Search

Background/purpose: Since the introduction of virtual learning into dental education, students’ perceptions of the effectiveness of virtual versus in-person learning formats have evolved for interactive clinical case-based learning (ICCBL). This study aimed to undertake a comparative analysis of three different cohorts that received various formats of ICCBL instruction. Materials and methods: A survey was distributed to the Classes of 2023, 2024, and 2025 following each class completion of interactive clinical case-based-tutorials (ICCBT) as part of the Treatment of Active Disease (TxAD) course at Harvard School of Dental Medicine. Results: A total of eighty-five participants from the three cohorts, twenty-three students from the Class of 2023 (virtual format, 71.9 % participation rate), thirty-one students from the Class of 2024 (combination of virtual and in-person, 91.2 %), and thirty-one students from the Class of 2025 (in-person, 83.8 %) completed the post-course survey. Across three classes, all cohorts were more likely to perceive the virtual format as more effective than in-person ICCBT. In addition, the classes were more likely to prefer virtual based classes compared to in-person tutorials in the future. Conclusion: This study highlights the dynamic shifts in educational approaches to align with the evolving demands of contemporary students. Our findings show that all cohorts expressed a preference for virtual ICCBT sessions and perceived virtual ICCBT sessions as somewhat more effective for learning compared to in-person sessions. These findings challenge the notion that such sessions must be conducted in person, prompting further research and the exploration of potentially more effective and optimized educational methods.

Background/purpose: Self-assessment in dental education is considered a fundamental skill for proficient oral healthcare providers. While previous studies looked at self-assessment in education, few have done so at Japanese institutions. This study aimed to assess potential associations between gender and self-assessment skills in Japanese dental students. Materials and methods: Dental students from Niigata University (n = 301) completed preclinical prosthodontic exercises and self-assessed their practical exam performance. Three calibrated faculty evaluated students’ work using the same rubric. The difference between student self-assessment score and mean faculty grade was defined as the student-faculty (S-F) gap, indicating how accurately students evaluated their work. The gap scores were stratified by quartiles by faculty grade and by gender. Regression analysis was used to investigate potential associations. Results: Students mean S-F gap was 2.9 ± 10.5 % with a significant negative association to faculty grades (coefficient, −0.32; P

Summary: This study proposed the development of a protocol for class-II preparations with demineralized gingival margins for the improvement of the longevity of restorations. Evidence sources such as location/color/surface hardness/width of demineralized gingival margin with enamel/demineralized enamel (DE)/dentin/cementum were reviewed based on methodological studies and systematic reviews. A decision tree protocol was developed with criteria (i) lesion location: demineralized gingival margins in enamel must be removed, but if close to cementoenamel-junction, color should be evaluated. (ii) Color: yellow/brown lesions must be removed, but if white/opaque, then the surface hardness should be evaluated. (iii) Surface hardness: soft/demineralized gingival margin must be removed, but if adequately hard, width should be evaluated. (iv) Width: lesions less than half-enamel thickness and impenetrable by an explorer, remineralization is possible and the lesion does not need to be removed. A decision tree protocol was set up with the current available literature. Further continued investigations will be needed for the appropriate protocol updates.