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Background: Denture‐induced oral Lesions (DIOLs) often manifests shortly after the placement or adjustment of new or realigned dentures, frequently resulting in severe pain and discomfort. Objectives: This study aimed to classify DIOLs placing a particular emphasis on assessing the associated pain. Methods: A prospective case study was conducted involving 126 patients who were fitted with a total of 193 dentures of various types at the Hadassah School of Dental Medicine. All patients underwent comprehensive intra‐oral examinations within 1–8 weeks following denture delivery, completed symptom questionnaires and had their medical records reviewed. Key variables documented included age, gender, overall health status, denture type, and a detailed description of the DIOLs. The description encompassed factors such as lesion location, shape, colour, size, border characteristics, ulcerative appearance, membrane coverage, 3D morphology (elevated, immersed and flat) and patient‐reported Verbal Pain Score (VPS) when touching the DIOLs, when wearing the denture, and when not wearing the denture. Results: Notably, 25.4% of denture wearers required no adjustments, while 14.4% necessitated more than three revisions. A majority (71.8%) of DIOLs cases were associated with mandibular complete dentures, primarily situated on the alveolar ridge. The mean VPS indicated a pain intensity of 7 ± 2.1, with temporary dentures in both jaws causing the most discomfort. Implant‐supported overdentures were particularly painful when placed in the mandible. Additionally, VPS scores were higher among older individuals and those with prior prosthetic experiences. A significant correlation was observed between pain intensity and presence of chronic health condition (0.036). Conclusions: This study revealed distinct characteristics of DIOLs and highlighted the multifactorial nature of pain experienced following the development of DIOLs. Insights into the influence of patient and denture characteristics on DIOLs and pain intensity can guide healthcare professionals in optimising patient comfort and satisfaction. [ABSTRACT FROM AUTHOR]

Aim Materials and Methods Results Conclusions 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.Systematic searches were conducted to identify relevant studies from the literature. Data were extracted and descriptive summaries collated.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.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]

Objective: Dental institutes continue to face challenges in making the transition from a discipline-based to an integrated curriculum. The need analysis is often the first step in the development and implementation of any curriculum. This study intends to carry out a needs analysis for a contemporary dental curriculum in private and public sector dental colleges of Peshawar, KPK, Pakistan. Methods: The mixed method study was carried out at public and private dental institutes in Peshawar from April to July 2022. To guarantee triangulation, data were gathered from three sources. The first source was an analysis of the Pakistan Medical and Dental Council's dental curriculum accreditation standards. The second source was gathering the experts' perspectives, and the final source was a systematic literature search to explore the necessity for an integrated undergraduate dental curriculum from the experiences and expertise of contemporary curricula. Results: Thematic analysis identified the need for the dental curriculum to be a five-year BDS program, involvement of students, and inclusion of digital dentistry and environmental sustainability in the dental curriculum. PMDC accreditation standards focus on alignment in mission, vision, curricular outcomes, an integrated curriculum, and a quality assurance system for assessment. Experts identified the need for a patient-centered curriculum focusing on integrated patient care. They also identified that the current educational environment should be improved to sustain a contemporary dental curriculum in Pakistan. For the literature review, nine articles were included in the final review. Conclusion: The current dental curriculum is not accommodating to the needs of the students in Peshawar. The current dental education environment lacks the infrastructure, logistics, and teacher training to sustain the standards set by PMDC. [ABSTRACT FROM AUTHOR]

Introduction Methods Results Conclusion Although ethics is an indispensable part of dental education, it has not yet played a relevant role in the dental curriculum in Germany. The study aimed at assessing their prior knowledge of ethical aspects, and their expectations of and wishes for ethics course of dental students, preclinical vs. clinical, at the dental school Kiel, Germany by means of a validated questionnaire.A descriptive cross‐sectional study design was used. The study population consisted of dental students, from pre‐clinical (n = 105) and clinical semesters (n = 110). In January 2019, each student completed a validated questionnaire to identify semester‐specific ethical teaching content. Besides descriptive analyses, Mann–Whitney U test was used to compare pre‐clinical and clinical students.A total of 215 dental students, with a mean age of 25.3 (SD 4.1), participated in the study, of which 150 were female (69.8%) and 65 were male students (30.2%). The results in the areas of ‘previous knowledge of ethical issues’ and ‘expectations and desires in terms of teaching medical ethics’ showed similarities and differences between pre‐clinical and clinical students. Both groups stated that they need training in ethics. Moreover, especially clinical students recognize that more ethical competence is needed if the first patient contact will start.The study indicates that there is a clear need for ethics education. Student awareness of the relevance of ethical competences and the perception of ethical problems increased progressively during the course of their studies. Overall, the study provides good support for the development of specific ethics courses. [ABSTRACT FROM AUTHOR]

Background: People with intellectual and developmental disabilities are among the most underserved in an inequitable healthcare system. Methods: Using Arksey and O'Malley's methodology and a social determinants of health framework, we conducted a scoping review of literature on the state of practice in education of healthcare professionals in the health and healthcare needs of this population. Results: Searches found 4948 articles, with 182 included in the final review. Themes identified included gaps of not being informed by workforce needs, continued use of the medical model of care, not addressing intersectionality with racial/ethnic and other discriminations, and lack of involvement of the population in developing/evaluating programs and promising trends of development of competency‐based interprofessional programs with experiential learning. Conclusion: We provide recommendations for best practices in a concerted effort to educate a healthcare workforce equipped with the knowledge and skills to address the health needs of this population. [ABSTRACT FROM AUTHOR]

Introduction: To assess the feasibility of a realistic model for learning oral flaps using 3D printing technology. Materials and Methods: A mould was designed to reproduce the mandibular gingival mucosa, and a mandibular model was created using a three‐dimensional printer for training undergraduate students to perform gingival flaps. After a short interview about its use, the participants were asked to use the simulator and provide feedback using a 5‐point Likert questionnaire. Results: The 3D‐printed oral surgery flap training model was practical and inexpensive. The model was very realistic, educational and useful for hands‐on training. Conclusions: 3D printing technology offers new possibilities for training in dental treatments that are currently difficult to replicate. The use of this simulator for oral flap surgery was well‐received and considered promising by the participants. [ABSTRACT FROM AUTHOR]

Introduction: As the population ages and more patients experience medical emergencies during dental treatments, dentists must competently and confidently manage these situations. We developed a simulation training course for medical emergencies in the dental setting using an inexpensive vital sign simulation app for smartphones/tablets without the need for an expensive simulator. However, the duration for which this effect is maintained is unclear. This study was performed to evaluate the long‐term educational effect at 3, 6, and 12 months after taking the course. Materials and Methods: Thirty‐nine dental residents participated in this course. Scenarios included vasovagal syncope, anaphylaxis, hyperventilation syndrome, and acute coronary syndrome, each of which the participants had to diagnose and treat. The participants were evaluated using a checklist for anaphylaxis diagnosis and treatment skills immediately after and 3, 6, and 12 months after the course. The participants were also surveyed about their confidence in diagnosing and treating these conditions by questionnaire before, immediately after, and 3, 6, and 12 months after the course. Results: The checklist scores for anaphylaxis were significantly lower at 3, 6, and 12 months after the course than immediately after the course. The percentage of participants who provided a correct diagnosis and appropriate treatment for vasovagal syncope, hyperventilation syndrome, and acute coronary syndrome was lower at all reassessments than immediately after the course. Conclusion: Because medical emergency management skills and confidence declined within 3 months, it would be useful to introduce a refresher course approximately 3 months after the initial course to maintain skills and confidence. [ABSTRACT FROM AUTHOR]

