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Purpose: Dental students learn knowledge and practical skills to provide oral health care to the population. Practical skills must be maintained or continuously developed throughout a professional career. This cross-sectional survey aimed to evaluate the perception of practical skills of dental students and dental-school graduates by national dental associations (NDAs) in international comparison in the European Regional Organization of the FDI World Dental Federation (ERO-FDI) zone. Materials and Methods: A questionnaire of 14 items collected information on pre-/postgraduate areas. Results: A total of 25 countries participated (response rate: 69.4%), with 80.0% having minimum requirements for practical skills acquisition and 64.0% starting practical training in the 3rd year of study. In countries where clinical practical work on patients begins in the 2nd year of study, practical skills of graduates are perceived as average, starting in the 3rd year of study as mainly good, starting in the 4th as varying widely from poor to very good. In total, 76.0% of respondents feel that improvements are needed before entering dental practice. Improvements could be reached by treating more patients in dental school (32.0%), increasing the quantity of clinical training (20.0%), or having more clinical instructors (12.0%). In 56.0% of the countries, it is possible to open one’s own dental practice immediately after graduation, and in 16.0%, prior vocational training is mandatory. Conclusions: All participating countries in the ERO-FDI zone reported practical training in dental school, most starting in the 3rd year of study. The perception of practical skills of dental students and dental-school graduates among NDAs is very hetero geneous. Reasons for the perceived deficiencies should be further explored. [ABSTRACT FROM AUTHOR]

Bariatric dentistry is the branch of dental medicine focused on preventive and comprehensive oral health care of overweight or obese patients. Obesity is an increasing US and international health problem and is a condition characterized by abnormal or excessive fat accumulation in the adipose tissue and is categorized by body mass index (BMI) according to the World Health Organization (WHO). With the increase of morbid obesity worldwide and the unfavorable effect on the overall health and life expectancy, it is necessary that proper accommodations are made for accessible dental care of this vulnerable population of patients. The following case report details the emergency and the subsequent elective dental treatment of a patient with a morbid obesity and demonstrates the importance of necessary equipment, a multidisciplinary approach, and broad networking communication needed to treat bariatric patients. The aim of the present case report was to bring awareness and start professional discussions on the importance of dental practitioners in the community and dental academic programs working together to assure access for primary oral health for bariatric patients. [ABSTRACT FROM AUTHOR]

Background: This in vitro study investigated whether full-guided (FG) or half-guided (HG) implant placement is more suitable for beginners and to what extent the use of the coDiagnostiX (CDX) (10.5, Straumann Group, Basel, Switzerland) implant planning software proves useful in teaching. Methods: Twenty students planned implant positions with CDX which were then placed in a model using printed drill templates in the sense of FG implantation (group 1) and HG implantation (group 2). The implant positions could be compared with those of the reference model, and deviations could be determined. The results were tested for significance using the t-test for independent samples for groups 1 and 2. A total of 32 students subsequently completed a questionnaire about the software. Cronbach's α was also calculated to check the reliability of the questions for the individual subject areas. Results: In both groups the greatest deviation occurred along the y-axis in the vestibular direction. It measured 1.390 mm in group 1 and 1.570 mm in group 2. Comparing both groups, there were significant deviations along the y-axis (p =.013), along the z-axis (p =.049), and in the total deviation (p =.031). The questionnaire was evaluated in design, with 95% positive answers. In contrast, the evaluation of the area of time and effort resulted in only 55% positive responses. Overall, experience with the software was rated as positive by 74%. Conclusions: Group 1 achieved more accurate results, especially along the y-axis in the vestibular direction. In both groups, the implants were placed too deep. The questionnaire indicated a software with high usability and is therefore very suitable for teaching. If clinically feasible, beginners should prefer full-guided implant placement. [ABSTRACT FROM AUTHOR]

Clinically, apical barrier procedure can be adopted to create an immediate artificial barrier for tooth with an open apex. Given that the quality of the barrier is crucial, the apical barrier procedure is known for its high technical sensitivity, posing significant learning challenges for dental students. Therefore, a new dental teaching model not only effectively enhances the future clinical skills of dental students but also benefits a wider range of patients. A new dental model for simulating apical barrier procedure in vitro, is helpful for dental students to practice apical barrier procedure. This study aims to design, assess, and evaluate the feasibility of a three-dimensional (3D) printed apical barrier model for pre-clinical dental education. A novel 3D-printed apical barrier model was developed, consisting of a tooth model and a matching blind box. Total 200 3D-printed apical barrier models were used to train dental students, and fifty fifth-year dental students participated in this voluntary hands-on course. Each student performed apical barrier procedures on four 3D-printed models. The outcome of the first model served as the representative result for the “direct barrier group”, whereas the outcome of the fourth model represented the result of the “post-training barrier group”. The quality of the apical barrier procedure was assessed through X-ray examination, and a questionnaire was used to evaluate the 3D-printed model’s benefits, with scores ranging from 1 (strongly agree) to 5 (strongly disagree). The overall rating for the 3D-printed model was 2.0 ± 0.6. The model was noted for its high degree of realism, ease of use, and practical applicability. Post-training assessments showed significant improvements in the density of apical barrier fillings (P< 0.05), reduction in underfilling rates (P< 0.05), and decrease in overfilling distances (P< 0.05). Students overwhelmingly agreed that the model was beneficial for training in apical barrier procedures (1.06 ± 0.24), helped identify their shortcomings (1.62 ± 0.53), and improved their operational skills (1.90 ± 0.51). Both the questionnaire feedback and the quality of the fillings confirmed the feasibility and efficacy of the 3D-printed apical barrier model for dental education. The students had the possibility to learn the correct apical barrier procedure on printed dental models. [ABSTRACT FROM AUTHOR]

Dental practice management is usually a mandatory course for both undergraduate and postgraduate programs. However, learners and educators may encounter challenges in gaining experiences in real-life dental practice. The concept of a gamified virtual tour could have potential to improve dental practice management skills. A quasi-experimental study was conducted to evaluate the educational impact of a gamified virtual dental clinic (GVDC) on dental practice management skills among dental undergraduates (UG) and postgraduates (PG). All participants were assigned to complete the GVDC. Pre- and post-knowledge assessments were administered to evaluate knowledge acquisition. A self-administered questionnaire was distributed to investigate user perceptions toward the use of GVDC. There were 20 dental undergraduates and 20 orthodontic residents participating in UG and PG groups, respectively. Both groups demonstrated statistically significant increases in their assessment scores after completing the GVDC (P < 0.001). Although the pre-knowledge assessment score of the PG group was notably higher than that of the UG group (P = 0.041), there was no statistically significant difference in their post-knowledge assessment score (P = 0.491). Participants had positive perceptions of GVDC in terms of usefulness, ease of use, and enjoyment, with no statistically significant differences between the two groups (P > 0.05). Overall, the GVDC demonstrated positive educational impacts on acquiring knowledge and understanding of dental practice management, with participants expressing favorable perceptions of this immersive learning intervention. [ABSTRACT FROM AUTHOR]

AbstractVirtual reality (VR) and three-dimensional (3D) digital technologies have significantly influenced various fields in recent years, including medicine and dentistry, as they retain depth and spatial information. This pilot study aimed to assess the knowledge, attitudes, and practices of dental professionals in Gujarat regarding the effectiveness of VR and 3D digital tools in forensic dental education and research. A descriptive cross-sectional study was conducted through an online self-administered questionnaire consisting of 20 questions circulated among dental practitioners in Gujarat, India. Out of total 161 responses, 124 were from dental professionals and 37 were received from dental postgraduate students. The findings indicated limited knowledge of these technologies among both dental professionals and postgraduate students. The VR and 3D technologies were practiced by limited specialists, such as orthodontists, prosthodontists, forensic odontologist, oral-maxillofacial radiologist, whereas other specialists were not sensitized and trained in these technologies. With the ongoing development of technologies, there is no doubt that VR and 3D technologies can greatly aid in education and research, especially in this new era; encouraging new researchers to incorporate this high-potential modality and transform current practices in India and globally. [ABSTRACT FROM AUTHOR]

