European Journal of Dental Education最新文献

{"title":"ONCOllab for Transmission of Knowledge Related to Oral Complications of Cancer Therapy Among Dental Students.","authors":"Sara Samur Erguven, Paul L Friedlander, Dilber Celik, Aydin Ozkan","doi":"10.1111/eje.13089","DOIUrl":"https://doi.org/10.1111/eje.13089","url":null,"abstract":"<p><strong>Introduction: </strong>ONCOllab is a social media application developed by FDI to improve the management of oral complications that may arise during cancer therapy. This study aimed to evaluate the effects of ONCOllab on learning and perception among dental students.</p><p><strong>Material and method: </strong>A theoretical test on oral complications of cancer therapy to determine baseline level knowledge was given to fourth-year dental students. Students were randomly divided into two groups. All students attended a lecture-based theoretical education on oral complications of cancer therapy. After the lecture, students were randomised into Group 1 (no further education) or Group 2 (presentation about ONCOllab with subsequent utilisation). One week later, a second test was applied to assess knowledge levels. The students' overall perception and satisfaction levels in Group 2 were also evaluated.</p><p><strong>Results: </strong>The study included 59 participants [female, 35 (59%)]. The results of the first evaluation test found similar baseline knowledge between the groups (p > 0.05). The second test's results were significantly higher in both groups (p < 0.05). However, students in the ONCOllab group (Group 2) showed a significantly higher level of knowledge than Group 1 for the second test scores (p = 0.001). All of the participants in the ONCOllab group found the application beneficial for education and reported that they would like to use it in the post-graduation period.</p><p><strong>Conclusion: </strong>Both theoretical and ONCOllab-supported theoretical approaches significantly improved knowledge of oral complications of cancer therapy. However, in addition to educational superiority, ONCOllab-supported theoretical education was found to be associated with satisfactory results in terms of student perception.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626651","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":"Assessment of Undergraduate Dental Education on Domestic Violence in France","authors":"Morgane Berthin,&nbsp;Sibylle Vital,&nbsp;Elisabeth Dursun,&nbsp;Alice Germa,&nbsp;Hadrien Diakonoff","doi":"10.1111/eje.13087","DOIUrl":"10.1111/eje.13087","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Domestic violence (DV) is a critical public health issue, and its detection and management are mandatory in the undergraduate curriculum of French healthcare professionals since 2010. While dentists can play a crucial role in detecting DV, education on DV is not uniformly implemented across French dental schools. This study aims to provide an overview of domestic violence education in undergraduate dental curricula in France, identify barriers to its implementation, and propose strategies for improvement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>A descriptive cross-sectional study was conducted using a 13-item online questionnaire sent to the heads of education at all 15 French dental schools. Inclusion criteria focused on accredited dental schools offering undergraduate training. Participation was voluntary and anonymous, and informed consent was implied by survey submission. Data were analysed descriptively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Among 15 dental schools, 11 (73%) responded. Six schools (54.5%) provided DV education, with a focus primarily on child abuse (100%), while intimate partner violence (66.6%) and elder abuse (20%) were less frequently addressed. Barriers included a lack of expertise among faculty (36.4%) and limited curriculum space (9.1%). Respondents favoured workshops and external speaker involvement to improve teaching.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The findings highlight the need to expand DV education across French dental schools to cover all forms of violence and strengthen interdisciplinary approaches. Future efforts should focus on addressing identified barriers, integrating innovative teaching methods, and ensuring that DV education is integrated nationwide through a standardised curriculum.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"29 2","pages":"472-478"},"PeriodicalIF":1.7,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13087","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143527994","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":"Characteristics of Good Clinical Teachers: Insights From Japanese Clinical Trainee Dental Residents","authors":"Kanako Noritake,&nbsp;Kumiko Yamaguchi,&nbsp;Makoto Kikukawa,&nbsp;Yuna Kanamori,&nbsp;Hiroshi Nitta","doi":"10.1111/eje.13086","DOIUrl":"10.1111/eje.13086","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The characteristics of good clinical teachers, as considered by clinical trainee dental residents, remain uncertain not only in Japan but also globally. This study aimed to ascertain the characteristics associated with a good clinical teacher as perceived by clinical trainee dental residents in Japan; additionally, it determined how these characteristics differ from those identified in previous studies at various learning stages and in other professions, particularly among physicians.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Employing a qualitative approach, data were gathered through semi-structured focus groups and in-depth interviews. The focus group transcripts were analysed meticulously and independently, with anonymisation and coding conducted by the three authors. Clinical trainee dental residents or dentists within a year of completing clinical training were recruited using maximum variation sampling until thematic saturation was achieved.