Introduction: Since the start of the COVID‐19 pandemic, new guidelines for dental practice were published. This research aims to examine the knowledge of dental students and their attitudes towards current guidelines. Materials and methods: The study involved 76 fourth‐year dental medicine students from three public universities in Croatia. A survey questionnaire was developed based on in‐depth interviews and a pilot pretesting. The online questionnaire consisting of 36 questions was published using Google Forms. The survey data were analysed using Microsoft Excel and presented with descriptive statistics. Results: Survey data showed the dental students' knowledge of the guidelines for dental practices is at an insufficient level (average score of 67% correct answers). Students who have come across the guidelines outside the faculty environment through assistantships have demonstrated lesser knowledge (65%) of the guidelines than the ones who do not (68%). A similar trend is observed with dental students who grew up in a family of doctors of dental medicine (61%) and ones who did not (68%). Students also independently assessed their knowledge of the guidelines as moderate (3.15 out of 5), while evaluating the application of current guidelines as very important (4.38 out of 5). Conclusion: Awareness of dental students should be improved by adapting the curriculum of dental studies and increasing the availability of information on current guidelines. Dental students need to be motivated to independently inform themselves about the current guidelines for dental practices, thus improving their clinical work. [ABSTRACT FROM AUTHOR]

Introduction: Dental students should graduate from undergraduate programmes with the knowledge and skills to safely manage patients. This requires exposure to patients with a range of medical needs, which may impact the planning and delivery of care. Aims and Objectives: We wished to establish the medical history complexity of patients presenting to student restorative clinics and compare them to patients attending a dental emergency clinic. Materials and Methods: We recorded the medical history data of 200 anonymised patients attending student restorative clinics and compared them to previously collected data from 200 dental emergency clinic patients. We collected basic demographic data (age/gender) and noted the number of medical disorders, amount of comorbidity and the number and types of medications for each patient. Results: The age and medical complexity of patients were different, with fewer young patients seen in the dental restorative clinics. Patients attending restorative clinics were more likely to have multiple comorbidities and took greater numbers and types of medications than those seen in dental emergency clinics. Conclusions: For patients seen in student restorative clinics, medical histories are taken once at the beginning of care and the subsequent treatment plan is delivered over many appointments accounting for that medical history. Emergency clinic patients attend for single treatment episodes and their medical complexity is immediately relevant to the treatment offered. Students have multiple, single encounters with patients in emergency clinics. In both clinics, dental treatment plans need to be adjusted to account for patients' drugs and diseases, providing opportunities to consolidate human disease learning. [ABSTRACT FROM AUTHOR]

Introduction: The COVID‐19 pandemic brought major disruptions to dental teaching and has impacted the delivery of tooth morphology courses where students are introduced to the three‐dimensional features of the dentition. The aim of this study was to assess the implementation of newly developed online teaching modalities for tooth morphology, evaluate their usefulness and identify elements that are beneficial for learners. Materials and Methods: Following the delivery of an online course that included online 3D models, 2D cue cards, live discussion sessions and Socrative™ quizzes, the participants were asked to rate the usability and usefulness of each tool. The participants' knowledge of tooth morphology was assessed through an online examination using 3D‐digitised tooth models. Results: The participants identified lecture handouts and online 3D models as their preferred learning tools, while lecture video recordings and 2D cue cards were viewed as less useful. Data analysis from Socrative™ quizzes demonstrated improvement in tooth identification skills throughout the course delivery. Finally, results from the final assessment are in line with previous in‐person deliveries of this course. Conclusions: The study provides valuable information on the usefulness of teaching modalities that were implemented in response to the COVID‐19 pandemic and their merit to be retained in future deliveries of the course. The 3D models have been identified as particularly useful in this context, but the participants still value the opportunity to learn with extracted teeth. Furthermore, it remains to be confirmed whether tooth identification skills acquired using 3D models can be transferred to the clinical setting. [ABSTRACT FROM AUTHOR]

Introduction: Current legislation leaves Oral Health Professional (OHP) education open to wide interpretation and may result in significant variation in educational practice and resultant professional attributes across Europe. Data regarding the current state of OHP education across Europe is limited. The aim of Part 1 of this series is to provide programme‐level data for Primary Dental Degree Programmes, Dental Hygiene and Postgraduate Education. Methods: A 91‐item questionnaire was developed following the Delphi method. The questionnaire and the Articulate glossary of OHP education terms were developed concurrently to facilitate a common understanding of language. Piloting was performed in multiple stages and included institutions internal and external to the research group. The questionnaire was uploaded online and converted to a data hub, allowing dental schools to control their own data and update the data provided whenever they wish. All ADEE member schools (n = 144) were invited to provide data. Forty questions relating to school details, Primary Dental Degree Programmes, Dental Hygiene and Postgraduate Education were included in this part of the series. Results: Seventy‐one institutions from 25 European countries provided data between June 2021 and April 2023, which represents a response rate of 49.3% of ADEE members. Programme‐level data for Primary Dental Degree Programmes, Dental Hygiene and Postgraduate Education is presented including programme length, funding, languages and fees, student numbers and demographics, student admission and selection processes and permission to practice after graduation. Conclusion: This series of papers, as far as the authors are aware, are the first attempts to build a comprehensive picture of the current state of OHP education in Europe. A comprehensive view of the state of OHP education in Europe is not yet available but the O‐Health‐Edu data hub provides a means for all education providers in Europe to contribute data to reach this goal. It is anticipated that the data hub will be updated and built upon over time to continually establish a clearer picture of the state of OHP education in Europe. [ABSTRACT FROM AUTHOR]

Introduction: To summarize the development of Innovative Undergraduate Dental Talents Training Project (IUDTTP) and investigate the training effect of this extracurricular dental basic research education activity from 2015 to 2020 to obtain educational implications. Materials and Methods: The Guanghua School of Stomatology established the IUDTTP in 2015. The authors recorded the development process and analysed the participation situation, training effect, academic performance and overall satisfaction during 2015–2020 through documental analysis, questionnaire and quiz. The t‐test, chi‐square test and ANOVA were used to test the difference. Results: The educational goal, education module and assessment system of IUDTTP evolved and developed every year. A total of 336 students and 79 mentors attended the IUDTTP from 2015 to 2020, with the participation rate increasing from 45.1% to 73.5%. The participants exhibited favourable basic research abilities, manifesting as the increase of funded projects and published papers and satisfying quiz scores. Almost all students (94.94%) admitted their satisfaction with the IUDTTP. Moreover, the attended students surpassed the non‐participants in terms of GPA, the number of acquired scholarships and outstanding graduates (p <.05). Likewise, the enrolment rate of postgraduate participants was significantly higher than non‐participants. Conclusions: To date, the training effect indicated that the IUDTTP has fulfilled the education aim. It brought positive effects on promoting research interest, cultivating research capacities and enhancing academic performance. The potential deficiencies of extracurricular educational activities, including inflexibility in schedule and insufficiency in systematisms, may be remedied by more systematic educational settings in the future. [ABSTRACT FROM AUTHOR]

Introduction: Oral health professional (OHP) education is likely to vary across Europe in accordance with an EU directive that is open to broad interpretation. It is not clear how OHP curricula are structured or delivered across Europe. The objectives of Part 2 of this paper series are: (i) to provide an overview of common practices in curriculum structure, the availability of facilities, staffing (faculty) and quality assurance processes and (ii) to consider how the existing programme structures align to stakeholder guidance documents. Methods: A total of 27 questions from a 91‐item questionnaire were used for this manuscript. The questionnaire was developed following the Delphi method to establish consensus from a group of experts. Members of the research team and colleagues from other countries in Europe completed a multi‐step piloting process. An online data hub was created to allow the respondents to be data controllers and respond to the questionnaire. ADEE member schools (n = 144) were invited to provide data. Results: Totally, 71 institutions from 25 European countries provided data between June 2021 and April 2023, which represents a response rate of 49.3% of ADEE members. Data on curriculum approaches, teaching methods, integration of topics of interest, clinical education, staff–student ratios, access to facilities and new technologies, teaching staff (faculty) and quality assurance processes are presented for Primary Dental Degree Programmes. Conclusion: To the best of our knowledge, this series of papers are the first attempts to provide a comprehensive overview of OHP education in Europe. Results showed that the majority of European dental programmes are engaged in providing innovative and scientifically grounded education in order to develop quality future OHPs. Nevertheless, significant variability in the delivery of clinical education across the European OHP schools was notable in this dataset. A comprehensive view of the state of OHP education in Europe is not yet available but the O‐Health‐Edu data hub provides a means for all education providers in Europe to contribute data to reach this goal. It is anticipated that the data hub will be updated and built upon over time to continually establish a clearer picture of the state of OHP education in Europe. [ABSTRACT FROM AUTHOR]