ABSTRACT Aim Materials and Methods Results Conclusion The aim of this study was to systematically review the relevant literature on teaching professionalism in dental curricula and report the relevant data from a survey of members of the Association for Dental Education in Europe (ADEE) on the topic.We conducted a systematic review of the literature and a cross‐sectional study using an online questionnaire regarding teaching and assessment of professionalism in dental schools, members of the ADEE. The literature review identified 33 articles related to professionalism in dental curricula. The survey sent to the membership of the Association for Dental Education in Europe yielded responses from 27 European dental schools and four schools outside Europe.Various study designs were identified in the review, and the main themes discussed included teaching/pedagogy, ethics/humanities, core domains and assessment of professionalism. Twenty schools reported having specific courses dedicated to professionalism, while the format varied, including entire modules, separate learning outcomes or unit structures. Ethics, communication, law/legal framework/deontology, teamworking and management/leadership were among the common topics taught under the banner of professionalism. Many schools reported increases or no changes in hours, staffing, themes/topics covered and weight in the curriculum for professionalism over the last decade.The paper provides valuable insights into the current state of professionalism education in dental curricula and offers directions for enhancing its effectiveness and relevance in preparing future dental professionals. Collaborative efforts among dental educators and institutions can contribute to the continuous improvement of professionalism education and practice in dentistry. [ABSTRACT FROM AUTHOR]

Background: The challenges associated with ensuring widespread system changes to enable early diagnosis and prevention of oral cancer could benefit from interprofessional practice. A needs assessment study was conducted to inform the Interprofessional Education and Collaborative Practice (IPECP) course related to oral cancer. The primary objectives of this study were 1) to establish a tool assess the knowledge attitude and practice (KAP) related to prevention and early detection of oral cancer of health professional students, and 2) to assess the same KAP of pre-licensure dental students. Additional objectives were to consider the possibility that dental students would demonstrate good scores related to early detection and prevention of oral cancer thus indicating their readiness for interprofessional learning and collaborative practice. Methods: Two questionnaires were utilized for this study which included 1) Readiness for interprofessional learning was assessed using the pre- validated tool of Readiness for Interprofessional Learning Scale (RIPLS) 2) A questionnaire to assess the KAP related to early diagnosis and prevention of oral cancer which was developed, validated, and evaluated. Statistical analysis includes, descriptive statistics, Mann–Whitney U test, Ordered logistic regression and Probit analysis. p value was set at < 0.05. Results: A total of 130 dental students (74.6% female) were included in the study. Mean scores related to KAP were 15.96 ± 1.394, 4.70 + 1.146, 7.02 ± 1.019 respectively. The mean score of RIPLS was 73.15 ± 15.961. The probability of overall samples to have good RIPLS scores was around 0.68 to 0.76 (Male 0.68—0.82 & Female 0.68 -0.74). The percentage of students having good knowledge score was 93.8%, good attitude score was around 54.6% and good practice score was around 90%. Conclusion: Knowledge and practice related to prevention and early detection of oral cancer were scored highly. Attitude scores were lower in a relatively higher proportion of participants and needed to be addressed in the curriculum. RIPLS score indicates a positive attitude towards interprofessional learning. [ABSTRACT FROM AUTHOR]

AbstractDental photography is gaining popularity in contemporary dentistry, but its knowledge was unregulated in most dental schools’ curriculum. The study aims to evaluate the level of photography practice and knowledge among dental students in Malaysia, acting as a baseline to include dental photography as a subject in the current curriculum. A series of questions were designed and validated by experts with a content validity index of 0.84. Questionnaires were distributed to the dental students with varied years of clinical experience. The level of knowledge was categorised into poor, weak, subpar, average, good and excellent. The common photography practice and courses attended were also tabulated. Among the 344 respondents, the most commonly used equipment was phone cameras (70.66%), whereas only 16.09% used digital single-lens reflex (DSLR) cameras. The majority of dental students did not attend any photography-related courses (69.48%). Based on the level of photography knowledge, dental students mostly scored ‘subpar’ (25.84%), with no statistically significant differences between the years of clinical experience (p = 0.236). Therefore, proper and comprehensive dental photography courses should be imparted in the current curriculum to improve students’ skills and knowledge. [ABSTRACT FROM AUTHOR]

OBJECTIVE: Remote teaching strategies have been widely adapted in recent years but their impact on dental students' learning outcomes is less well understood. The aim of this mixed-method pilot study was to examine the impact of remote teaching on undergraduate dental student's learning outcome as assessed by examination performance and student feedback in an orthodontics course. METHODS: Out of the lectures (19 in total), 10 were delivered remotely (live online lecture or video recording) and 9 as traditional classroom teaching in 2023. The course examination, completed by 47 of the 48 course participants, consisted of 38 single best answer multiple choice questions with 2 questions dedicated to each lecture topic. RESULTS: The average lecture attendance was 83% of the students enrolled in the course. Statistical analysis revealed no significant association between examination scores and the mode of teaching or the mandatory nature of the lecture (rs = −0.022, p =.897 and rs = −0.048, p =.773, respectively). However, individual students' examination scores correlated positively with the frequency of lecture attendance (rs = 0.416, p =.004). Students' preferences were in favor of blended learning approach, although notable individual differences in opinions were observed in the feedback received. CONCLUSION: The findings of this study support the hypothesis that remote teaching generates an equally good learning outcome in orthodontics as classroom lectures, as reflected by examination performance. [ABSTRACT FROM AUTHOR]

Background: The analytical rubric serves as a permanent reference for guidelines on clinical performance for undergraduate dental students. This study aims to assess the rubric system used to evaluate clinical class II composite restorations performed by undergraduate dental students and to explore the impact of gender on overall student performance across two academic years. Additionally, we investigated the relationship between cumulative grade point averages (CGPAs) and students' clinical performance. Methods: An analytical rubric for the assessment of clinical class II composite restoration in the academic years of 2022/2023 and 2023/2024 was used by two evaluators. These two evaluators were trained to use the rubric before doing the evaluations. The scores were based on a 4-point scale for the evaluation of five major parameters for pre-operative procedures (10 points), cavity preparation (20 points), restoration procedures (20 points), and time management (4 points). At the same time, chairside oral exam parameter was 15 points based on a 5-point scale. Descriptive statistics were calculated for the different analytical rubric parameters, and the independent t-test was used to compare the scores between the student groups and the evaluators. Other tests, such as the Kappa test and Pearson's correlation coefficient, were used to measure the association among CGPA, evaluators, and gender participants. Results: The overall score out of 69 slightly increased for females/males (61.28/59.42) and (61.18/59.49) in the 2022/2023 and 2023/2024 academic years, respectively, but the differences were not statistically significant. In the 2022/2023 academic year, female students scored significantly higher than male students in pre-operative procedures, as evaluated by both evaluators (p = 0.001), and in time management, as assessed by both evaluators (p = 0.031). The Kappa test demonstrated a moderate to substantial level of agreement between the two evaluators in both academic years. Strong and significant correlations were noted between students' CGPA and some tested parameters (p = 0.000). Conclusion: The overall performance was very good and high among both genders, but it was marginally higher among females than among males. This study found some differences in performance between male and female students and variability in the evaluations by the two raters ranging from moderate to substantial agreement and similar performances for students with different CGPA. [ABSTRACT FROM AUTHOR]

