curriculum delivery provides an opportunity to evaluate its impact on student exam outcomes and satisfaction. Presented here are examination performances and learning experiences in undergraduate dental students taking pharmacological course material using a FC approach compared to that of a traditional classroom (TC) model.</p><p><strong>Method: </strong>Ninety-seven students experiencing a FC delivery are compared to 129 students taking a TC approach over 2 academic years. Course lecture topics, scheduling, and assessment are consistent across both modes of delivery. At the end of each academic year, an anonymous student survey with a closed-end question was conducted to gain student feedback regarding course satisfaction.</p><p><strong>Results: </strong>The FC positively improved student examination performances compared to the TC approach with a 7% increase in the percentage mean exam grade and a 15% increase in the number of students obtaining exam grades greater than 50%. An increase in the proportion of students achieving higher grades overall is seen in the FC versus the TC approach from the frequency distribution of exam results. The students also rated the FC more positively in the feedback satisfaction compared to the TC student cohort.</p><p><strong>Conclusion: </strong>In summary, the student exam grades and feedback here indicate that the FC has a positive impact on student outcomes and experience compared to the TC approach. These findings provide evidence to dental pharmacological educators that an FC curriculum delivery can lead to an improvement in student performances in this subject area.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1106-1111"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383335/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145349880","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":"Relationship Between Inspirational Teaching and Self-Directed Learning in Health Professions Students-A Mixed-Method Study.","authors":"Allan Pau, Jun Ai Chong, Sangeetha Shyam, Jun Jean Ong, Shareena Manocaran, Sreenivasa Rao Sagineedu, Chee Onn Leong, Pravinkumar G Patil","doi":"10.1111/eje.70059","DOIUrl":"10.1111/eje.70059","url":null,"abstract":"<p><strong>Purpose: </strong>Students skilled in self-directed learning (SDL) are likely to develop into lifelong learners. Inspirational teaching (IPT) is hypothesised to motivate independent SDL. This study investigated the relationship between IPT and SDL quantitatively among final year health professions students and explored their experience of IPT and perceptions of SDL qualitatively.</p><p><strong>Methods: </strong>Final year students studying medicine, dentistry, pharmacy and dietetics and nutrition programmes completed questionnaires on socio-demographics, IPT and SDL. Sex and programme-related IPT and SDL scores were compared. Correlation between IPT and SDL was analysed. Qualitative data on IPT experience and SDL perceptions were collected through a focus group discussion.</p><p><strong>Results: </strong>Of 240 respondents, the mean IPT and SDL scores did not differ by sex or programme. Overall IPT and SDL scores showed a moderate positive correlation (r = 0.46; p = 0.001). Qualitative data suggested that SDL was related to perceptions of learning needs, learning activities/environment, teachers' role in reflection and feedback, and teachers as role models.</p><p><strong>Conclusion: </strong>IPT is associated with SDL. Teachers inspire SDL through reflection, feedback and role modelling. SDL is influenced by students perceiving a learning need. Learning activities involving patient contacts, problem-solving, or case histories were more likely to promote SDL.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1063-1072"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383352/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145490848","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":"Teaching Dental Students Paediatric Behaviour Guidance With Virtual Reality: A Three-Year Study.","authors":"Shijia Hu, Bien Wen Pui Lai","doi":"10.1111/eje.70041","DOIUrl":"10.1111/eje.70041","url":null,"abstract":"<p><strong>Introduction: </strong>The aim was to evaluate the use of low-cost virtual reality (VR) simulation on teaching behaviour guidance of paediatric dental patients in multiple cohorts of dental students.</p><p><strong>Methods: </strong>This cohort study recruited third-year dental students from three consecutive years (2021-2023). The intervention was a validated VR scenario used in a previous pilot. The students were evaluated at three phases: preintervention (baseline), postintervention, and postclinical (3 months after intervention). Demographics, impact of the VR intervention, empathy score, and self-perceived ability and comfort of managing paediatric dental patients were collected and analysed.</p><p><strong>Results: </strong>The study recruited 181 dental students. 