Background: Community education programmes are vital tools for teaching skills, such as understanding the larger cultural, economic and social determinants of health and how these factors impact people's health. It is currently unclear whether community education programmes in the field of dentistry deliver adequate value. This review aims to scope, collate and analyse globally published evidence concerning community education programmes in dentistry from inception, to gain an understanding of the intentions for these programmes and establish whether outcomes have shifted over time from the original intentions. Methods: Arksey and O'Malley's framework for scoping reviews was employed to guide the reviewers. A systematic search of electronic databases and the reference lists in key papers was conducted. Results: A systematic search concerning community education in dentistry identified a total of 140 papers for full‐text evaluations. After further exclusions, 115 articles were selected for data charting. There was a lack of clarity in the literature concerning programmes' definitions and strategies for achieving intentions. Origins, intentions and motivations of the programmes were identified. The literature largely focused on assessing students' clinical treatment skills, contradicting the programme's original idea and intentions. Only a few studies incorporated patient and community perspectives, and the majority of assessments were self‐reported, primarily by students. Conclusions: There is broad interest in integrating community education into dental curricula to teach complex concepts, dental public health principles and to ensure professional skills development. We identified issues in the literature around programme definitions, strategies, measurement approaches and programme success requiring additional research. [ABSTRACT FROM AUTHOR]

Introduction: Portfolio with a collection of evidence has become popular in higher education, including dental education. It is valuable to study the experiences of the use and implementation processes. Meta‐ethnography can be a suitable method to analyse, synthesize and construct interpretations of qualitative research. Our aim was to explore experiences from the use of a portfolio/e‐portfolio in dental education, from the students' and teachers' perspectives. Materials and Methods: A systematic search in the databases PubMed, Scopus and ERC was performed, and the established seven steps of a meta‐ethnographic review were used. 278 papers were initially identified, and seven were included in the final analysis. Results: Two themes (Issues to Address and Consequences) and five subthemes (Purpose, Roles, Support and Structure, Challenges and Enablers, and Gains) were constructed. Discussion: Our synthesis reflects various challenges, yet the learning gains are recognized and expressed to be important once the students and teachers have overcome early thresholds. Beyond the conclusions drawn in each paper, our synthesis provides new perspectives on the complexity of an implementation process and the balance of not seeing the woods for the trees being overwhelmed by technical and other practical aspects, reducing the opportunity for learning. Conclusion: The portfolio implementation in undergraduate dental education should address clarification to all stakeholders of the purpose and role, presenting a purposeful portfolio structure and timely support. [ABSTRACT FROM AUTHOR]

Introduction: Preparedness for independent clinical practice is a core goal of undergraduate dental education. The aim of this study was to evaluate the self‐reported preparedness for the dental practice among new dental graduates from a University in the Middle East. Methods: Following ethics approval, a purposive sampling techniques were used to invite newly qualified dental graduates at a Middle Eastern University. A validated research instrument, namely the Dental Undergraduate Preparedness Assessment Scale (DU‐PAS), was used to evaluate the self‐perceived preparedness of the participants. Data collection was undertaken online using Google Forms and data were analysed to compute the descriptive statistics, reliability and demographic differences among the participants. Results: A total of 82 participants provided their response yielding a response rate of 68%. The participants included 49 males and 33 females. The overall reliability of DU‐PAS was excellent. (α = 0.93). The participants included less than 40% of participants were able independently to prescribe medications, assess orthodontics needs and perform endodontic treatment on multirooted teeth. In addition, more than 65% indicated low confidence in evaluating new dental materials and products, interpreting new research findings and behavioural management of children. Conclusion: The present findings identified strengths and weaknesses of new dental graduates from a Middle Eastern university. The participants were confident in basic clinical skills but lower confidence was reported for complex dental procedures. The findings highlight the learning needs of new dental graduates and can serve to inform the undergraduate curriculum to enhance the preparedness of future cohorts of dental graduates. [ABSTRACT FROM AUTHOR]

Introduction: The study focused on the importance of the relational factor and empathy in the general satisfaction of patients for the treatment received by university dental students. To achieve this objective, a tool capable of evaluating the most humanistic dimensions (empathy, kindness, trust) in the development of dental treatment has been designed. Materials and Methods: A review of the literature was carried out and, based on its findings, a questionnaire was designed to assess patient satisfaction with the dental student's empathy. It consisted of 20 questions and was completed by 80 patients. The questionnaire was subjected to a validation process using the Delphi method (content validity) and psychometric analysis (construct validity), through a principal components analysis (PCA). Results: The results of the PCA showed the existence of four components that suggest grouping the 20 questions into three blocks with a sequential structure, in which the questions would describe the patient's satisfaction throughout their treatment: reception and explanation of the treatment; development and progress of treatment; and expectations and completion of treatment. In each of these blocks, satisfaction was determined by a specific humanistic dimension: communication, trust and benevolence. Conclusion: The validated questionnaire is an effective tool to analyse the relational factors that determine patient satisfaction in a treatment. Furthermore, the analysis of the questionnaire suggests that communication, trust and benevolence are elements that acquire singular importance throughout the care process. This analysis is essential for the acquisition of humanistic skills by future professionals and to optimize the dentist‐patient relationship. [ABSTRACT FROM AUTHOR]

Introduction: The aim of this study was to assess the students' experience with education during the COVID‐19 pandemic, as well as to investigate their views moving forward after resumption of face‐to‐face education. Materials and Methods: A questionnaire was administered to dental students in clinical dental education at seven dental schools. The questionnaire included 33 items organized in three sections: (a) Demographics, (b) Perceptions/activity during lockdown, and (c) Perceptions/activity upon resumption of face‐to‐face teaching. Results: A total of 286 students from seven universities in Europe and Asia participated. Students' satisfaction with education during the pandemic varied among universities and ranged between 36%–80%, but students engaged in delivering emergency care had a significantly higher opinion (p =.001). Students who felt that their workload decreased, were commonly 24 years old or older (p =.015), male (p =.05) reported lower concentration and motivation, experienced a more severe disruption and valued lower the efforts of their universities to ensure the continuity of education (p =.009). The majority of the students (80.3%) felt confident to resume clinical training after the lockdown. In general, female students experienced a higher disruption of their education during the pandemic (p =.043) and expressed lower confidence to continue clinical training in comparison to their male colleagues (p =.001). Conclusion: Students' perception of their workload during the COVID‐19 lockdown was very diverse, with those experiencing a reduction in workload being more likely to express lower satisfaction as well. Female students experienced a higher level of disruption. Engaging students in the delivery of emergency care had a positive effect on their appreciation of the education. [ABSTRACT FROM AUTHOR]

Introduction: This study analysed whether the SAZAMED (Self‐assessment for dentistry studies) manual test conducted as an exercise or examination in the first year of dental studies, and the official aptitude test for medical studies (EMS), can predict future performance of dental students. Materials and Methods: Students enrolled in the dental curriculum at the University of Basel between 2009/10 and 2019/20 were categorized: Group A conducted the SAZAMED in the third bachelor year (BA) and second master year (MA), group B practiced in the first and third BA and second MA and group C had to pass the test in the first BA with repetition in the third BA and second MA. SAZAMED comprised (i) wire bending, (ii) modelling sphere and cube, (iii) drawing mirror‐inverted and (iv) indirect drawing over a mirror. Comparative variables were the EMS per cent rank and test scores in practical‐clinical examinations in the third BA and the second MA. Results: Data were available from 329 students over the 10‐year period. Repeaters and dropouts had poorer performance in the first BA SAZAMED than students who did not (p < 0.001). Among the four SAZAMED exercises, mirror‐inverted drawing was the strongest predictor of future student performance. The official aptitude test EMS correlated with the third BA certificate (p = 0.012), but failed to predict repeaters and dropouts. Conclusion: Since academic success was associated with significantly better scores on the first BA SAZAMED, it is considered a predictor and recommended in addition to the official EMS to identify students in need of intervention programmes or who should choose a different field of study. [ABSTRACT FROM AUTHOR]