Aim: To update the competences and learning outcomes and their evaluation, educational methods and education quality assurance for the training of contemporary specialists in periodontology, including the impact of the 2018 Classification of Periodontal and Peri‐implant Diseases and Conditions (2018 Classification hereafter) and the European Federation of Periodontology (EFP) Clinical Practice Guidelines (CPGs). Methods: Evidence was gathered through scientific databases and by searching for European policies on higher education. In addition, two surveys were designed and sent to program directors and graduates. Results: Program directors reported that curricula were periodically adapted to incorporate advances in diagnosis, classification, treatment guidelines and clinical techniques, including the 2018 Classification and the EFP CPGs. Graduates evaluated their overall training positively, although satisfaction was limited for training in mucogingival and surgical procedures related to dental implants. Traditional educational methods, such as didactic lectures, are still commonly employed, but they are now often associated with more interactive methods such as case‐based seminars and problem‐based and simulation‐based learning. The evaluation of competences/learning outcomes should employ multiple methods of assessment. Conclusion: An update of competences and learning outcomes of specialist training in periodontology is proposed, including knowledge and practical application of the 2018 Classification and CPGs. Harmonizing specialist training in periodontology is a critical issue at the European level. [ABSTRACT FROM AUTHOR]

Aim: This review is intended to adapt the current conceptual framework in dental education based on four domains to propose a set of competences, learning outcomes and methods of teaching, learning and assessment for undergraduate education in periodontology. Review: Based on the current framework of competences and learning outcomes recommended by the Association for Dental Education in Europe (ADEE), undergraduate education in periodontology has been updated using the classification and clinical practice guidelines for the diagnosis and treatment of periodontal and peri‐implant diseases. Conclusions: Specific learning outcomes have been proposed within each competence area, that is in Domain I (n = 10), Domain II (n = 13), Domain III (n = 33) and Domain IV (n = 12). Teaching methods and learning activities based on the different dimensions of the cognitive process have been proposed. Additionally, 10 key learning outcomes have been proposed as exit outcomes, which implies their accomplishment within the final assessment of any graduating student. [ABSTRACT FROM AUTHOR]

Aim: The 1st European Workshop on Periodontal Education in 2009 made recommendations regarding the scope of periodontal education at undergraduate (UG), postgraduate (PG) and continuing professional development (CPD) levels, defining competencies and learning outcomes that were instrumental at the time in helping to define periodontal teaching curricula. The 19th European Workshop on Periodontology and 2nd European Consensus Workshop on Education in Periodontology (Education in Periodontology in Europe) was held in 2023 to identify changes and future developments in periodontal education (including those informed by the COVID‐19 pandemic) and embracing methods and formats of periodontal teaching and training. The aim of this review was to assess current knowledge regarding education methods in periodontology, including traditional face‐to‐face (F2F) teaching and the move to student‐centred methods, virtual learning methods and use of digital technology, as well as blended teaching and learning (including teaching delivery and assessment) at UG, PG and CPD levels. Materials and Methods: Systematic searches were conducted to identify relevant studies from the literature. Data were extracted and descriptive summaries collated. Results: The pandemic was a major disruptor of traditional F2F teaching but provided opportunities for rapid implementation of alternative and supplementary teaching methods. Although online learning has become an integral part of periodontal education, teachers and learners alike favour some form of F2F teaching. Blended teaching and learning are feasible in many areas of periodontal education, both for knowledge and skills acquisition as well as in assessment. Student‐centred methods and blended approaches such as the flipped classroom seem highly effective, and online/virtual classrooms with both synchronous and asynchronous lectures are highly valued. Learning with haptic methods and virtual reality (VR) enhances the educational experience, especially when VR is integrated with traditional methods. The quality of the teacher continues to be decisive for the best knowledge transfer in all its forms. Conclusions: Live F2F teaching continues to be highly trusted; however, all types of student‐centred and interactive forms of knowledge transfer are embraced as enhancements. While digital methods offer innovation in education, blended approaches integrating both virtual and traditional methods appear optimal to maximize the achievement of learning outcomes. All areas of periodontal education (UG, PG and CPD) can benefit from such approaches; however, more research is needed to evaluate their benefits, both for knowledge transfer and skills development, as well as in assessment. [ABSTRACT FROM AUTHOR]

Background: The second European Consensus Workshop on Education in Periodontology was commissioned, as a result of the changes in the discipline and the advances in educational methods/technology, to update the 2009 Consensus report of the first European Federation of Periodontology (EFP) Workshop on the same topic that was jointly authored by the Association for Dental Education in Europe. Aim: To identify and propose changes necessary in periodontal education at three levels, namely undergraduate, specialist and continuing professional development (CPD), with respect to learning outcomes, competencies and methods of learning/training and evaluation. Methods: Four working groups (WGs) considered education in periodontology at the undergraduate, specialist and CPD levels, and education methods. Four commissioned position papers, one per WG, summarized the relevant information. Workshop participants gathered at an in‐person consensus meeting to discuss the individual reviews, and this consensus report summarizes the conclusions. Results: The learning outcomes for undergraduate and specialist education in periodontology have been updated, and a proposal for learning outcomes for CPD programmes was made. Learning/teaching/training and evaluation methods were proposed for each level of education, which included face‐to‐face, virtual and blended learning methods. Conclusion: Developments in oral/dental medicine and in contemporary educational technologies have been translated into updated learning outcomes and learning/teaching/ training/evaluation methods relevant to education in periodontology. [ABSTRACT FROM AUTHOR]

Introduction: Child abuse and neglect (CAN) are social and public health problems. Access to oral health care for abused and neglected children is a challenge. The aim of this study was to assess the attitudes and knowledge of dental students from Bosnia and Herzegovina towards CAN. Materials and Methods: A cross‐sectional survey was conducted among 263 dental students from two public universities in Bosnia and Herzegovina. The students answered 31 questions about the topic of CAN. The study population was categorised by year of study into six groups. Pearson's chi‐squared test was used to analyse differences among participants regarding the year of study. The level of significance was set at p < 0.05. Results: The results show that 10.26% of total participants had experienced some knowledge about the topic of CAN during their studies, 17.87% had read about it in professional dental literature and 8.74% had some form of education and training on the topic. Over 50% of participants answered all of the questions about social indicators of CAN correctly. The knowledge of the study participants was found to be deficient concerning some physical signs of CAN found in the orofacial region. For a significant number of questions 'I don't know' was a frequent answer. Conclusion: The level of knowledge of dental students from Bosnia and Herzegovina regarding the challenge of CAN is insufficient. An important strategy this to improve this is to increase the education and training of child abuse and neglect in dental curriculums. [ABSTRACT FROM AUTHOR]

Introduction: Active involvement of patients in healthcare professional education is well established, taking a variety of forms. There is a steer towards patient feedback informing the development of dental students and while there is recognition of its potential value to individual students, challenges exist related to collection and use. What is unclear is, within a dental education setting, the extent and use of patient feedback to individual students. A scoping review was conducted to assess and map the volume and characteristics of the research/literature in this area. Methods: Systematic searches of bibliographic databases Ovid MEDLINE(R), Scopus, ERIC and Embase were conducted, and wider literature (Google Scholar) was searched. Screening was conducted based on eligibility criteria and a customised data charting form was used. Results: The electronic and citation tracking searches identified 1021 studies. After duplicates were removed, 778 studies were screened by title and abstract, and 718 studies were found to be irrelevant to the current review. Sixty full‐text studies were assessed for eligibility, 46 studies were excluded, and 14 studies were included for data charting. Conclusion: This review has identified that patient feedback has been captured through both simulated and real patient encounters. There was a bias towards feedback generated through simulated patient encounters. Feedback was reported to support the development of a range of skills, most frequently communication and patient management. Challenges that were identified by researchers related to staff/student engagement and available resources. [ABSTRACT FROM AUTHOR]

Background: Supervisors continuously need to decide when to provide clinical opportunities for unsupervised patient care to facilitate residents' development in the complex clinical learning context. The aim of this study is to explore residents' and supervisors' views and understanding of the influence of clinical supervision on affording a balanced support–autonomy from the cognitive apprenticeship (CA) theoretical lens. Methods: Residents and supervisors, representing all disciplines, participated in five focus groups and four semi‐structured individual interviews. Purposive and convenience sampling methods were used for recruiting participants. The reflexive thematic analysis approach was used for inductive data analysis. Results: A total of 15 residents and 8 supervisors participated in this study. All agreed that CA teaching methods can be applied across all levels. Participants experienced changes in their supervision methods and supervisor–resident interactions at different levels of training. They related the selection of supervision to task‐, resident‐ and supervisor‐related factors. Learning facilitating factors in clinical learning environment were identified and suggestions to enrich residents' learning experiences were also reported. Conclusion: The current study found that a one‐size‐fits‐all paradigm may not be effective for clinical supervision. It contributes to our understanding of how the CA model may be used to guide supervisor behaviour and how such practices can be modified to residents' level of development and competencies. [ABSTRACT FROM AUTHOR]

