European Journal of Dental Education最新文献

{"title":"Comparative Study of 3D-Printed and Banana Model for Suture and Biopsy Training in Dental Education: A Randomised Controlled Trial.","authors":"Flore Bertout, Agathe Louisy, Anne-Gaëlle Chaux, Emilie Hascoët, Philippe Lesclous, Alexandra Cloitre","doi":"10.1111/eje.70087","DOIUrl":"10.1111/eje.70087","url":null,"abstract":"<p><strong>Objective: </strong>To determine which model - the banana or the 3D-printed anatomical model - is most effective for teaching sutures and biopsies to third-year dental students, considering both non-technical and technical aspects.</p><p><strong>Materials and methods: </strong>A total of 74 students participated in this two-arm parallel randomised controlled trial (RCT). Non-technical effectiveness was evaluated by assessing students' reactions to the pedagogical models after the practical work (PW), as well as by measuring their perceived competence, confidence and anxiety both before and after the training. Technical effectiveness was objectively assessed by scoring sutures and biopsies using a criteria grid.</p><p><strong>Results: </strong>Students in the 3D-printed anatomical group were more satisfied than those in the banana group across all assessed criteria, including ease of handling, realism and suitability for clinical preparation (p < 0.0001). After the PW, both groups showed improved competence (p < 0.001) and confidence (p < 0.001), as well as reduced anxiety (p < 0.001), with no significant intergroup differences. Objective suture assessment scores were higher in the 3D-printed anatomical group than in the banana group (17.68/20 vs. 12.97/20, p < 0.0001), while for biopsies, no significant difference was demonstrated (8.60/10 vs. 8.17/10; ns).</p><p><strong>Conclusion: </strong>The 3D-printed anatomical model was superior to the banana model in both non-technical aspects (e.g., satisfaction) and in technical aspects for suture practicing. This superiority could be attributed in particular to the improved mechanical properties and realism. For biopsies, both models were technically equally effective, suggesting that tissue fidelity may be less critical for this procedure.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1307-1315"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383318/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145866368","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 Perspectives on the Efficacy of Hybrid Simulation Laboratory Teaching-Practicing Modules.","authors":"Jing Li, Xin Lin, Xiaoli Lian, Xiaodong Chen, Zhitao Wang, Chunxia Chen, Feifei Ma, Yao Chen, Yanmei Dai, Huiru Zou","doi":"10.1111/eje.70044","DOIUrl":"10.1111/eje.70044","url":null,"abstract":"<p><strong>Introduction: </strong>This study examined dental students' perspectives on a hybrid simulation-laboratory (sim-lab) course for ultrasonic supragingival scaling.</p><p><strong>Materials and methods: </strong>An interactive online system facilitated the course for second-year dental students from 23 colleges. The curriculum encompassed demonstrations of ultrasonic scaling techniques, coupled with opportunities for students to pose inquiries and engage in remotely guided practice sessions. Upon course completion, an anonymous survey was administered, and the collected data were analysed using Pearson correlation coefficient analysis. Responses to the open-ended question were tabulated and visualised through word clouds.</p><p><strong>Results: </strong>A total of 529 students participated, yielding 516 valid questionnaires. The majority of students (492) expressed a willingness to engage in online courses during their free time, with a mean score of 3.295 ± 0.577. Similarly, 511 students reported satisfaction with the course content selection, achieving a mean score of 3.490 ± 0.549. Furthermore, 505 students concurred that remote guidance was instrumental in refining their practical skills, scoring a mean score of 3.669 ± 0.529. Notably, only a minority of participants (0.78%, 0.78% and 0.39%, respectively) strongly disagreed with these assertions. A robust correlation was observed between satisfaction with the course content selection and improvements in practical skills (r = 0.541, p < 0.001). Conversely, students' willingness to study or explore online courses in their leisure time exhibited a weaker correlation with practical skill improvements (r = 0.269, p < 0.001).</p><p><strong>Conclusion: </strong>The findings of this study underscore the overwhelming acceptance of the hybrid sim-lab course among dental students and its potential to elevate their educational journey.