Introduction: The onset of COVID‐19 challenged dental schools worldwide, impacting clinical training. In Australasia, New Zealand adopted a COVID‐19 'elimination strategy', involving nationwide lockdowns that halted face‐to‐face education. The 'elimination strategy' adopted at the pandemic onset, which permitted return to 'normal life' in 2021, allowed the pandemic impacts and those related workforce transition to be teased out. This study aimed to evaluate perceived impacts of the COVID‐19 pandemic on health and well‐being, clinical competency and employment opportunities of dental students. Materials and Methods: Two surveys were distributed to final year dental students (n = 94; age range 20–35): one during their final semester and the second six months following graduation. Surveys included open and closed ended questions on participants' self‐perceived impacts of COVID‐19 on health and well‐being, clinical competency and employment opportunities. Average percentages were calculated and descriptive statistics performed. Results: Pre‐graduation, participants reported COVID‐19 negatively impacted their mental and social health. Slightly lower scores on all dimensions of health post‐graduation were likely due to transitioning to the workforce. Pre‐graduation, less than half of participants felt prepared to provide the full scope of dental treatment; post‐graduation most felt confident to do so. Most participants expected COVID‐19 would negatively impact employment opportunities for their cohort, despite all participants being employed when the second survey was conducted. Conclusion: Participants self‐rated health and clinical competency scores were lower post‐graduation when NZ returned to 'normal life', meaning lower scores were related to workforce transition. Dental schools need to be prepared to provide alternative forms of dental education and help mitigate mental health impacts of future major course disruptions. [ABSTRACT FROM AUTHOR]

Introduction: Assessment ensures that undergraduate students and postgraduate trainees are providing optimal patient care. Numerous assessment methods are currently being used within the United Kingdom. Therefore, the purpose of this review was to provide an overview of the methods used to assess competency in exodontia and compare methods against criteria defined for good assessment. Materials and Methods: A systematic narrative review was carried out. Databases were electronically searched for published studies assessing the competence of undergraduate students and postgraduate trainees in exodontia up to October 2023.The validity, reproducibility, equivalence, feasibility, educational impact, catalytic effect and acceptability of each assessment method was considered. Results: In this review, 591 undergraduate students (n = 529) and postgraduate dental trainees (n = 62) had their competence in exodontia assessed. Undergraduate students were assessed on simple exodontia with forceps and elevators, whereas postgraduate trainees were assessed on the surgical removal of mandibular third molars. Only one study took place in a simulated dental environment, the remaining (n = 7) took place in a clinical environment. A range of formative and summative assessment methods were identified including structured clinical objective tests (SCOT), self‐assessment, peer assessment and logbooks. Common marking criteria such as global rating and checklist scales were also highlighted. Conclusion: This review highlights the lack of evidence to support one form of assessment and the lack of consensus on assessment within the United Kingdom. Further research related to this topic, alongside the opinion of trainees and trainers is required to improve assessments. This will maximise learning opportunities for trainees and translate to better patient care. [ABSTRACT FROM AUTHOR]

Introduction: Nowadays, the training of implant placement has shifted from once entirely instructor–student teaching to the increasing use of computer‐assisted simulation. Based on computerized virtual planning, dynamic navigation has been used for implant placement with higher accuracy than the traditional freehand protocol. However, whether dynamic navigation benefits to the training of dental students in implant placement remains controversial. This study aimed to compare the surgical performance of dental students in implant placement using computer‐assisted dynamic navigation and freehand approaches. Materials and Methods: A total of 20 dental students (6 males, 14 females, age: 25.6 ± 0.5 years) were enrolled in this study. With the traditional freehand approach (training 1) as the control protocol, computer‐assisted dynamic navigation (training 2) was used in the training of dental students in implant placement. For each training, both the operating time (OT) of students and placement accuracy represented by the linear (at the implant platform, Dpl, and apex, Dap) and angular (Dan) deviations between the virtually planned and placed implants were recorded. Statistical comparisons were made between the two training protocols as well as male and female surgeons. Results: OT2 was around twice of OT1 (p <.0001), whereas Dan1 was almost three times of Dan2 (p <.0001). Dap1 and Dpl1 were significantly higher than Dap2 (p =.014) and Dpl2 (p =.033) respectively. Besides, male students showed statistically higher Dpl1 (p =.033) and Dan1 (p =.002) than females. No significant difference was found between male and female students in OT1, OT2, Dpl2, Dap1, Dap2 and Dan2. Conclusions: Within the limitations of this study, the use of computer‐assisted dynamic navigation in the preclinical training could improve the surgical performance of the dental students in implant placement. The combination of dynamic navigation with the traditional preclinical surgical training may benefit to dental students and could be applied in dental education. [ABSTRACT FROM AUTHOR]

Objectives: To evaluate the knowledge of senior dental students and newly graduated dentists about the prevention, diagnosis and treatment of oral manifestations of syphilis. Materials and Methods: A 32‐question questionnaire was designed with three domains: (I) demographic, academic and professional data of the participants, (II) attitudes, practices and self‐perception regarding training about syphilis and (III) knowledge about syphilis. All knowledge responses were classified as correct or incorrect. Scores ranging from 1 to 14 were calculated, and grades were assigned to each participant according to their level of knowledge. Results: The sample comprised 408 dental students and 339 newly graduated dentists. The mean score was 7.70 ± 3.35 for undergraduates and 9.09 ± 3265 for dentists. The highest frequency of correct answers (>70%) was attributed to questions about the aetiology, transmission and treatment of syphilis. The questions with the lowest frequency of correct answers (<50%) were about the identification of oral manifestations and stages of syphilis. Conclusions: The knowledge of dental practitioners and academics about the oral manifestations of syphilis was unsatisfactory. The lack of understanding of these aspects can delay the diagnosis and treatment of patients with this disease, which is concerning given the steady increase in cases in recent years. [ABSTRACT FROM AUTHOR]

Introduction: Teaching of dental caries diagnostics is an essential part of dental education. Diagnosing proximal caries is a challenging task, and automated systems applying artificial intelligence (AI) have been introduced to assist in this respect. Thus, the implementation of AI for teaching purposes may be considered. The aim of this study was to assess the impact of an AI software on students' ability to detect enamel‐only proximal caries in bitewing radiographs (BWs) and to assess whether proximal tooth overlap interferes with caries detection. Materials and Methods: The study included 74 dental students randomly allocated to either a test or control group. At two sessions, both groups assessed proximal enamel caries in BWs. At the first session, the test group registered caries in 25 BWs using AI software (AssistDent®) and the control group without using AI. One month later, both groups detected caries in another 25 BWs in a clinical setup without using the software. The student's registrations were compared with a reference standard. Positive agreement (caries) and negative agreement (no caries) were calculated, and t‐tests were applied to assess whether the test and control groups performed differently. Moreover, t‐tests were applied to test whether proximal overlap interfered with caries registration. Results: At the first and second sessions, 56 and 52 tooth surfaces, respectively, were detected with enamel‐only caries according to the reference standard. At session 1, no significant difference between the control (48%) and the test (42%) group was found for positive agreement (p =.08), whereas the negative agreement was higher for the test group (86% vs. 80%; p =.02). At session 2, there was no significant difference between the groups. The test group improved for positive agreement from session 1 to session 2 (p <.001), while the control group improved for negative agreement (p <.001). Thirty‐eight per cent of the tooth surfaces overlapped, and the mean positive agreement and negative agreement were significantly lower for overlapping surfaces than non‐overlapping surfaces (p <.001) in both groups. Conclusion: Training with the AI software did not impact on dental students' ability to detect proximal enamel caries in bitewing radiographs although the positive agreement improved over time. It was revealed that proximal tooth overlap interfered with caries detection. [ABSTRACT FROM AUTHOR]