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 38 participants took part in eight focus group interviews and one in-depth interview. The 376 identified descriptors were categorised into 44 distinct themes. ‘Provides advice at the level of resident’ emerged as the most prevalent theme, followed by ‘Provides feedback and formative assessment’, ‘Provides practical guidance’, and ‘Models a close dentist-patient relationship’. Using Sutkin's primary categories (teacher, physician and human characteristics), 25 of the 44 themes were classified as teacher characteristics, 10 as physician characteristics, and 9 as human characteristics. Twenty-two themes corresponded directly to Sutkin's framework, and 22 were novel contributions of this study.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>While the identified common themes resonate with those recognised in the medical field as attributes of good clinical teachers, half of the themes were specific to the dental domain and were independently established. These findings underscore the successful elucidation of the unique attributes specific to good clinical teachers among clinical trainee dental residents.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"29 2","pages":"462-471"},"PeriodicalIF":1.7,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13086","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143527997","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":"In Which Ways Does Community-Based Dental Education Facilitate Development of Professional Identity in Undergraduate Curricula? A Scoping Review","authors":"Sruthi Sunil,&nbsp;Juebei Chen,&nbsp;Kamran Ali,&nbsp;Trine Fink,&nbsp;Xiangyun Du","doi":"10.1111/eje.13084","DOIUrl":"10.1111/eje.13084","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Community-Based Dental Education (CBDE) is becoming an integral part of undergraduate dental curricula globally. Literature has provided a wide range of benefits related to supporting the development of several professional skills such as communication and social interactions in community settings for dental students. While these skills are related to professional identity (PI) development, there has been little discussion linking CBDE with PI development in the current literature. To fill in this literature gap and explore pedagogical potentials to support PI for undergraduate healthcare curricula, this study provides a scoping review of the literature to analyse how published studies link CBDE to the development of PI.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>PRISMA extension for Scoping Reviews (PRISMA-ScR) was used to conduct the review. The review protocol was registered with Open Science Framework to ensure transparency. Multiple electronic databases were searched, followed by screening of the articles based on the inclusion and exclusion criteria. Qualitative analysis of the included articles was conducted using NVIVO by two independent reviewers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 4483 articles were identified from databases. The full-text screening was performed for 101 articles by two reviewers, out of which 35 articles were included in the analysis. The reviewed articles provide a diverse perspective of association and contribution to PI development through CBDE. Four dimensions were identified, including personal, clinical, interpersonal, and cultural. Most of the studies focussed on attaining clinical experience, while other studies explored confidence, teamwork skills, communication skills, and cultural awareness among undergraduate students in CBDE.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The current study explores the value of CBDE to foster PI development in undergraduate education. Although the existing literature identifies some elements in CBDE that may contribute to PI development, the link between it and CBDE does not appear to be articulated clearly. The results of the review provide practical implications for the future practice of CBDE and its relevance to professional identity development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"29 2","pages":"433-450"},"PeriodicalIF":1.7,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13084","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143517210","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":"Perception of Clinical Learning Experience: Dental Student Voices","authors":"Marty Mathieu,&nbsp;Valera Marie-Cécile","doi":"10.1111/eje.13083","DOIUrl":"10.1111/eje.13083","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>This study sought to explore dental students' perceptions of their clinical learning experience through the use of similes and metaphors in order to provide useful insights for clinical teaching.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>69 dental students in their clinical years (4th, 5th and 6th) participated in this study by responding to an online survey from February to April 2023 at the Toulouse University Hospital Centre. The sentence they were asked to complete concerning their clinical learning was ‘To be a clinical dental student in 2023 is…’. A thematic analysis of free-text responses was conducted to generate themes reflecting the perceptions of students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The students perceived their clinical studies as a long and difficult journey, requiring adaptability, resilience, and endurance to face complex or uncomfortable situations. Their environment was often perceived as hostile, and their clinical development as a battle. However, they also recognised that this difficult learning process was an investment in their future, with the hope of bringing smiles to patients' faces.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study allowed dental students to express their views on their clinical learning experience, and students should have more opportunities to influence their learning through feedback. In a dental course, the arts can serve as a powerful tool for diagnosing learning and teaching problems and to express emotions, which can have a positive impact on professional growth.