96% agreed that the VR intervention helped them better empathise with children. Most agreed that it made them more comfortable communicating (75%) and more confident interacting (82%) with children. Objective empathy scores significantly increased from preintervention to postintervention (110.50 ± 11.12 vs. 114.94 ± 11.55, p = 0.002) and remained unchanged at postclinical phase (112.17 ± 11.41). Additionally, students perceived themselves to be significantly more confident at communicating with children (5.61 ± 1.88 vs. 6.33 ± 1.74, p < 0.001), at interacting with children (5.83 ± 1.97 vs. 6.41 ± 1.70, p = 0.014), and performing dental procedures on children (4.44 ± 1.73 vs. 5.37 ± 1.71, p < 0.001) postintervention and remained elevated postclinical, suggesting better clinical performance when managing paediatric dental patients.</p><p><strong>Conclusion: </strong>VR simulation was effective as an adjunct for the teaching of behaviour guidance of paediatric dental patients to dental students. The intervention was well received and improved both objective and subjective outcomes.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"937-944"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383329/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144884228","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":"The Impact of Restructuring Dentistry Studies on Student Stress and Satisfaction Regarding the Curriculum and Educational Methods.","authors":"Camille Bergoin, Céline Sabourin, Abid Bossouf, Cindy Francois, Camille Inquimbert","doi":"10.1111/eje.70074","DOIUrl":"10.1111/eje.70074","url":null,"abstract":"<p><strong>Objectives: </strong>This study aimed to evaluate the potential impact of the hospital-university restructuring implemented since 2016 on students' stress levels and their satisfaction with teaching, while considering other factors that might influence the results. A secondary goal was to identify persistent causes of dissatisfaction to guide future improvements.</p><p><strong>Materials and methods: </strong>A cross-sectional survey was conducted among 182 clinical students (Years 4-6) at the Faculty of Dentistry between January and February 2023. Students completed an anonymous questionnaire covering socio-demographic data, perceived stress (Dental Environmental Stress scale), and satisfaction with clinical and theoretical teaching (selected items from the Student Course Experience Questionnaire). Descriptive statistics were used for data analysis. The Mann-Whitney U test was applied to compare current results with those from 2016.</p><p><strong>Results: </strong>Stress levels significantly increased compared to 2016 (p < 0.001). Major stressors included increased clinical quotas, reduced chair time, and difficult interactions with teaching staff. These were reported consistently across all academic years. Students who repeated a year or felt overwhelmed experienced significantly higher stress (p ≤ 0.04). Satisfaction with clinical teaching dropped significantly across all levels (p < 0.001), especially regarding supervision, clinical case access, and feedback. Theoretical teaching satisfaction also declined. Overall student satisfaction was significantly correlated with stress levels and satisfaction with both theoretical and clinical teaching, with key factors including repeating a year, feeling overwhelmed, and fears about the future (all p ≤ 0.04).</p><p><strong>Conclusion: </strong>The findings highlight a clear deterioration in student well-being and satisfaction since 2016, emphasising the need for structural reform and enhanced teacher training in student support and stress management.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1184-1194"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383323/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145446533","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":"A Content Analysis of Special Needs Curriculum in Australian Oral Health Programs.","authors":"Dorothy Koh, Delyse Leadbeatter, Melanie Aley, Woosung Sohn, Archana Pradhan","doi":"10.1111/eje.70082","DOIUrl":"10.1111/eje.70082","url":null,"abstract":"<p><strong>Aims: </strong>This study aimed to investigate the extent to which special needs dentistry (SND) content is incorporated into Australian undergraduate oral health programs and to assess the depth and sufficiency of training provided.</p><p><strong>Methods: </strong>A comprehensive content analysis was conducted by reviewing publicly available information from the official websites of Australian oral health courses, including course handbooks and subject learning outcomes. The curriculum content was compared with the established learning domains and outcomes outlined by the International Association for Disability and Oral Health (iADH), which were accessed from publicly available documents on the organisation's website.</p><p><strong>Results: </strong>The analysis revealed significant variation in the depth and scope of SND content across different institutions, indicating a lack of consistency in training standards. Some programs demonstrated coverage of theoretical and clinical components, while others offered minimal exposure to SND-related content.</p><p><strong>Conclusion: </strong>The findings highlight the need for enhanced education and training through curriculum development to improve the preparedness of the oral health workforce. Strengthening SND training can better equip graduates to meet the complex dental needs of people with disability and help reduce disparities in oral health care for this vulnerable population.