Introduction: Resilience is defined as an individual's capacity to effectively adapt in the face of challenges without detrimental effects on their health and well‐being. This scoping review identifies and rationalises the published concepts that underpin resilience in oral health professional (OHP) education. It provides recommendations for the development of evidence‐based strategies for promoting resilience in OHP education. Methods: The PRISMA and Arksey and O'Malley methodological frameworks for scoping reviews were used to determine the methodology and answer the question 'What concepts contribute to resilience in OHP Education?'. The search strategy included published literature searches and internet searches. Results: In total, 744 articles on resilience and coping were identified, and 59 were included after excluding irrelevant records. Most studies used surveys as their study design and focused on undergraduate dental students in North America and Asia. Three main themes were identified: factors that contribute to resilience, measurement tools and scales and enhancing resilience. This review highlights a positive correlation between increased resilience and improved outcomes for dental students. Conclusion: Resilience and its related factors are not well understood. There is insufficient evidence to support interventions for building resilience due to inconsistent measuring methods and limited research validating resilience scales in OHP education. Investigators should accurately understand the terminology for clarity and consistency. Validated outcome measures and student feedback should be used to determine the effectiveness of interventions. It is important to teach students coping strategies to manage stressors, and digital applications for building resilience should be developed and tested in OHP student populations. [ABSTRACT FROM AUTHOR]

Introduction: This paper reports on the scholarship activity of the 'Sustainability in Dentistry' Special‐interest Group (SiG), which met at the Association for Dental Education in Europe (ADEE) annual conference in Liverpool on 25 August 2023. The aim of this study was to (i) identify current teaching practices and approaches to embedding Environmental Sustainability (ES) in the curriculum in ADEE attendee schools and (ii) explore existing barriers/challenges to incorporating ES in dental education and consider potential solutions. Methodology: A mixed‐methods approach was used to fulfil the aims of this study. A pre‐workshop questionnaire was used to explore current teaching practices, challenges and drivers of embedding ES in the curriculum. An interactive workshop at the in‐person meeting in Liverpool was used to propose key strategies to overcome the most frequent challenges to embedding ES in the curriculum. Results: The majority of respondents (56%) reported that their institutions do not currently teach ES. Traditional didactic forms of teaching were mostly reported to teach ES in non‐clinical environments, and a transition to more environmentally sustainable materials and instruments was the most popular response for clinical teaching. Key barriers to embedding ES in the curriculum were identified, including time constraints and the overloaded curriculum, a lack of expertise/knowledge to teach and lack of practical guidance to support educators, limited learning resources for staff and students and resistance from colleagues regarding the relevance of ES in dentistry. The special‐interest group participants proposed strategies to overcome these challenges that centred around 14 themes. Conclusion: This paper reports recent scholarship activity by ADEE's 'Sustainability in Dentistry' SiG. Key strategies for overcoming the most common challenges to embedding ES in the curriculum are also discussed. [ABSTRACT FROM AUTHOR]

Objective: To determine whether blended learning results in better educational outcomes compared to traditional learning in the acquisition of oral surgery technical skills for 4th‐year undergraduate dental students. Materials and Methods: Seventy‐three students participated in this two‐arm parallel randomized controlled trial. Only students in the blended learning group had access to the online preparation platform for oral surgery practical work (PW) on a pig's jaw and to the debriefing. Kirkpatrick's four‐level model was used to assess the educational outcomes directly after (levels 1 and 2) and 6 months later, after the start of the students' clinical activity (levels 3 and 4). Results: For level 1, higher global satisfaction scores were found for students in the blended learning compared to the traditional learning group (p =.002). For level 2, blended learning resulted in an increase in knowledge score (p <.01), comparable to that observed in the traditional learning group. For level 3, students in the blended group made more progress in 6 months than those in the traditional group in terms of feeling able to assess and perform anaesthesia (p =.040) and surgical tooth extraction (p =.043). No difference in level 4 was found for the 6‐month clinical surgical activity between groups, but students in the blended group felt more able to assess and perform the surgical management of a failed extraction requiring bone removal (p =.044). Conclusion: Blended learning for oral surgery PW had a positive impact on three of the four Kirkpatrick levels (level 1, 3 and 4). Efforts should focus on the procedures that are perceived as the most difficult. [ABSTRACT FROM AUTHOR]

Introduction: Reflection is widely used in all aspects of teaching and learning in dental education and makes a fundamental part of all learning activities for dental students. However, reflective tasks are often used with a clear purpose; for example, in completing e‐portfolios or dealing with critical incidences. This study explores the use of optional online journals that Postgraduate (PG) dental students were encouraged to use as part of their own development. Aim: To explore how PG dental students perceive the use of optional online journals. Materials and Methods: Data were collected via an anonymous questionnaire that included a word pool, Likert‐scale statements and free text comment sections. Results: Overall, 31 students (93%) responded to the questionnaire with high focus on the usefulness of the journal, with 58% selecting 'connecting with tutors' and 41% selecting 'keeping track' of their own learning and progress. The word 'reflection' was selected by 87% of participants when describing the use of the journal. Some participants, 29%, considered the journal as 'added pressure', and 41% felt it was 'extra work' as the journal, although voluntary, presented an added task to complete. All students made at least one entry in the online journal. Conclusion: The use of an optional online journal can be a useful tool in establishing connection between dental students and their tutors. Some postgraduate dental students valued the benefits of reflective journal without it being linked to assessments. Some concerns were reported around the time constraints as well as the added work related to taking part in such activity. [ABSTRACT FROM AUTHOR]

Introduction: Radiographic diagnostic competences are a primary focus of dental education. This study assessed two feedback methods to enhance learning outcomes and explored the feasibility of artificial intelligence (AI) to support education. Materials and Methods: Fourth‐year dental students had access to 16 virtual radiological example cases for 8 weeks. They were randomly assigned to either elaborated feedback (eF) or knowledge of results feedback (KOR) based on expert consensus. Students´ diagnostic competences were tested on bitewing/periapical radiographs for detection of caries, apical periodontitis, accuracy for all radiological findings and image quality. We additionally assessed the accuracy of an AI system (dentalXrai Pro 3.0), where applicable. Data were analysed descriptively and using ROC analysis (accuracy, sensitivity, specificity, AUC). Groups were compared with Welch's t‐test. Results: Among 55 students, the eF group by large performed significantly better than the KOR group in detecting enamel caries (accuracy 0.840 ± 0.041, p =.196; sensitivity 0.638 ± 0.204, p =.037; specificity 0.859 ± 0.050, p =.410; ROC AUC 0.748 ± 0.094, p =.020), apical periodontitis (accuracy 0.813 ± 0.095, p =.011; sensitivity 0.476 ± 0.230, p =.003; specificity 0.914 ± 0.108, p =.292; ROC AUC 0.695 ± 0.123, p =.001) and in assessing the image quality of periapical images (p =.031). No significant differences were observed for the other outcomes. The AI showed almost perfect diagnostic performance (enamel caries: accuracy 0.964, sensitivity 0.857, specificity 0.074; dentin caries: accuracy 0.988, sensitivity 0.941, specificity 1.0; overall: accuracy 0.976, sensitivity 0.958, specificity 0.983). Conclusion: Elaborated feedback can improve student's radiographic diagnostic competences, particularly in detecting enamel caries and apical periodontitis. Using an AI may constitute an alternative to expert labelling of radiographs. [ABSTRACT FROM AUTHOR]