Introduction: Accurate inlay preparation is extremely important in pre‐clinical training. However, there is a lack of tools to guide students to efficiently practise inlay preparation. Therefore, a 3D‐printed coloured tooth model for inlay preparation was designed to guide beginners to practise inlay preparation by themselves according to different colour prompts. This study aimed to evaluate the benefits of using a 3D‐printed coloured tooth model in the pre‐clinical training on inlay preparation. Materials and Methods: Twenty‐eight students in their fourth‐year undergraduate dental program participated in this study. The participants were randomly assigned to two groups for the inlay preparation. Group 1 prepared a plain tooth model for the first and fourth attempts and a 3D‐printed coloured tooth model for the second and third attempts (n = 14). Group 2 prepared four plain tooth models (n = 14). The first and fourth tooth models prepared by both groups were scored using an evaluation system (Fair Grade 2000, NISSIN). Next, questionnaires answered by students were used to evaluate the benefits of using a 3D‐printed coloured tooth model and self‐evaluate hands‐on ability using a grading system (1 = strongly agree, 2 = agree, 3 = neutral, 4 = disagree, and 5 = strongly disagree). The scores were evaluated statistically using the Mann–Whitney U test, and the given grades are displayed as percentages and mean values. Results: There was an overall increase in the clinical confidence of all students after repeated attempts to prepare an inlay; however, students from group 1, who had used the 3D‐printed coloured tooth model, had more positive experiences and comments. The 3D‐printed coloured tooth model for inlay preparation has been widely praised by participants. Comparing the average score of the first and fourth preparations, the average score of group 1 increased by 12% (Ø 54.46 ± 8.33, Ø 61.11 ± 7.13, p =.090), while that of group 2 increased by 0.72% (Ø 56.39 ± 9.59, Ø 56.80 ± 8.46, p =.925). Conclusion: Students favoured the use of the 3D‐printed coloured tooth model, and this improved the average score for inlay preparation. The 3D‐printed coloured tooth model for inlay preparation is expected to play an important role in dental education in the future. [ABSTRACT FROM AUTHOR]

Introduction: Assessing exemplars as a formative activity is thought to promote students' learning. This study aimed to investigate dental students' ability to judge the quality of composite restorations' exemplars depicted in photographs and their impact on students' preclinical skills. Materials and Methods: In a non‐randomised controlled crossover trial with two intervention arms, 92 undergraduates in their first preclinical course self‐enrolled in into the intervention group (A1‐INT) or control group (B1‐CT). The intervention group assessed photographic images of composite restorations before restoring an ivorine premolar with composite while the control group restored the same tooth without assessing the photographic exemplars. Intervention and control groups were swapped 3 days later in a second iteration (B2‐INT, A2‐CT). Data were analysed in SPSS® version 27 using nonparametric tests. Results: Students who did not complete all activities in the study were excluded. Therefore, 57 out of the 92 student participants were included in the study analysis. No significant differences were observed between intervention and control groups' ability to assess quality of photographic exemplars or restoring a tooth in both iterations. Conclusion: Students were able to identify the quality of composite restorations in photographic exemplars. It appears that assessing photographic exemplars did not have an immediate impact on students' ability to restore a tooth with composite. [ABSTRACT FROM AUTHOR]

Introduction: The rise of virtual simulation technology and dental simulators has created a new pedagogical approach for undergraduate medical education. The purpose of this study is to evaluate the effect of virtual simulation (VS) technology on improving the students' comprehensive abilities in periodontal probing teaching in pre‐practicum periodontology, such as increasing the accuracy of probing, tactile perception and performance on force control. Materials and Methods: Twenty students were randomly selected among the fourth‐year students and equally divided into VS technology teaching group (VS group) and traditional teaching group (TT group) by drawing half lots. One day later, students were required to probe the periodontal pathology model. The consistency rate between PD measurements and PD reference values, time consumption and final exam scores were recorded and statistically analysed using an unpaired Student's t test and p <.05 was considered statistical significance. Finally, questionnaires relating to teaching methods evaluation and the fidelity of the digital VS training system were distributed to students and teachers. Results: VS group had a significantly higher consistency rate (72.976 ± 6.811%) than TT group (64.107 ± 4.988%, p =.004). To specify, the difference of consistency rates between the two groups in posterior teeth was larger than anterior teeth. Similarly, a larger difference was also found in proximal surfaces compared with buccal‐lingual surfaces. As the pocket depth increased, the difference between the two groups increased too. These results indicated that VS is more efficient in complicated parts of periodontal probing teaching. In addition, students in VS group spent less time and gained a higher score than TT group (p <.05). The overall satisfaction rating in VS group was significantly higher than TT group. Lastly, teachers gave significant lower scores than students concerning the fidelity of VS system. Conclusion: Although there are much to improve, VS technology has obvious advantages in periodontal probing teaching in pre‐practicum periodontology. [ABSTRACT FROM AUTHOR]

Introduction: Cavity preparation and direct and indirect pulp capping are difficult processes to learn in dentistry. Although plastic teeth are used in universities in Turkey, the standard model does not teach students how to distinguish between dental hard tissues from caries and how this relates to the pulp. The aim of this study was to investigate the differences in learning when a three‐dimensional (3D)‐printed tooth was employed in comparison with the standard model and extracted teeth. The differences are evaluated in the design, feasibility, and contribution of the 3D‐printed dental tooth in pre‐clinical education. Materials and Methods: The multi‐layer 3D‐printed tooth's authentic design and replication of the dental hard tissues and carious lesions are explored with 55 students for pre‐clinical education, which includes caries excavation and direct and indirect pulp capping. The students completed questionnaires evaluating the 3D‐printed teeth through comparison with the plastic and extracted teeth, rated with scores from 1 to 11 (1: poorest conformity; 11: excellent conformity). Results: The questionnaire results indicated that students approved the printed tooth model for the practice of theoretical knowledge and the model received ratings between good and excellent. The results were statistically analysed using the Wilcoxon signed‐rank test, and the printed teeth had the highest approval from the students (p <.001). Conclusion: The results of this study demonstrated that the use of the designed 3D‐printed tooth is preferred by the students based on their perception of learning cavity preparation and pulp capping in a pre‐clinical environment. Workflow and production were cost‐effective with the use of 3D printing technology. The printed tooth allowed students to gain realistic experience before treating patients. [ABSTRACT FROM AUTHOR]

Introduction: This study aimed to determine whether implant surgery procedures can be implemented in the dental curriculum by designing novel courses for students. Additionally, this study assesses the perception of these courses and how they can be established in the future. Materials and Methods: Students from the third to fifth years participated in a programme consisting of 4 modules according to their academic year. The modules taught theoretical and practical content as well as clinical references. After participating, the students completed two questionnaires with research questions (RQ1 = evaluation of the relevance and effects; RQ2 = impact of modules 3 and 4) to evaluate the programme. The questionnaires consisted of 52 statements, each rated on a 6‐point scale (1 'totally disagree' to 6 'totally agree'). Cronbach's alpha analysis was used, and median values, interquartile ranges and Pearson correlations (p‐value) were statistically calculated. Results: In total, 94 students completed the questionnaires. Cronbach's alpha exceeded 0.7 for all constructs except for one (skills training). The highest evaluated median was 6, and the lowest was 4.75. Pearson correlations were significant (<0.05) for perceived importance/lectures, perceived importance/tutor performance, lectures/skills training, skills training/tutor performance and tutor performance/lectures. Seventeen analysed free comments expressed strong interest in implantology courses for the curriculum. 88% of the students wished for more practical exercises in dental implantology during the curriculum or suggested expanding the programme in the future. Conclusion: The programme was highly accepted among dental students. The students wished for more practice in the future to perform supervised procedures on patients. [ABSTRACT FROM AUTHOR]