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"29 2","pages":"427-432"},"PeriodicalIF":1.7,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13083","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143505229","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":"Postgraduate Education for Dental Therapists in Special Care Dentistry: Educators' Views","authors":"Emily Banks,&nbsp;Lauren Stentiford","doi":"10.1111/eje.13082","DOIUrl":"10.1111/eje.13082","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Special Care Dentistry (SCD) calls for the use of a diversified workforce to improve the oral care of patients. Previous studies have found that there is a lack of postgraduate education for groups such as dental therapists; however, interest in education from this group is expressed. The present study seeks to find the views of university educators regarding the provision of postgraduate education in Special Care Dentistry for dental therapists in the United Kingdom.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Semi-structured interviews were conducted with 11 university educators. Transcripts were analysed thematically using an inductive approach. Categories were identified within the themes relating to specific sub-questions posed by the study.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Postgraduate education in Special Care Dentistry for dental therapists is a potentially worthwhile endeavour. Participants suggested that this might result in an improved service for patients and would expand postgraduate opportunities for dental therapists that have been lacking. Participants acknowledged there are financial and logistical barriers to the development of a postgraduate course, especially one that cannot guarantee a large uptake of dental therapists.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Postgraduate education in Special Care Dentistry for dental therapists should be considered for development. This study supports recommendations in existing literature and provides insight into an improved, diversified workforce in Special Care Dentistry.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"29 2","pages":"418-426"},"PeriodicalIF":1.7,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143484365","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":"Beyond the Smile: Exploring the Mental Well-Being of Dental Students Across Institutions","authors":"Kamran Ali,&nbsp;Daniel Zahra,&nbsp;Ulfat Bashir,&nbsp;Hina Zafar Raja,&nbsp;Usman Sana,&nbsp;Asma Shakoor,&nbsp;Mariya Khalid,&nbsp;Amna Mansoor,&nbsp;Mahwish Raja","doi":"10.1111/eje.13085","DOIUrl":"10.1111/eje.13085","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>A high frequency of mental issues has been reported amongst dental students in recent years. The aim of this study was to explore the frequency of depression, stress, and anxiety amongst undergraduate dental students in a developing country and identify factors which may contribute to the poor mental health of dental students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>After obtaining ethical approval, undergraduate dental students from 14 dental institutions were invited to participate in an online study. Data were collected using two globally validated scales for screening mental health. The survey inventory also included two open-ended items and was administered using Google forms.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Complete responses were received from 639 participants, which included 71.67% (<i>n</i> = 458) females and 28.33% (<i>n</i> = 181) males. The overall response rate was 43%. The modal age group was 18–21-year-olds (63.54%, <i>n</i> = 406), followed by 22–25-year-olds (35.52%, <i>n</i> = 227). The mean score on PHQ-9 was 10.37 (SD ± 6.13) and 48.67% of participants showed moderate to severe depression. The mean DASS–21 score was 20.81 (SD ± 14.64) and 48.21% of participants were screened positively for moderate to extremely severe depression, 49.30% for moderate to extremely severe anxiety, and 30.36% of participants showed features of moderate to extremely severe stress. Significantly positive correlations were observed for the whole sample and demographic factors for participant scores on PHQ-9 for Depression, and Depression, Anxiety, and Stress scores on DASS-21. Academic workload, social interactions, personal factors, academic environment, and financial difficulties were reported as the main causes of poor mental health.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>This study shows a high prevalence of depression, anxiety, and stress amongst undergraduate dental students in a country with a unique socio-cultural landscape. The study also identified underlying factors which adversely affect the mental health of dental students and provides recommendations to address these challenges.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"29 2","pages":"451-461"},"PeriodicalIF":1.7,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13085","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143484364","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 Typology of Empathic Communication Strategies in Dental Visits","authors":"Lance Brendan Young,&nbsp;David C. Johnsen","doi":"10.1111/eje.13081","DOIUrl":"10.1111/eje.13081","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Dentists' empathy for patients is associated with enhanced patient satisfaction and clinical outcomes, and with reduced patient anxiety and dentist burnout. Cognitive empathy has been distinguished from emotional empathy, but how these broad types are expressed within the dentist-patient relationship has not been explored. The purpose of this study is to further differentiate types of empathy expressions in routine dental visits.