Introduction: The curricula for UK dental specialty training have recently been under review and until 2024, completion of a research component during training in Dental Public Health, Oral Microbiology and Orthodontics has been mandatory (with an alternative route for Orthodontics involving the submission of two scientific papers for those trainees not wishing to undertake a higher degree). Anecdotally, some trainees in other dental specialties choose to undertake higher degrees alongside specialty training. Aims: The aims were to investigate how many dental specialty registrars study for higher degrees alongside specialty training, and whether undertaking a higher degree alongside specialty training has an impact on completion of training, research skills, research experience, patient care and career opportunities. Materials and Methods: This was a cross‐sectional study design, involving the distribution of an online, anonymous questionnaire‐based survey to UK dental specialty registrars in November and December 2022. Results: In total, 38 questionnaires were completed, representing a 7.7% response rate of the entire dental specialty registrar cohort in the UK and 42% of those who received it. Most respondents (76.3%) were either studying or had completed a clinically relevant higher degree prior to specialty training. Most respondents (76.3%) reported that the higher degree increased career opportunities and gave them additional skills. Conclusions: Dental specialty trainees who responded to this survey perceived the higher degree to be beneficial in terms of preparing for exams, gaining skills in critical appraisal and for increasing future career opportunities. [ABSTRACT FROM AUTHOR]

Introduction: Interest is growing in the potential of artificial intelligence (AI) chatbots and large language models like OpenAI's ChatGPT and Google's Gemini, particularly in dental education. To explore dental educators' perceptions of AI chatbots and large language models, specifically their potential benefits and challenges for dental education. Materials and Methods: A global cross‐sectional survey was conducted in May–June 2023 using a 31‐item online‐questionnaire to assess dental educators' perceptions of AI chatbots like ChatGPT and their influence on dental education. Dental educators, representing diverse backgrounds, were asked about their use of AI, its perceived impact, barriers to using chatbots, and the future role of AI in this field. Results: 428 dental educators (survey views = 1516; response rate = 28%) with a median [25/75th percentiles] age of 45 [37, 56] and 16 [8, 25] years of experience participated, with the majority from the Americas (54%), followed by Europe (26%) and Asia (10%). Thirty‐one percent of respondents already use AI tools, with 64% recognising their potential in dental education. Perception of AI's potential impact on dental education varied by region, with Africa (4[4–5]), Asia (4[4–5]), and the Americas (4[3–5]) perceiving more potential than Europe (3[3–4]). Educators stated that AI chatbots could enhance knowledge acquisition (74.3%), research (68.5%), and clinical decision‐making (63.6%) but expressed concern about AI's potential to reduce human interaction (53.9%). Dental educators' chief concerns centred around the absence of clear guidelines and training for using AI chatbots. Conclusion: A positive yet cautious view towards AI chatbot integration in dental curricula is prevalent, underscoring the need for clear implementation guidelines. [ABSTRACT FROM AUTHOR]

This scoping review aimed to evaluate the current state of virtual reality (VR) implementation in dental education and practice in Saudi Arabia, highlighting its advantages and challenges. A scoping review examined VR's role in regrading dental education and practice in Saudi Arabia by searching electronic databases, including PubMed, Web of Science, and Scopus, from inception to July 2024. Studies including VR applications for education, skills development, or anxiety/pain management involving Saudi dental students and practitioners were included. Eleven relevant studies were identified: 5 focused on education and 6 on clinical practice. Educational studies showed mixed effectiveness of VR versus traditional methods but positive student perceptions. Clinical application studies also had mixed results on VR's impact on anxiety and pain, though some benefits were noted. VR systems included distraction-based, simulator-based, and hybrid VR/augmented reality with artificial intelligence. While the current implementation of VR in dental practice in Saudi Arabia shows promise, particularly in enhancing students' engagement and reducing patients' anxiety, more comprehensive and robust research is needed to validate its effectiveness fully. Strategic efforts should focus on expanding research, tailoring applications, and integrating VR with traditional methods to align with the healthcare objectives of Vision 2030. [ABSTRACT FROM AUTHOR]

The lack of standardised studies remains an obstacle to developing a consistent approach to integrating virtual dental simulation (VDS) into dental education. The aim of this study was to develop consensus among experienced educators and dental practitioners on the optimal integration of VDS at various stages of dental curricula. The goal was to propose clear yet flexible recommendations that could be implemented by most educational institutions. Focus groups were established, consisting of experienced academic educators involved in VDS, experienced academic staff who had not previously been involved in VDS, and experienced dental practitioners. These groups exchanged ideas about the best ways to integrate VDS into dental curricula. The Simodont® Dental Trainer system was used to design a curriculum for VDS. The expert group agreed that VDS for manual dexterity exercises should be introduced in the first year of dental curricula. This should be followed by cariology exercises in the second year and crown preparation exercises in the third year, alongside traditional manikin-based simulation exercises. Additionally, VDS was recommended for senior students on an ad hoc basis for academic recovery purposes. However, VDS endodontic exercises were excluded from the proposed integrative dental curriculum. Other ways of utilising VDS were identified, such as student recruitment activities and intensive refreshment programs at the start of each academic year. This study proposes a flexible approach to including VDS in dental curricula. This proposed approach can be customised to meet the specific needs of each educational institution, providing a tailored learning experience for students. [ABSTRACT FROM AUTHOR]

Objectives: Gerontological education and intergenerational contact are proven strategies for effectively combating ageism. In this context, this study investigates the association between gerontological education, intergenerational contact, and ageism among dental students. Methods: Gerontological education from students' perspective, intergenerational contact, and ageism were assessed using a questionnaire containing sociodemographical aspects and an ageism scale (ASDS‐Braz). The sample included students enrolled in the final year of dental programs at three public universities in southern Brazil. A multilevel Poisson regression was conducted to assess factors associated with ASDS‐Braz scores. Results: A modest correlation was identified between dental schools in terms of reducing ageism, and a weak correlation was found between self‐reported race and ageism. Notably, statistically significant findings were observed across family relationship with older individuals: students who reported having a poor relationship with older adults in their families presented 45% higher ageism scores than did those with an excellent relationship. Conclusion: The results suggested that while some gerontological education was reported by the participants, it may not be sufficient to prepare dental students to provide effective oral healthcare to older adults and to reduce ageism among them. Additionally, reinforcing positive aspects of intergenerational relationships may be an additional strategy in combating ageism within this population. [ABSTRACT FROM AUTHOR]

Background: Mental health challenges among university students are pervasive, with alexithymia posing a particularly significant yet understudied challenge. This condition significantly affects an individual's ability to cope with stress due to difficulties in recognizing, describing, and processing emotions. Objectives: This study aims to evaluate alexithymia prevalence and its associated factors among dental undergraduate students and interns enrolled at King Saud University in Riyadh, Saudi Arabia. Methods: Data were collected through a self-administered online survey that assessed alexithymia symptoms (using the Toronto Alexithymia Scale [TAS-20]), sociodemographic profiles, lifestyle-related factors, and health-related factors. The associations between participant factors and alexithymia were assessed using chi-square and multiple logistic regression analyses. Results: Of the 421 eligible participants, 369 completed the survey (87.6% response rate), revealing a significant prevalence of alexithymia (37.9%). Female gender (AOR = 1.7, p = 0.04), depression (AOR = 5.6, p < 0.0001), chronic diseases (AOR = 3.5, p = 0.003), and childhood abuse (AOR = 2.2, p = 0.047) were independent factors significantly associated with alexithymia. Conclusions: These findings highlight the pressing need for mental health support within dental education. Early interventions targeting alexithymia could mitigate its adverse consequences, promoting better student well-being and academic success. [ABSTRACT FROM AUTHOR]