Introduction: This study aimed to assess if the incorporation of small‐group practical seminars into a traditional lecture format improved the understanding and learning of the root canal classification systems in undergraduate students. Materials and Methods: A small‐group practical seminar was designed for 3rd year undergraduate students. The seminar consisted of the analysis of a guided summary of root canal morphology classifications, a participative discussion of several cases and drawing exercises of several internal anatomies based on the different classifications in templates presenting the external anatomy of different dental groups. Students were inquired about their perspectives on the different classifications and the learning strategies with an anonymous questionnaire. The knowledge acquired was assessed in an exam. The scores obtained were compared using the Mann–Whitney U‐test with those obtained in the cohort of the previous year in which only the traditional lecture was delivered. Results: Students' scores (mean = 7.7; SD = 2.5) were significantly higher (p =.006) than those from the previous cohort (mean = 6.9; SD = 2.3). Most students agreed that Ahmed's classification system was the most complete (98.8%) and intuitive (84%), but also the most difficult to understand (67%). All the students believed that the learning activity helped them understand the new classification system. Conclusion: The incorporation of small‐group practical seminars into traditional lecture improved the understanding and learning of root canal configurations in undergraduate students. Students rated the classification system suggested by Ahmed et al. as the most complete and intuitive out of the three systems, but also the most difficult to learn. [ABSTRACT FROM AUTHOR]

To evaluate user perceptions and educational impact of gamified online role-play in teledentistry as well as to construct a conceptual framework highlighting how to design this interactive learning strategy, this research employed an explanatory sequential mixed-methods design. Participants were requested to complete self-perceived assessments toward confidence and awareness in teledentistry before and after participating in a gamified online role-play. They were also asked to complete a satisfaction questionnaire and participate in an in-depth interview to investigate their learning experience. The data were analyzed using descriptive statistics, paired sample t-test, one-way analysis of variance, and framework analysis. There were 18 participants who completed self-perceived assessments and satisfaction questionnaire, in which 12 of them participated in a semi-structured interview. There were statistically significant increases in self-perceived confidence and awareness after participating in the gamified online role-play (P < 0.001). In addition, the participants were likely to be satisfied with this learning strategy, where usefulness was perceived as the most positive aspect with a score of 4.44 out of 5, followed by ease of use (4.40) and enjoyment (4.03). The conceptual framework constructed from the qualitative findings has revealed five key elements in designing a gamified online role-play, including learner profile, learning settings, pedagogical components, interactive functions, and educational impact. The gamified online role-play has demonstrated its potential in improving self-perceived confidence and awareness in teledentistry. The conceptual framework developed in this research could be considered to design and implement a gamified online role-play in dental education. This research provides valuable evidence on the educational impact of gamified online role-play in teledentistry and how it could be designed and implemented in dental education. This information would be supportive for dental instructors or educators who are considering to implement teledentistry training in their practice. [ABSTRACT FROM AUTHOR]

Aim Review Conclusions 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.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.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]

Introduction Materials and Methods Results Conclusions A dental humanoid robot, SIMROID®, is able to replicate the actions characteristic of human beings and enable training for communicating with patients and coping with unexpected situations. This study assessed user experiences via a survey questionnaire following hands‐on training on the SIMROID®.A total of 112 participants, consisting of 50 high school students who visited AUSD (Asahi University School of Dentistry) to participate in open campus events, 42 fourth‐year students at AUSD and 20 dental students from Mexico State Autonomy University, University of Siena and Peking University took the survey. The participants observed the movements and reactions of a SIMROID® robot placed on a dental unit for approximately 20 min after which they completed a questionnaire survey. Both Japanese and English versions of the questionnaire were prepared for local and visiting foreign dental students. The questionnaire comprised 8 items, with a further two items for those undertaking dental training and an open comment field.All participants who observed the SIMROID® completed the questionnaire giving a 100% response rate. Generally, simulation training with SIMROID® was highly appreciated by all participants. The comprehensive evaluation score for SIMROID® was 4.56 ± 0.50 points for high school students, 4.05 ± 0.82 points for students at AUSD and 4.70 ± 0.47 points for foreign dental students, showing all participants had a very positive experience and impression of the SIMROID®.Therefore, simulation training using SIMROID® seems beneficial learning tool. [ABSTRACT FROM AUTHOR]

Introduction Materials and Methods Results Conclusion This study aimed to develop a module that incorporates hands‐on and reflective feedback in teaching dental materials science and subsequently analyse undergraduate dental students' learning experiences with the module.The module was developed based on the ADDIE (Analyse, Design, Develop, Implement, Evaluate) model. First, a need analysis was conducted, followed by designing the module to address the needs. Next, the module sought experts' feedback and was piloted. The revised module was implemented among all second‐year undergraduate dental students. Finally, a validated questionnaire (5‐point Likert scale items and open‐ended questions) was used to evaluate students' learning experiences. The questionnaire Likert scale items were analysed descriptively, whereas open‐ended responses were analysed using content analysis.In the analysis phase, a slight misalignment in cognitive competency levels was observed, alongside a need for the inclusion of more hands‐on activities. In the design phase, learning objectives and resources were listed. Subsequently, a module consisting of four teaching sessions (3 h each) was developed, and the pilot test showed favourable feedback. The module was then implemented in small groups of 10–12 students. In the evaluation phase, 72 students (97% response rate) completed the questionnaire. The majority of students agreed with all items, with mean scores ranging from 4.53 to 4.72. Open‐ended responses highlighted that hands‐on activities and reflective feedback sessions were useful.Students demonstrated positive learning experiences after participating in the module, advocating for dental educators to consider more hands‐on activities and reflective feedback sessions in teaching dental materials science. [ABSTRACT FROM AUTHOR]

Introduction Materials and Methods Results Conclusion 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.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.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.A positive yet cautious view towards AI chatbot integration in dental curricula is prevalent, underscoring the need for clear implementation guidelines. [ABSTRACT FROM AUTHOR]

Academic stress affects students' psychological and physiological well-being. Dental undergraduate programs are known for their demanding curriculum, leading to significant stress symptoms. The objective was to determine if salivary cortisol levels were higher in students exposed to academic stress, assess the relationship between stress severity/temperament and cortisol values, and explore relaxation technique effects. Salivary cortisol was measured at two time points for all participants: Before exams and during a relaxation period after summer break. A third measurement was conducted for students with high pre-test cortisol levels who received instructions on progressive muscle relaxation (PMR) before subsequent exams. Additionally, participants completed two questionnaires: Perceived Stress Scale (PSS) and Fisher's Temperament Questionnaire. The group analysis based on the PSS indicated that 39 participants reported high stress. Women demonstrated significantly higher stress than men (p = 0.042054). A significant difference in stress levels was observed between director and builder temperament types (p = 0.029276). Cortisol levels showed a significant decrease from the first measurement to the second measurement, and the third measurement after implementing PMR. The grade in the "Dermatovenereology" course correlated with stress level according to the PSS (k = 0.578467). Pre-test cortisol levels correlated with the frequency of using PMR guidelines during winter test periods (k = 0.416138). Stress negatively affects the immune system and poses health risks. Implementing stress reduction techniques in dental/medical education could benefit students and the healthcare system. [ABSTRACT FROM AUTHOR]

INTRODUCTION: Dental students often faced high levels of mental distress which contributed to lower mental well-being. This has a negative impact on their health and academic performance. Many previous studies focused on students who were already in a 'diseased' state with little focus on students who are well but at risk of developing poor mental well-being. A better understanding of the factors affecting the mental well-being dental students is needed. This study was aimed to explore the factors associated with mental well-being of dental students and to identify steps to promote their mental wellbeing. MATERIALS & METHODS: In this qualitative study, individual interviews were conducted among undergraduate dental students using semi-structured interview guide. The interviews were recorded, transcribed via verbatim and analyzed using thematic analysis. RESULTS: The analysis revealed three main themes; i) Impression of dentistry, ii) Stressors and iii) Mental health experience. This study elucidated the experiences and stressors of dental students as they advanced through their dental education especially in clinical years. Most of the students had experienced low levels of mental well-being which affected them negatively. The findings also showed opportunities for fostering better mental well-being. CONCLUSION: Undergraduate dental students often experienced low mental well-being due to the stressors they faced. Identifying the factors that influenced the mental well-being of dental students would allow for early intervention and fostering of mental well-being among dental students. [ABSTRACT FROM AUTHOR]