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1261-1268"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383292/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145806134","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":"Knowledge and Perceptions of Preformed Metal Crowns and Pulpotomies in Primary Molars Amongst Dental Students in Amsterdam, the Netherlands-A Questionnaire-Based Cross-Sectional Study.","authors":"Anna Ziouti, Clarissa C Bonifacio, David J Manton, Daniela Hesse","doi":"10.1111/eje.70081","DOIUrl":"10.1111/eje.70081","url":null,"abstract":"<p><strong>Introduction: </strong>Preformed metal crowns (PMCs) and pulpotomies are established treatments for carious lesions in primary molars. Despite their effectiveness, variability in knowledge and clinical experience amongst dental students has been reported. This study aimed to evaluate the knowledge and perceptions of Dutch dental students at the Academic Centre for Dentistry in the dental school of Amsterdam (ACTA). Regarding PMCs and pulpotomies in primary molars.</p><p><strong>Materials and methods: </strong>A cross-sectional questionnaire study was conducted amongst second-to-final year dental students at Academic Centre for Dentistry in the dental school of Amsterdam (ACTA). The 23-item questionnaire addressed knowledge, perceived curriculum coverage, and clinical/preclinical experience. Descriptive statistics and Spearman correlation tests were used (α = 0.05).</p><p><strong>Results: </strong>Out of 120 invited students, 98 (81.6%) responded. While 75.5% of students considered the curriculum adequate for teaching PMCs, 84.7% felt that pulpotomies were insufficiently addressed. All students were familiar with the Hall Technique, and 50% had placed a PMC preclinically. Fewer students had clinical experience: 19.4% had placed a PMC and 9.2% had performed a pulpotomy. A positive correlation was found between preclinical and clinical PMC placement (Spearman's rho = 0.33, p = 0.0007).</p><p><strong>Discussion: </strong>Whilst students received appropriate training regarding the use of PMCs, both in theory and practice, exposure to pulpotomy procedures remains limited.</p><p><strong>Conclusions: </strong>Most dental students in Amsterdam demonstrated appropriate knowledge, preclinical experience and understanding of indications for PMCs compared to performing a pulpotomy. Therefore, greater emphasis should be placed on both the theoretical and practical aspects of pulpotomy.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1253-1260"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383293/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145806125","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":"Effectiveness of a Virtual Simulation Training System for Learning Lateral Approach Maxillary Sinus Floor Elevation Skill Among Dental Students: A Pilot Study.","authors":"Min Zhang, Rongkai Cao, Lang You, Borui Xu, Yifan Xu, Zhen Fan","doi":"10.1111/eje.70070","DOIUrl":"10.1111/eje.70070","url":null,"abstract":"<p><strong>Introduction: </strong>The complexity and limited visibility associated with the deep surgical area make learning lateral approach maxillary sinus floor elevation a significant challenge for dental students in the current circumstances. This study is aimed at evaluating the effectiveness of a virtual simulation training system specifically designed for learning lateral approach maxillary sinus floor elevation skills by comparing it to conventional teaching methods among dental students.</p><p><strong>Methods: </strong>A total of 40 participants were randomly assigned to two groups: a test group (N = 20) that utilised the virtual simulation training system and a control group (N = 20) that underwent conventional course-based learning. Following the training period, all participants completed a knowledge test and operational assessment to evaluate their learning efficiency. A specific questionnaire was administered to an additional 50 students to facilitate the development of the virtual simulation training system.</p><p><strong>Results: </strong>Scores obtained by the test group in the knowledge test were significantly higher than those of the control group (p < 0.05). Additionally, the subjective and objective criteria assessed through the operational assessment indicated a notable improvement in the use of the virtual simulation training system. The test group outperformed the control group in both aspects, and these differences were statistically significant (p < 0.05). The questionnaire survey showed all questions regarding overall understanding exhibited a significant improvement after utilising the virtual simulation training system (p < 0.05).</p><p><strong>Conclusion: </strong>The virtual simulation training system proves to be an effective tool for dental students to learn the lateral approach maxillary sinus floor elevation skill.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1152-1159"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383334/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145394893","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}