Background: The evidence underpinning caries management for children has progressed dramatically over the past 20 years. Anecdotally, this is not reflected in the teaching provided to undergraduate dental students, with the ongoing teaching of outdated methods within some dental schools. Aim: To capture the current undergraduate teaching provision and clinical treatment experience requirement relative to caries management in paediatric dentistry in UK dental schools. Design: Cross‐sectional analysis of current teaching methods on paediatric caries management was obtained using a piloted online data collection form. Question content included current caries teaching methods, assessment of student exposure and competence. The results were analysed descriptively. Results: Of the 16 UK dental schools, 14 participated. Discrepancy in teaching content was apparent. Many schools (n = 9) taught biological caries management through therapeutic fissure sealants, yet this was not reflected in assessment and clinical requirements. Some schools (n = 4) taught amalgam placement in children, and most (n = 12) operatively taught treatments that would no longer be routinely provided in general dental practice in the UK, including primary tooth pulpotomy. Conclusion: There is substantial variation in the paediatric caries management techniques that are taught across UK dental schools, demonstrating a need for a national consensus to address these disparities. [ABSTRACT FROM AUTHOR]

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ABSTRACT Background Aim Method Results Conclusions Dental regulators and educational institutions are increasingly concerned about the influence of digital platforms used by the profession for social, business, digital interaction with the public/patients and its impact on the professionalism in practice now and going forward. However, academic knowledge and research within dentistry are relevant to e‐professionalism at a level of engagement and approach in delivering guidance to students through the current dental curriculum. The question therefore asked was what breadth of academic material, research, debate and discourse is available to inform our understanding, guidance and teaching on this ever‐evolving topic.To map how e‐professionalism has developed in academic dental literature as a topic within the study of professionalism in practice.A rapid scoping review was conducted to identify published research that describes and tests the topic of professionalism from 2016 to 2023. Studies were synthesised narratively using thematic analysis to inform the understanding of what has been already researched in the field.Thirteen articles were included in the review. After undertaking a thematic analysis, five themes were constructed. These included: curriculum, opportunities and safe professional use, reflections, personal and professional identity issues, and students as co‐creators.Within dental research there is consensus that e‐professionalism could present a tangible threat to the identity of dental professionals their clinical practice and interaction with patients/public however, less is known about what educational strategies are most effective when teaching e‐professionalism. [ABSTRACT FROM AUTHOR]

ABSTRACT Introduction Methods Results Conclusion Dentists and oral health practitioners have a potential role in supporting the prevention and management of noncommunicable diseases. However, the extent to which university education prepares practitioners to provide nutrition care is unclear. This scoping review identifies and synthesises the evidence related to university‐level nutrition education provided to dental and oral health students globally.A scoping review identified relevant literature through search terms “dentistry,” “oral health,” or “oral hygiene”; “dental students” or “dental education”; “nutrition education” or “nutrition science.” Articles were included that examined nutrition education in undergraduate oral health training; or nutrition knowledge, attitudes, confidence, or skills or dietary habits; experts' opinion papers; and position statements. No limitations on the publication years or languages of the articles were applied.A total of 136 articles were included. Half were surveys of students (n = 49) or academic staff (n = 21). The remainder comprised reports of curriculum initiatives (n = 26), opinion papers or narrative reviews (n = 24), position statements (n = 6), curriculum development (n = 6) and curriculum guidelines (n = 9). While dental and oral health students and curriculum experts overwhelmingly recognised the importance of nutrition, most studies that assessed nutrition knowledge of students revealed limited knowledge. Students were not confident in their skills to provide nutrition care. Lack of nutrition experts on teaching teams and unclear expectations about developing nutrition competencies were identified as barriers to greater nutrition education.Nutrition education in university dental and oral health degrees is highly variable. The potential for oral health professionals of the future to promote oral health through nutrition is unrealised. [ABSTRACT FROM AUTHOR]

ABSTRACT Background Methods Results Conclusions The literature on the use of social media in oral health education has grown in recent years; however, the research activity on this topic has not been comprehensibly summarised. This scoping review aimed to map the available literature on students' and faculty's use of social media in oral health education across the platforms.This review was guided by Arksey and O'Malley's scoping review framework and adhered to the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses extensions for scoping reviews (PRISMA‐ScR). Seven databases were searched to include literature until October 2023. Studies were included if they were published in English and focused on using social media in oral health education. Two independent reviewers screened for article eligibility and extracted the relevant data.The review included 40 articles published between January 2008 and October 2023. Most studies used quantitative approaches, did not specify the study design, were noninterventional and reported on undergraduate dental students' use of social media. Included studies centred on patterns of use, views and actual effectiveness of social media. YouTube emerged as the most frequently used platform, followed by Podcast, Facebook and WhatsApp.The use of social media in oral health education was found to be useful based on direct and indirect outcome measures. However, robust research designs are required to further evaluate the impact of social media on oral health education. [ABSTRACT FROM AUTHOR]

Background: This study aimed to evaluate the knowledge, awareness, and practice of intraoral scanners (IOS) and the factors affecting their accuracy amongst dental interns and practitioners. Methods: This was an observational cross-sectional study in which data was collected from a representative population in Saudi Arabia, with the help of online questionnaires. The forms were distributed to 500 dental interns and practitioners and the questionnaire's validity and reliability were evaluated for vetting and remarks. The questionnaire consisted of three parts: the participants' demographic details, questions on the awareness and knowledge of participants regarding IOS, and the factors affecting the accuracy in clinical use of IOS. Questions were to be answered with 'yes', 'no' and 'I don't know'. Descriptive statistical analysis was performed using the control chart technique and the chi-squared test, with statistical significance set at p < 0.05. Results: Most of the participants (58%) knew about the IOS and its applications (47.5%), but the majority of the participants did not use IOS in their clinics (43.5%). The majority of males (57.39%) and females (50.86%) strongly agreed that cost was a barrier to purchasing an IOS. To better get more knowledge on IOS, the specialists 66 (16.5%) and interns 54 (13.5%) chose continuing dental education programs and workshops. There was a significant association (p < 0.05) of knowledge and awareness, perception, and factors affecting parameters with different categories and years of experience. Conclusion: Within the limitations of this study, most participants had a positive stance towards IOS but due to inadequate knowledge and understanding, its use and applications were minimal. IOS was well-received regardless of operator training and experience. There is a significant need to increase awareness of this concept, as it may increase treatment efficiency and effectiveness. [ABSTRACT FROM AUTHOR]

There is tacit acknowledgment that the psycho-social and educational challenges experienced by under-represented ethnic minorities in medical school are likely to be similar to those experienced by ethnic minorities in dental school. However, dental scholarship is not as expansive or comprehensive by comparison to confirm if this is the case. This paper addresses this research gap by presenting the findings of a small-scale exploratory study into the experiences of nine dental undergraduates from a variety of ethnic backgrounds studying at one UK dental school. A social identity theoretical framework was applied to the analysis of semi-structured interview data. The study reveals that dental school is a racialised educational space, where whiteness and white privilege are the norm and students from ethnic minority backgrounds occupy 'out-group' status through a process of depersonalisation and stereotyping. Their experiences reveal the existence of a climate of everyday racism perpetuated by students and faculty alike. This research calls on dental schools, and the dental profession more generally to address the lack of inclusivity as a pressing concern requiring immediate action. [ABSTRACT FROM AUTHOR]

Background: The Dental Materials Science (DMS) course within Malaysian undergraduate dental education has traditionally been taught in isolation, with a relatively stagnant delivery mode. Recent shifts in national dental competency standards have necessitated substantial reform in the DMS curriculum. This study aims to outline the journey of a local dental institute in developing and implementing a competency-based DMS curriculum. Methods: A faculty curriculum task force was established to oversee the curriculum reform process. The reform was guided by a "bottom-up" approach using the five-step curriculum reform model: (1). Curriculum mapping, (2). Comprehensive needs assessment, (3). Clear learning objectives and outcomes, (4). Curriculum development and implementation, and (5). Continuous evaluation and improvement. Results: Step 1 revealed the need to reduce content repetition and improve alignment with the new competency standards. Step 2 identified the need to include advanced materials, integrate theoretical and clinical aspects, and enhance teaching methods. The new curriculum included 25 relevant topics. Step 3 established three course learning outcomes, while Step 4 integrated DMS content horizontally and vertically across the curriculum, introduced innovative teaching methods, and diversified assessment methods. Step 5 ensured ongoing curriculum monitoring, with both short-term and long-term evaluations planned. Conclusion: The curriculum reform process represents a significant advancement in dental materials science while addressing challenges and aligning the curriculum with national standards. Ongoing evaluation, adaptability, interdisciplinary collaboration, and international engagement are essential for further improvements. This journey serves as a valuable reference for educators seeking to update their DMS curricula. [ABSTRACT FROM AUTHOR]