Background/Aim: Several publications highlight the insufficient knowledge possessed by dentists and dental students regarding the management of traumatic dental injuries (TDIs). A lack of clinical experience during Undergraduate (UG) education could explain the reported deficits in managing dental trauma post‐graduation. Despite its importance in dentistry, there are very few reports on how, where and who teaches Dental Traumatology (DT) in the UG curriculum. The aim of this study was to investigate teaching practices in DT around the world in UG education. Materials and Methods: UG educators involved in DT teaching activities were invited to complete an online questionnaire hosted on Qualtrics®. The survey consisted of close‐ended and open‐ended questions on their teaching practices in DT. Only one answer per institution was included in the final descriptive analysis. Results: A total of 203 responses from 164 institutions were obtained from 69 countries. All institutions reported that DT is included in their UG curriculum, and is mainly taught within Paediatric Dentistry and Endodontics. Most teaching and evaluation was delivered in traditional format. The number of contact hours dedicated to DT teaching activities ranged from 2 to 185 h (median = 10). Only 35% of institutions had a unified approach across disciplines. DT was taught as a separate course/module in 23% of the universities. Insufficient exposure to emergency care and the lack of formal clinical exposure to TDI was highlighted by many institutions. The need for a core curriculum was supported by 84% of the institutions with agreement on essential topics required at UG level. Conclusions: Teaching practices in DT varied internationally. Very few teaching hours were devoted to DT and many institutions identified a need for increased clinical exposure. There was a desire for a standardised coherent approach to DT in the UG education with suggestions to improve educational resources. [ABSTRACT FROM AUTHOR]

Objectives: Screening, Brief Intervention, and Referral to Treatment (SBIRT) is an effective evidence‐based model to provide early intervention and treatment to people with substance use disorders across diverse health settings. Yet, how SBIRT has been implemented within oral health settings and its associated outcomes has not been explored. This scoping review assessed how SBIRT has been implemented in oral health settings in the U.S. and discusses the implications for SBIRT integration in dentistry and oral health research, education and practice. Methods: Five scholarly databases were searched using a scoping review methodology for relevant literature, yielding seven articles that met inclusion criteria. Results: Findings from seven U.S. studies show that SBIRT has been implemented into oral health settings in three distinct ways: through education/training, as an intervention and in one national survey. Findings of this scoping review support the inclusion of SBIRT education for oral health professionals in both practice and clinical environments and offer examples of existing models for future implementation and study. Conclusions: The scant literature on SBIRT intervention effects in dental settings—both within and outside of the U.S.—underscores the need for more empirical work to better understand how SBIRT impacts dental providers' knowledge, practices, referrals and ultimately, patient outcomes. [ABSTRACT FROM AUTHOR]

Introduction Objectives Methods Results Conclusion The recent pandemic has highlighted the importance of addressing well‐being in the overall health of students. There is a need for support systems within dental schools to help students demonstrate resilience, adapt to learning environments and thrive in their professional careers.The main aim of the study was to evaluate Bachelor of Dental Surgery (BDS) students' understanding and experience of well‐being. The objectives were to create a suitable survey to assess students' well‐being, investigate the factors affecting dental students' well‐being and develop a student well‐being action plan based on the analysis of the survey.A literature review was conducted to identify and critically assess existing measures of well‐being in dental students. Four domains of well‐being (emotional, physical, social, intellectual) relevant to dental students were identified. Through a comprehensive iterative process, a two‐part survey was developed and tested, which measured individual experiences of well‐being across the four domains and collected feedback on proposed initiatives to support student well‐being. The survey was disseminated to all 452 dental students from Years 1 through 6, of which 71% (321) responded.The survey revealed low levels of overall well‐being among the dental student population, which worsened with increasing years of clinical study. Fear of failing exams presented the biggest challenge with regard to emotional well‐being, while sleep deprivation and occupational health hazards most affected the physical well‐being domain. Intellectual well‐being was compromised by insufficient free time to pursue extracurricular interests and concerns about achieving the required skills. Despite a majority experiencing positive relationships with their peers and tutors, less than a fifth agreed that the Faculty of Dentistry ‘supported my well‐being as a dental student’.As the first investigation of the well‐being of dental students in Hong Kong, the key stressors identified were examinations, long schedules and the physical burden of dental work, which are consistent with international literature. The findings reveal students' needs and preferences for well‐being initiatives which will be optimized in the implementation of student‐centred curricular activities. [ABSTRACT FROM AUTHOR]

This analytical cross-sectional study evaluated the perception of black triangles (BT) and examined the relationships between the perception of BT, personality factors, different educational backgrounds and demographic factors. 435 participants were included and divided into four groups: dentists, clinical (4th and 5th year) dental students, pre-clinical (3rd year) dental students, and laypeople. Participants' perception of the attractiveness of smile profiles of maxillary and mandibular anterior dentition with BT was rated using a ten-point VAS scale with 0 being the least, and 10 being the most attractive smile profile. The personality was assessed using the NEO-FFI personality questionnaire. The smile profile with multiple large BT was rated the least attractive for the maxillary (mean = 3.6) and mandibular (mean = 3.9) tested profiles. The smile profile without BT was rated the most attractive for the maxillary (mean = 9.1) and mandibular (mean = 8.8) tested profiles. The dental professionals perceived the maxillary smile profile with multiple large BT as less attractive than the non-dental participants (t = − 2.715, P = 0.007). Being a male, having dental education, having lower Neuroticism scores, as well as having higher Openness, Agreeableness, Conscientiousness, and Extraversion scores predicted and contributed more towards perceiving various tested smile profiles as more attractive. These findings show that black triangles negatively impacts the perception of smile attractiveness, and that personality traits and having dental education impact the perception of smile attractiveness for smiles with black triangles. [ABSTRACT FROM AUTHOR]

Introduction Materials and Methods Results Conclusion In health professions education, it is widely recognised that concept mapping helps students organise their knowledge. This study aimed to investigate the quality of first‐year dental students' cognitive structures and the factors that influence it. Two approaches (qualitative and descriptive) to analysing student concept maps are described in this article. The qualitative approach emphasises the distinct morphologies (structures) that are considered to indicate the level of understanding. The descriptive approach provides information on the content's richness in terms of concepts and key concepts.A total of 31 first‐year dental students participated in this study. In an introductory session, students drew their first concept map (CM) using Cmaptools software. Then, students created and submitted individualised CMs for four course topics. Qualitative and descriptive approaches to analysing concept maps are valuable because they highlight what students have learned and how they organise and structure knowledge through CMs. To determine students' cognitive structures and explore the evolution of their representations over the four course topics, two examiners analysed the CMs' morphology and content.Students presented various cognitive structures for the same topic. The quality of concept maps seemed to be influenced by the topic, as well as by familiarisation with making CM.Concept mapping revealed the organisation of students' knowledge. This study explored the structural (morphology) and content analyses of CMs. The quality of the CMs seems to be affected by the nature of the topic. [ABSTRACT FROM AUTHOR]