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"945-952"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383370/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977324","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":"Mental Health Matters: A Multi-Institution Study on the Mental Health of Undergraduate Dental Students.","authors":"Sadeq Ali Al-Maweri, Kamran Ali, Daniel Zahra, Zohaib Khurshid, Alhanouf A Alkhuraiji, Nourhan M Aly, Anas Shamala, Abeer Abdulkareem Almashraqi, Alaa Daud","doi":"10.1111/eje.70065","DOIUrl":"10.1111/eje.70065","url":null,"abstract":"<p><strong>Purpose: </strong>This study aims to explore the prevalence of mental health issues among dental students in the Arabic-speaking countries and identify the contributing factors.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted among dental students at multiple dental institutions from four Arabic-speaking countries namely, Saudi Arabia, United Arab Emirates, Yemen, and Egypt. The survey questionnaire consisted of five sections: Consent to participate; Demographics of the participants; The Depression Anxiety Stress Scale (DASS-21); the Patient Health Questionnaire (PHQ-9); and open-ended items.</p><p><strong>Results: </strong>Of the 508 responses received, 429 provided complete PHQ-9 and DASS-21 scales, forming the basis of the analyses. Results indicated a high prevalence of depression, anxiety, and stress among dental students, with 34.27% self-reporting moderate depression and 9.86% severe depression. Additionally, significant gender differences were observed, with female students reporting higher levels of mental health symptoms for both DASS-21 and PHQ-9. The study also highlights the lack of significant association between year of study and severity of mental health symptoms, suggesting that mental health challenges are pervasive across all academic years.</p><p><strong>Conclusion: </strong>These findings underscore the need for targeted interventions to support the mental well-being of dental students, with particular attention to academic stress, gender differences, and cultural considerations. By addressing these challenges, dental education programs can foster a healthier, more supportive learning environment for students.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1119-1132"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383297/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145607198","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":"Dental Educators' Stress and Wellbeing in the Workplace-An International Perspective.","authors":"Shannu Kohli Bhatia, Ruby Long, Sviatlana Anishchuk, Damian J J Farnell, Morag Powell, Michael G Botelho","doi":"10.1111/eje.70049","DOIUrl":"10.1111/eje.70049","url":null,"abstract":"<p><strong>Introduction: </strong>Supporting wellbeing of staff involved in dental education is vital to ensure the safe effective delivery of the curriculum and training of the dental workforce. There are only a limited number of studies on the stress and wellbeing of staff involved in dental education and the barriers they face in engaging with any wellbeing services provided. To plan strategies for the promotion of staff wellbeing, it is important to identify these and the barriers faced by staff. The aim of this study is to determine the stress and wellbeing of the staff involved in dental education and identify any barriers they face in accessing wellbeing services.</p><p><strong>Methods: </strong>An online cross-sectional survey was conducted to investigate the wellbeing and stress of staff involved in dental education in institutions associated with the Association of Dental Education in Europe, using two validated survey instruments: the Warwick-Edinburgh Mental Wellbeing Scale (WEMWDS) and the Perceived Stress Scale (PSS). In addition, staff demographics and barriers to accessing any wellbeing services were identified.</p><p><strong>Results: </strong>A total of 247 participants responded. The mean WEMWDS score was 49.0 (95% CI = 47.9-50.1; SD = 8.7) and the mean PSS score was 18.1 (95% CI = 17.3-19.0; SD = 6.7), with 68.0% reporting moderate and 8.5% high levels of perceived stress. Year of birth and work role were statistically significant for the primary outcome. Over 50% of respondents who needed support did not access the available services, citing several barriers, including lack of awareness (15%), uncertainty about the effectiveness of services (20.6%) and time constraints (22.3%).</p><p><strong>Conclusion: </strong>Staff involved in dental education report higher stress and lower wellbeing than the general population. Those in the younger age group or involved in job roles such as research or clinical teaching are more affected. Staff face multiple barriers to accessing wellbeing services and are more likely to seek help from senior colleagues. It is vital that educational institutions establish strategies to promote the wellbeing of their staff members and improve access to services.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"989-1003"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383354/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145034635","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":"Assessment of ChatGPT's Performance on the ACP 2024 National Prosthodontics Resident Exam (NPRE).","authors":"Abdulrahman Almalki, Ramzi O Althubaitiy, Fahad Alkhtani, Evanthia Anadioti, Heba Wageh Abozaed","doi":"10.1111/eje.70045","DOIUrl":"10.1111/eje.70045","url":null,"abstract":"<p><strong>Purpose: </strong>To evaluate the performance of ChatGPT on the National Prosthodontics Resident Exam (NPRE).