This position statement on undergraduate teaching on the use of magnification in endodontics represents the consensus of the British Endodontic Society Teachers of Endodontology Group. Current clinical and scientific evidence, as well as the expertise of the committee, has been used to develop this statement. The contributors to this position statement consider, as a minimum requirement, the use of dental loupes in non‐surgical endodontics at undergraduate level. It is recommended that the use of dental loupes should be integrated into endodontic clinical skills training and the performance of endodontic treatment in the undergraduate curriculum. [ABSTRACT FROM AUTHOR]

Introduction: Oral health education is essential for adolescents, yet traditional methods face challenges in engaging this demographic. This study evaluates the effectiveness of a multimedia-based dental education program among high school students. This study was carried out to assess the impact of a comprehensive multimedia-based dental education program on oral health knowledge and practices among high school students. Methods: A total of 228 students were recruited and randomly assigned to experimental (n=114) and control (n=114) groups. The experimental group received a four-week multimedia program, while the control group followed the standard curriculum. Outcome measures included oral health knowledge scores, brushing frequency, flossing habits, dietary choices, and observational assessments. Statistical analysis employed descriptive statistics, paired t-tests, and analysis of covariance (ANCOVA). Results: The multimedia-based program led to a significant increase in oral health knowledge scores in the experimental group compared to the control group (Mean Change: 14.6, p < 0.001). Moreover, the experimental group demonstrated higher brushing frequency (p < 0.001), increased flossing habits (p < 0.001), and improved dietary choices (p < 0.05). Observational assessments showed higher adherence to oral hygiene practices in the experimental group (p < 0.001). Conclusion: The multimedia-based dental education program effectively improved oral health knowledge and practices among high school students. This approach holds promise for scalable and engaging oral health education strategies. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) and robotics have revolutionized healthcare, particularly dentistry. Their integration in dental education offers opportunities to enhance learning, diagnostics, treatment planning, and patient care. However, ethical implications must be addressed to ensure responsible and ethical integration of these technologies. This review explores AI and robotics in dental education and highlights the associated ethical considerations. These technologies provide improved learning experiences and simulations. Intelligent tutoring systems offer personalized feedback, virtual reality simulations enable practice in a safe environment, and AI algorithms aid in analysing radiographic images. Despite their potential, ethical challenges arise, including data privacy, autonomy, equity, and professional integrity. Addressing these challenges requires transparency, informed consent, bias detection, and accountability. Dental curricula should in-corporate ethics, fostering collaborations between educators and AI/robotics experts. Professional development programs should prioritize ethics training, considering emerging technologies such as AI-powered learning and diagnostic assistance. By embracing ethical considerations, AI and robotics can be integrated in dental education guided by transparency, accountability, privacy, and patient-centric care. A comprehensive understanding of the ethical dimensions is essential to harness the transformative potential of AI and robotics while upholding ethical standards in dental education. [ABSTRACT FROM AUTHOR]

In a rapidly changing healthcare environment, we need a robust evidence base to inform effective education and training. This study aimed to examine factors perceived to determine career progression in clinical education research in the UK. Six online focus groups were conducted, with 35 participants from a range of medical, dental, nursing, and allied health professions who identified as aspiring or early career clinical education researchers. Transcripts underwent thematic analysis. Two themes and associated subthemes were constructed to illustrate perceived factors impacting on career development: (1) A cultural challenge from clinical norms. Challenges included differences between the epistemological assumptions of biomedical and clinical research, and the underlying philosophy of education research, which is more closely aligned with the knowledge generation of the social sciences. This led to difficulty communicating the impact of education research to patient care. There were also blurred boundaries between education delivery and research, with the latter lacking a clearly defined group identity. (2) Structures, systems and relationships for career progression. Practical considerations included time and funding (or lack thereof), the opportunity to undertake formal training, networking and role models. This research highlights a number of systemic barriers and facilitators to careers in clinical education research and offers targets of intervention to enable a sustainable academic workforce in clinical education research. [ABSTRACT FROM AUTHOR]

Previous studies have shown that digital microscopy is an indispensable tool for teaching oral pathology laboratory course. Despite this, our institute relies solely on recommended/reference book images for oral pathology practicals, neglecting both light and digital microscopy methods. Gathering students' feedback on these methods is essential before considering digital microscopy as part of the oral pathology curriculum. Therefore, this study aimed to compare the usefulness of light and digital microscopy among second-year dental students. The study was conducted from December 6 to December 7, 2023, in the Department of Oral Pathology, Dr. Ishrat-ul-Ibad Khan Institute of Oral Health Sciences, Dow University of Health Sciences. The study involved the selection of five cases from the oral pathology course, followed by feedback on students' diagnostic skills, learning impact and acceptance rate of light and digital microscopy using an online questionnaire. Mann–Whitney U test was used to compare students' responses and P -value < 0.05 was set as statistically significant. There was a statistically significant difference in diagnostic scores between light microscopy and digital microscopy (P < 0.05). Statistically significant differences favoring digital microscopy were observed in various aspects, including interpreting variations, diagnosis, time efficiency, and image clarity. Although diagnostic scores were lower, digital microscopy was perceived as a useful method for enhancing diagnostic skills among dental students. Both light microscopy and digital microscopy are viable options for oral pathology practicals, however, digital microscopy was preferred by students due to its time efficiency and clear image quality. [ABSTRACT FROM AUTHOR]

Exploration of early practicing dental professionals' awareness and attitude toward inferior alveolar nerve block IANB will directly inform efforts to improve clinical practices and ensure patient safety. The aim was to highlight the students, interns, and junior dentists' awareness and attitude toward the IANB, failure, and related complications in the Kingdom of Saudi Arabia (KSA). An open web-based survey prepared according to the Checklist for reporting results of Internet e-surveys CHERRIES recommendations was designed and carried out across different regions of the KSA. The questionnaire was composed of four main sections including the participant's details, and qualifications; inferior alveolar nerve block delivery; participants' education, and training-related questions; and attitudes toward proposed solutions to overcome the related failure and complications. 262 participants completed the questionnaire (94 dental students, 79 interns, and 89 junior dentists). There was a significant difference in the following findings: males performed IANBs more frequently than females (P < 0.05); females, students, and private practice/University type showed less attendance to workshops and seminars on IANB with more need for training (P < 0.05); females were more in agreement with "continuous education courses" and "workshops done by specialists" to propose solutions to overcome IANB failure (P < 0.05). The multivariate logistic regression analysis showed that qualification and attendance of a training course were strong predictors of participants' readiness to manage IANB complications (P < 0.05). The findings emphasize how crucial it is for early dental practitioners to participate in continuing professional development programs to enhance their capacity to administer IANB and handle complications. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed (i) to assess the perception of dental undergraduate (1st degree dental students) learners about endodontic file separation (EFS) and knowledge of its avoidance, as well as (ii) to aid dental educators in conceptualizing and designing student‐directed courses for better understanding. The rationale of this study was to provide both learners and educators with a tool to help self‐assess/impart knowledge and devise simple yet innovative modern ways of teaching in the field of endodontics. The study utilized a self‐reporting dataset from one institution to disclose this limitation. Materials: A validated self‐administered questionnaire from a previous study was converted into an online Google form link consisting of 15 multiple‐choice questions. This was distributed to 100 Year 4 and Year 5 1st degree dental students. Pearson chi‐square test was used for statistical analysis (p < 0.05). Results: The response rate was 81%. The majority of the learners expressed that performing endodontic treatment in permanent (100%) posterior teeth of old‐aged people causes EFS (95.1%). Ninety‐nine percent answered that EFS was a gender‐independent factor, 72.8% perceived that patient anxiety leads to EFS, and 88.9% said that the apical third was more prone to instrument fracture and had the poorest prognosis (95.1%). Hundred percent, 93.8%, 100%, 92.6%, 100%, and 97.5% of respondents, respectively, perceived that the role of operator, coronal flare, ethylenediaminetetraacetic acid (EDTA) gel, cleaning endodontic instrument, reusing instrument, and choice of instrument affects the occurrence of EFS. A total of 71.6% said hand files fractured, while 86.4% perceived that stainless steel alloy files separated easily, and 69.1% of learners perceived that EFS occurred often during the cleaning and shaping stage. Conclusions: The perception of 1st degree dental students regarding EFS and knowledge of its avoidance was good. Results from this study confirmed that the 1st degree dental students' clinical training courses and study modules adopted and designed by their dental educators were well‐suited and appropriate. [ABSTRACT FROM AUTHOR]