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>Third-year students (<i>n</i> = 80) treated standardised patients (<i>n</i> = 11) portraying one of two patient profiles, each of which had multiple treatment needs in addition to a major systemic health problem: cancer or rheumatoid arthritis. After each visit, the patients completed assessment rubrics which included opportunities to comment on performance on four skillsets: visit initiation, patient interviewing, treatment planning and global communication. These comments were qualitatively content analysed. Comments (<i>n</i> = 301) were first deductively coded for valence (positive vs. negative evaluation) and empathy type (cognitive vs. emotional). Subsequently, comments were inductively coded for subtypes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Three subtypes of cognitive empathy were identified in patient comments: facilitating comprehension, resolving treatment barriers and relieving physical discomfort. Five types of emotional empathy were identified: comforting emotionally, validating, sympathising, encouraging and inspiring confidence. Unexpectedly, four subtypes emerged which could not definitively be classified as exclusively cognitive or emotional, so a hybrid type was identified for these subtypes: respecting, moderating, attending and destigmatizing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Patients distinguish subtypes of cognitive and emotional empathy, but some hybrid expressions are powerful because they simultaneously convey both types of empathy.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"29 2","pages":"410-417"},"PeriodicalIF":1.7,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13081","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143460491","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":"Learning by Concordance as a Tool for Paediatric Dental Traumatology Education","authors":"Mainville Gisèle,&nbsp;Buithieu Hélène,&nbsp;Charlin Bernard,&nbsp;Strub Marion","doi":"10.1111/eje.13079","DOIUrl":"10.1111/eje.13079","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>A learning by concordance (LbC) tool including 33 vignettes was developed jointly by teachers from the Y and the University of X to train undergraduate dental students in paediatric dental traumatology. The aim of this work was to present a learning tool not yet described in the community of dental educators. The method was presented on two different electronic platforms to two groups of students. Different modalities were compared.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methodology</h3>\u0000 \u0000 <p>International panellists were asked to detail their reasoning for resolving ambiguous or complex situations described in clinical vignettes. Two groups were approached: a first group composed of students new to LbC (Y group) and a second group that had already experienced this type of learning method (X group). The modalities of training management differed according to the groups: Y group used the Wooclap platform and responded on a 5-modality Likert scale, while X group used Moodle and a 3-modality Likert scale. Student volunteers were able to complete a qualitative survey about the training. The main indicator used was students' opinions and feelings about different aspects of the tool.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The training was completed by 121 students, 53 of whom agreed to give their opinion on the tool. Consistent with current knowledge, we found that novices had difficulty answering a 5-modality Likert scale because of the subtle difference between two close answers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This is the first study to introduce a LbC tool in dental education and the results showed a strong interest in this type of pedagogical tool, regardless of the online platform used.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"29 2","pages":"392-400"},"PeriodicalIF":1.7,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13079","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143460493","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":"Resources Allocated for Undergraduate Education in Oral Radiology in European Dentistry Programmes: A Survey Study","authors":"Jan Ahlqvist,&nbsp;Eva Levring Jäghagen,&nbsp;Silvina Friedlander-Barenboim,&nbsp;Rosalyn Clarkson,&nbsp;Jorge Ferreira Da Costa,&nbsp;Erdogan Fisekcioglu,&nbsp;Anastasia Mitsea,&nbsp;Kazimierz Szopinski,&nbsp;Christina Lindh","doi":"10.1111/eje.13078","DOIUrl":"10.1111/eje.13078","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The Education Committee of the European Academy of DentoMaxilloFacial Radiology should ‘<i>encourage and support high levels of graduate and postgraduate education in dentomaxillofacial radiology</i> (<i>DMFR</i>) <i>all over Europe</i>’. For this reason, the committee aimed to formulate a document describing resources allocated for undergraduate education within oral radiology in Europe today that can serve as a benchmark against which dental schools and/or countries with dentistry programmes can relate their undergraduate education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>A questionnaire addressing resources allocated for learning oral radiology was distributed to colleagues involved in oral radiology education in 117 dental schools in 29 countries in Europe.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The answers represent approximately 13% of the dental schools in 40% of the countries providing dental education in Europe. There was a large variation regarding qualifications among teachers. There were also large differences in reported time dedicated to oral radiology courses, within some parts the allocated time differed by a factor 16.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>An ambition to achieve high standards in oral radiology all over Europe should, based on the results of this survey, start with an effort to attain consensus regarding the role of oral radiology in dental education. The involvement of dentists with DMFR specialist training, would support high levels of undergraduate education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The results of this survey include information that educators and authorities can relate to in planning and implementation of new or revised curriculum. The ambition should be to increase teachers' competence and to work towards more harmonised and extensive courses in oral radiology.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"29 2","pages":"384-391"},"PeriodicalIF":1.7,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.13078","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143460495","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}