</p><p><strong>Methods: </strong>Two separate OpenAI accounts were used for ChatGPT 3.5 and ChatGPT 4.0, each managed by independent examiners. The dataset was sourced from the American College of Prosthodontics (ACP) 2024 National Prosthodontics Resident Exam (NPRE), which includes 150 multiple-choice board-style questions on various prosthodontic topics. Questions were inputted as they appeared in the NPRE, and responses were recorded as correct or incorrect. Accuracy was assessed using a two-tailed t-test, with statistical significance set at p < 0.05. After the study was completed, OpenAI accounts were deleted to ensure data privacy and security.</p><p><strong>Results: </strong>ChatGPT 3.5 correctly answered 84 out of 150 questions, achieving a score of 56.0%; while ChatGPT 4 significantly outperformed it with a score of 73.7%, correctly answering 109 out of 150 questions (p < 0.001). In specific subjects, ChatGPT 4 consistently scored higher, with significant improvements in Basic Science (71.2% vs. 61.3%), Implant Surgery (67.5% vs. 41.2%), Diagnosis and Treatment Planning (66.6% vs. 53.4%) and Fixed Prosthodontics (86.9% vs. 62.5%). The highest scores for both versions were in Dental Materials, with ChatGPT 4 achieving 91.6% compared to ChatGPT 3.5's 73.1%.</p><p><strong>Conclusion: </strong>ChatGPT 4.0 shows promising potential as an educational tool for prosthodontics residents by effectively addressing board-style questions. However, due to a significant presence of misinformation in ChatGPT's current prosthodontics knowledge base, residents should exercise caution and supplement AI-generated content with evidence-based information from credible sources to ensure accuracy and reliability.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"974-978"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383305/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977345","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":"Reliability of Various Depth Guiding Methods in Preparation of Full Crowns Used by Dental Undergraduates.","authors":"Tian Luo, Lin Fan, Chenyang Xie, Yusen Shui, Haiyang Yu","doi":"10.1111/eje.70053","DOIUrl":"10.1111/eje.70053","url":null,"abstract":"<p><strong>Introduction: </strong>This study compares the effects of different depth guiding techniques used by undergraduates on improving the reliability of full crown tooth preparation.</p><p><strong>Materials and methods: </strong>A primary virtual model was designed by making a 3-dimensional print of a scanned standard artificial tooth #11 and the base. Thirty undergraduate students were divided into three groups based on different depth guiding techniques tested: depth groove group (G), silicone indices group (S) and depth hole group (H). The participants prepared the teeth 10 times after being informed of the required amount of preparation at different sites. The prepared models were matched virtually with the primary model. The preparation depth of three groups at twenty-nine sites per tooth was measured and compared against the recommendation. Additionally, curves showing the relationship between preparation depth and preparation count were obtained.</p><p><strong>Results: </strong>The depth guiding technique and preparation count had different effects on the preparation depth in different sites. Excluding the finish line, the different methods had a significant impact on the preparation depth at other measured sites (p < 0.05). Comparing the actual preparation depth for each group with the recommendation, the qualified ratio was 45.29% in group H, 38.00% in group S and 26.57% in group G. The preparation count also had a significant impact on the preparation depth (p < 0.05).</p><p><strong>Conclusion: </strong>The depth hole method was the most effective in controlling the preparation depth for undergraduate dental students, while the depth groove method performed the least effectively. In the finish line area, the operators' proficiency in tooth preparation appeared to be more dominant than the guiding method for the reliability of its preparation.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1004-1012"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383366/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145276517","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":"Evaluating Dental Students' Perspectives on Artificial Intelligence (AI)-Driven Large Language Models in Education in Saudi Arabia.","authors":"Khalifa S Al-Khalifa, Walaa Magdy Ahmed, Amr Ahmed Azhari, Amir I O Ibrahim, Reham S Al-Saljah, Ramy Moustafa Moustafa Ali, Sultan Ainoosah, Amal Alfaraj","doi":"10.1111/eje.70042","DOIUrl":"10.1111/eje.70042","url":null,"abstract":"<p><strong>Objectives: </strong>This study explores the perspectives of dental students in Saudi Arabia regarding the integration of large language models (LLMs) in dental education. It aims to understand their familiarity, utilisation and perceptions of these tools, while addressing the potential benefits, risks, and ethical considerations associated with their use.