Objectives: Ageism among pre‐doctoral and graduate dental students may reduce their propensity to provide dental treatment to elderly patients leading to substandard healthcare for this population. This study evaluated the impact of perceived ageism constructs and geriatric dentistry education on the intention of pre‐doctoral and graduate students to provide dental care for elderly patients. Methods: A questionnaire was applied to collect the data for this cross‐sectional study from pre‐doctoral students in their clinical years and graduate students in their internship year (N = 201). A total of 183 completed responses were received, and the response rate was 91%. Hierarchical regression analysis was performed to determine the incremental effects of perceived ageism constructs and geriatric dentistry education on the intention to provide dental care for elderly patients. Results: Geriatric dental education (B = 0.328, t = 3.826, p < 0.001) and patients' low compliance (B = 0.503, t = 4.658, p < 0.001) were significantly positive predictors of pre‐doctoral and graduate students' intentions to care for elderly patients. Also, negative attitudes toward the lives of elderly people have a substantial adverse effect on the intention of care for this population (B = −0.225, t = −2.206, p = 0.029). Cronbach's alpha for the scale constructs ranged from 0.738 to 0.886. Conclusions: Advanced geriatric training may cultivate pre‐doctoral and graduate students' deeper understanding and recognition of the intellectual and practical benefits that might arise from offering dental care to elderly people. [ABSTRACT FROM AUTHOR]

Purpose: Dental faculty enter academia, after a career in practice or directly from school, without any formal education training. Faculty development programs have been designed based on survey needs assessments, but not on in‐depth descriptions of junior faculty transition experiences. The purpose of this research project is to describe the transition experiences of dental faculty from clinician to educator within the last 5 years. Methods: A qualitative multiple case study approach from an emic perspective was used. An emic approach is an analysis from the perspective of one who participates in the group being studied. Data were collected through semi‐structured interviews with 12 junior dental faculty. Thematic analysis identified common themes in the data through the lens of the social cognitive career theory. Results: Three salient themes were extracted from the data: guidance, job satisfaction, and motivating factors. Guidance was the main theme with participants revealing their need for more formal preparation regarding teaching, formal mentorship, and career progression goals. Participants find academia highly rewarding, and a unique finding was that physical injury was a major factor to entering academia. Conclusion: This study reveals that junior dental faculty members feel unprepared for their teaching role and highlights the benefits of mentorship in helping them develop their vocational goals and advance their careers. This study illuminates why clinicians choose to leave clinical practice, the preparation they receive, the areas in which they feel unprepared, and how they develop their teaching skills. These insights can help academic institutions better support their faculty and improve student learning outcomes. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to evaluate how student performance and perspectives changed when the Objective Structured Clinical Exam (OSCE) assessment system was changed from a composite score to discipline‐specific grading at the Harvard School of Dental Medicine. Methods: The retrospective study population consisted of all students (n = 349) who completed three OSCEs (OSCE 1, 2, and 3) as part of the predoctoral program during the years 2014–2023. Data on the students' OSCE scores were obtained from the Office of Dental Education, and data on students' race/ethnicity and gender were obtained from their admissions data. Results: The likelihood of a student failing the OSCE after the assessment system change significantly increased with an adjusted odds ratio of 20.12. After the change, the number of failed subjects per student decreased with an adjusted mean ratio of 0.48. Students perceived the OSCE as being less useful after the change. Independent of the grading change, OSCEs 1 and 2 were seen as more useful compared to OSCE 3, which is administered in the last year of the Doctor of Dental Medicine program. Conclusion: The discipline‐specific nature of the new assessment system helps focus on specific areas of remediation, rather than blanket remediation used previously, in order to isolate the actual areas of deficiency and to focus remediation efforts so that students can align their learning needs appropriately. Therefore, although the actual number of fails identified increased for the course, the assessment change has allowed for more directed, actionable information to be gained from the OSCE to prepare students to work toward competency standards. [ABSTRACT FROM AUTHOR]

This study aimed to determine the accuracy of large language models (LLMs) in answering oral and maxillofacial surgery (OMS) multiple choice questions. A total of 259 questions from the university's question bank were answered by the LLMs (GPT-3.5, GPT-4, Llama 2, Gemini, and Copilot). The scores per category as well as the total score out of 259 were recorded and evaluated, with the passing score set at 50%. The mean overall score amongst all LLMs was 62.5%. GPT-4 performed the best (76.8%, 95% confidence interval (CI) 71.4–82.2%), followed by Copilot (72.6%, 95% CI 67.2–78.0%), GPT-3.5 (62.2%, 95% CI 56.4–68.0%), Gemini (58.7%, 95% CI 52.9–64.5%), and Llama 2 (42.5%, 95% CI 37.1–48.6%). There was a statistically significant difference between the scores of the five LLMs overall (χ2 = 79.9, df = 4, P < 0.001) and within all categories except 'basic sciences' (P = 0.129), 'dentoalveolar and implant surgery' (P = 0.052), and 'oral medicine/pathology/radiology' (P = 0.801). The LLMs performed best in 'basic sciences' (68.9%) and poorest in 'pharmacology' (45.9%). The LLMs can be used as adjuncts in teaching, but should not be used for clinical decision-making until the models are further developed and validated. [ABSTRACT FROM AUTHOR]

Introduction: Endodontic treatment errors (EEs) can lead to complications and require additional follow- up care. This study aimed to investigate the prevalence of root canal treatment errors among dental students, identifying error types based on radiographic criteria, tooth type, location, and technical errors. Materials & Methods: A cross-sectional study analyzed data from 201 patients who underwent root canal treatment at Ilam University of Medical Sciences between 2021 and 2022. Inclusion criteria were confirmed root disease diagnosis, adherence to standard treatment protocol, availability of radiographs, and complete patient files. The protocol included rubber dam isolation, radiographic length determination, manual file canal preparation, irrigation, obturation with the lateral compression method, and temporary restoration. Two endodontists evaluated filling length, density, convergence, and technical errors such as floor perforation, broken instruments, transportation, ledge formation, and access cavity gouging. Results: The study included 89 male (44.3%) and 112 female (55.7%) dental students with a mean age of 25.36 years. Among the 201 patients (28.9% male, 71.1% female; mean age 35.24 years), 71.6% had fillings of appropriate length, 12.14% short, and 15.9% long. Appropriate density was observed in 67.6%, and convergence in 86.1%. Technical errors included ledge formation (8.5%), floor perforation (1%), access cavity gouging (1.5%), and broken instruments (0.5%). A significant relationship was found between density and tooth type (p<0.002) and convergence and tooth type (p < 0.009). Conclusion: Proper filling, convergence, and density were more frequent in anterior teeth. Maxillary teeth had higher rates of proper filling compared to mandibular teeth. The overall rate of treatment errors was low, likely due to professor supervision. [ABSTRACT FROM AUTHOR]