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted between January and March 2024, involving 1370 dental students from various institutions across Saudi Arabia. The survey included multiple-choice questions and Likert scale items, assessing familiarity, usage patterns, and perceptions of LLMs. Statistical analyses were performed to identify significant associations between demographic variables and students' familiarity, utilisation, and perceptions of LLMs.</p><p><strong>Results: </strong>The survey revealed broad familiarity with LLMs, with 58.1% of participants being aware of their capabilities. Usage patterns varied, with high engagement in tools like ChatGPT and Google Translate. Significant gender, educational level and regional differences were observed, with males and postgraduate residents showing higher familiarity and utilisation rates. However, ethical concerns, including the potential for plagiarism and academic dishonesty, were prevalent, with only 15% of students reporting that their institutions had specific guidelines for LLM use.</p><p><strong>Conclusion: </strong>The study highlights the need for a controlled and ethically informed approach to integrating LLMs into dental education. While LLMs offer potential benefits, their use must be regulated to prevent misuse and ensure that educational outcomes are enhanced rather than compromised. Institutions should develop clear guidelines, provide ethical training and emphasise the importance of critical evaluation when using LLMs.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"953-965"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383361/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145180085","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":"Design, Implementation and Evaluation of Educational Aid Game for Differential Diagnosis of Oral Lesions Through Mobile Learning.","authors":"Arghavan Tonkaboni, Payam Asadi, Mojgan Mohammadimehr, Maryam-Sadat Sadrzadeh-Afshar","doi":"10.1111/eje.70089","DOIUrl":"10.1111/eje.70089","url":null,"abstract":"<p><strong>Introduction: </strong>The accurate recognition of oral lesions is a core competency in oral medicine. This skill is critical, as timely patient presentation is not always guaranteed, and precise diagnosis is essential, particularly for malignant lesions requiring immediate intervention to prevent serious health risks. Traditional learning can be reinforced through engaging methods that enhance interest and knowledge retention. This study aimed to develop a computer-based educational game and evaluate its impact on student learning by comparing it with traditional instruction, while also assessing student attitudes towards mobile learning.</p><p><strong>Materials and methods: </strong>This interventional study involved 48 students from two dental schools, randomly allocated to an intervention group or a control group. A pretest established baseline knowledge. The intervention group used the educational game as a supplement to traditional teaching for 3 weeks, while the control group received only traditional instruction. A posttest was administered to both groups. Student attitudes towards mobile learning were evaluated in the intervention group using a validated questionnaire. Data were analysed using the Wilcoxon test for within-group comparisons and the Mann-Whitney test for between-group comparisons.</p><p><strong>Results: </strong>Posttest scores increased from baseline in both groups. The within-group improvement was statistically significant in the intervention group (p = 0.006) but not in the control group (p = 0.082). However, the between-group difference in score improvement was not statistically significant (p = 0.312). Students in the intervention group reported positive attitudes towards mobile-based learning.</p><p><strong>Conclusion: </strong>The educational game showed potential in enhancing learning outcomes, with a significant improvement observed within the intervention group. Students expressed positive attitudes towards mobile-based learning, valuing its accessibility and ability to diversify the learning experience. These findings suggest that game-assisted mobile learning can serve as a valuable supplementary tool in dental education. Educators may consider integrating such tools to increase engagement and complement traditional teaching methods.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1325-1332"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383521/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147787759","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":"Mind Mapping in Orthodontic Education: A Two-Cohort Action-Research Study Exploring the Impact of Feedback on Student Learning and Perception.","authors":"Shoroog H Agou","doi":"10.1111/eje.70075","DOIUrl":"10.1111/eje.70075","url":null,"abstract":"<p><strong>Introduction: </strong>Mind mapping is a visual learning strategy that fosters critical thinking in health professions education, yet it remains underexplored in orthodontic curricula. With varying class sizes, increasing reliance on technology, and fragmented delivery of core orthodontic concepts, there is a need for pedagogical tools that support integrative and meaningful learning. This study evaluates how instructional support significantly impacts students' perceptions and learning gains when mind mapping is introduced in an undergraduate orthodontics course.</p><p><strong>Materials and methods: </strong>An opportunistic comparison action-research study was conducted with two student cohorts (n = 187). Cohort I received structured orientation, guided instruction, and individualised feedback on their mind maps, while Cohort II completed the activity independently due to limited faculty availability. A 14-item perception questionnaire was used to assess students' views of the mind mapping experience. Reliability testing (Cronbach's α), t-tests, ANOVA, and regression models examined the impact of instructional support and learning styles on student perceptions.</p><p><strong>Results: </strong>The perception scale demonstrated strong internal consistency (α = 0.81). Cohort I reported significantly higher scores in 11 out of 14 perception items. Regression analysis identified cohort membership as a significant predictor of students' ability to perceive \"the big picture\" and recognise inter-topic links, suggesting a positive effect of structured feedback.</p><p><strong>Discussion: </strong>The findings align with literature on feedback-enhanced learning and highlight the value of guided visual tools in complex clinical domains. The differences between cohorts underscore the influence of faculty scaffolding on student engagement and conceptual integration.</p><p><strong>Conclusion: </strong>When embedded within structured instructional guidance, proper scaffolding, and formative feedback, learning tools can support meaningful integration of orthodontic concepts, an increasingly important safeguard against fragmented surface learning, especially in the AI era.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1195-1206"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383303/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146167741","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":"Impact of Evidence-Based Dentistry Education on Dental Students' Critical Appraisal Skills: A Prospective Cohort Study.","authors":"Carlota Inês Duarte de Mendonça, António Duarte Sola Pereira da Mata, Bruno Filipe da Costa Rosa, Joana Rita Oliveira Faria Marques, João Miguel Lourenço Silveira, Duarte Nuno da Silva Marques","doi":"10.1111/eje.70066","DOIUrl":"10.1111/eje.70066","url":null,"abstract":"<p><strong>Objective: </strong>This study aimed to assess the impact of evidence-based dentistry (EBD) education on the critical appraisal abilities of dental students.</p><p><strong>Methods: </strong>A prospective cohort study was conducted with students from the Faculty of Dental Medicine in Lisbon. After Local Ethics Committee approval and participants' informed consent, they completed the Cochrane Collaboration's Tool Assessment Risk of Bias 5.1.0 for two pre-selected articles, previously appraised by experts (reference answers). Questionnaires were administered at two time points, T0 (baseline) and T1 (post-training), with either 4.5 or 16 h of EBD instruction in between. Intra-student and inter-operator agreement were assessed using the Fleiss multirater kappa coefficient. Changes in the proportion of correct responses between T0 and T1 were evaluated using the McNemar-Bowker test, with significance set at p < 0.05.</p><p><strong>Results: </strong>Recruitment began in January 2022, and 81 students enrolled (13.6% male, 86.4% female; mean age 26.84 ± 6.51 years). Response rates were 100% at T0, and 97.53% (paper A) and 98.77% (paper B) at T1. The Fleiss multirater kappa coefficient indicated slight agreement between T0 and T1 responses, with increased inter-operator agreement following training. A statistically significant improvement in critical appraisal performance was observed post-training (McNemar-Bowker Test = 395.450, df = 6, p = 0.001). Subgroup analysis based on training duration and students' self-reported prior EBD education revealed no significant differences in outcomes.</p><p><strong>Conclusions: </strong>EBD education significantly improves the critical appraisal abilities of dental students, emphasising the positive impact of EBD training.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":"1133-1141"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383368/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145394900","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}