This study evaluated the impact of a combined science outreach, oral health education and tooth brushing initiative introduced into a New Zealand Māori immersion primary school. Participants completed questionnaires on dental anxiety, oral health practices and dental knowledge before and after the intervention. Pre- and post-intervention responses were compared to determine if knowledge and outcomes had improved. Semi-structured interviews were conducted with six students 18 -months later to determine long term retention of information and subsequent oral health practices. Improvements in good oral hygiene habits and diet were observed in several areas. Interview participants comments showed that although students may be aware of recommended oral health practices, they will not necessarily implement them. A decline in the number of sugary drinks consumed daily was observed, alongside an increase in participants' understanding of the effect of fluoride on teeth. Not all dental terminology and scientific knowledge was retained long term because of this initiative; however, improvements were observed when reinforcement of messages was delivered regularly throughout the duration of the study. Scientific outreach and dental initiatives need to be ongoing to ensure long term retention of information provided, and to encourage regular oral health practices. [ABSTRACT FROM AUTHOR]

Purpose: To acquire comments on pediatric dentistry entrustable professional activities (EPAs) from pediatric dentistry residency program directors (PDs). Methods: An electronic survey invited PDs to evaluate 16 previously developed EPAs on whether they were critical to patient safety, resident education, or both. PDs were asked to evaluate a fully developed EPA to assess structure and clarity and describe barriers to EPA. Descriptive statistics were completed. Results: Forty-one of 103 PDs completed the entire survey. Eighty-five percent (36 of 42) of PDs believed EPAs are critical to pediatric dentistry education, and 81 percent (34 of 42) believed EPAs are critical to patient safety. Eighty-one percent of PDs would likely use EPAs when available. Seventy-five percent (31 of 41) of PDs reported that they have had a resident who would have benefited from a longer duration of training. Conclusions: The majority of pediatric dentistry residency program director participants surveyed reported that entrustable professional activities are critical to patient safety and resident education. EPAs may be a valuable option for assessing residents' readiness for graduation. [ABSTRACT FROM AUTHOR]

Introduction: The aim of this operational research workforce project was to build, and test, a clinical dental workforce model for Malaysia to address population need/demand with a view to informing health policy. Methods: A system dynamics (SD) model was developed to take account of population oral health needs and demands and dental workforce supply nationally from 2010 to 2040. This involved building two sub-models: population need/demand; and dental workforce supply, drawing on evidence from two previous studies (student survey and interviews of key-stakeholders) supported by government data. The two sub-models were integrated in relation to clinical time to explore potential of over- or under-supply of clinical hours; were latter converted to clinical workforce numbers. The SD model was tested and validated as an acceptable baseline model for Malaysia using existing workforce data. Results: A SD model was developed to model the need, supply and demand for dental care in two sectors from 2010 to 2040. There is a short-term need for an expanded dental workforce to meet the needs of the population but there is a potential oversupply of dentists and therapists from 2040, or earlier. The level of public demand for both primary and secondary dental care is expected to increase respectively from the year 2010 to 2040, varying in relation to demographic and health trends across public and private sectors. Conclusion: The study suggests there is are current requirements for an expanded dental workforce to serve the population needs/demand and potential for oversupply from 2040, or earlier. [ABSTRACT FROM AUTHOR]

In anatomy courses there are still students who are not motivated by their own learning process. The teacher´s role is a key extrinsic factor that contributes to this bonding process. Universal Design for Learning (UDL) is an educational model that proposes a series of teaching application guidelines to activate students' affective neural networks, associated with the formation of motivated students. The objective of this study is to create an intervention proposal, based on the selective use of the UDL affective commitment guidelines, to improve teaching practice and student motivation in anatomy. It is an action research that uses Whitehead's model, involving the conceptual and methodological intersection between the UDL's affective commitment guidelines and the phases and factors that determine motivation. It corresponds to the programming of six anatomy laboratory sessions, the instruments for collecting information and the techniques for analyzing it. The intervention proposal has a theoretical value since it was designed based on an exhaustive analysis of the UDL and existing publications on motivation, and a practical value that is based on its direct and recursive applicability in anatomy laboratories and in the incorporation of the UDL in the curriculum of a higher education subject. Motivation is the driving force of education, since it drives and maintains academic work at both the student and teacher level. The UDL allows teachers to address student lack of motivation in an accessible, precise and reliable way, considering this one of the pillars of the intervention proposal. [ABSTRACT FROM AUTHOR]

This narrative review examined the published peer-reviewed literature on how health literacy is taught and evaluated in seven health professional and adjacent disciplines: dentistry, medicine, nursing, law, pharmacy, public health, and social work. The study objectives were to assess how students are educated about health literacy and how their health literacy education and skills are evaluated. Study selection followed guidelines outlined in PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). We searched PubMed, CINAHL, SocINDEX (EBSCOhost), Lexis Advance and Public Health (ProQuest) for English-language publications of health literacy education studies across seven disciplines at U.S.-based institutions. Inclusion criteria included: 1) methods describing a primary health literacy educational intervention, 2) professional education in one or more of the seven disciplines, 3) educational institutions in the United States, and 4) articles published in peer-reviewed journals between 2000 and 2020. The searches yielded 44 articles. Health literacy education is evident in six of the seven studied disciplines, and varies widely in the quality, quantity, timing and mode of education and evaluation. Despite the presence of health literacy accreditation requirements, none of the seven disciplines has developed and implemented a standard, rigorous health literacy education program for students. Graduating institutions and professional accreditation organizations that set the standards for education must lead the way by implementing upstream changes in health literacy professional education. Teaching health literacy to students in health professions is one strategy to help close gaps in patient/client professional communication for graduates and those they serve. [ABSTRACT FROM AUTHOR]

Introduction: The Core Curriculum in Cariology (CCC) was developed by ORCA and ADEE in 2010. This article summarizes challenges for the implementation of the CCC at university/country level identified at the “Education Platform” of the ORCA 2022 conference in Cagliari, Sardinia. Methods: Participants from universities from 3 European (Italy, Poland, and UK), 2 Asian (India and Russia), and 3 American countries (Brazil, Colombia, and USA) led the presentations, discussion, and generation of statements. Presentations were transcribed and summarized through qualitative content analysis. Key themes were identified, transformed into key topics, and sent to the panel for agreement. Results: Regardless of the wide variety of dental schools per country, from few (Poland n = 10) to many (India n = 318, Brazil n = 563) or from country/continent itself, frequent challenges to CCC implementation were highlighted. These included lack of agreement on a basic CCC as standard (96%), insufficient support or reimbursement for caries prevention and management (90%), separation between cariology and restorative dentistry (68%), focus on restorative/surgical management with prevention and nonoperative management being disconnected (73%). The group agreed that the integration of cariology and restorative dentistry remains essential to enhancing evidence-based decision-making, resulting in a shift of emphasis from cure to care. Conclusion: There is variation in the level of implementation of the CCC. A frequent challenge is the disconnect between cariology and restorative dentistry. The CCC should be disseminated and promoted as a uniform blueprint/framework to facilitate the implementation of a common cariology curriculum among universities within each country, as well as internationally. [ABSTRACT FROM AUTHOR]

This review critically examines the dichotomy between class practice and mass practice in dentistry, focusing on patient outcomes, satisfaction, and implications for dental education. Class practice, characterized by individualized instruction, aims to tailor treatment plans to the unique needs of each patient. In contrast, mass practice prioritizes standardized efficiency to accommodate a larger patient population. Our analysis draws from a comprehensive review of studies indexed on PubMed, highlighting the strengths and challenges of each approach. The personalized nature of class practice fosters a deeper practitioner-patient relationship, potentially enhancing patient satisfaction and treatment adherence. However, concerns arise regarding the logistical feasibility of individualized care within time constraints. Mass practice, while efficient, raises questions about its impact on the quality of care and long-term patient outcomes. Patient satisfaction emerges as a critical metric, with class practice associated with higher levels of satisfaction due to its patient-centered approach. Efficacy and long-term outcomes reveal potential advantages for class practice, emphasizing the need for further research into the durability of treatments under different models. The practical implications for dental education underscore the importance of adapting curricula to prepare graduates for diverse practice environments. In conclusion, this review provides valuable insights for practitioners, educators, and policymakers, emphasizing the need to strike a balance between personalized care and operational efficiency in the evolving landscape of dentistry. [ABSTRACT FROM AUTHOR]

BACKGROUND: The COVID-19 pandemic reduced access to medical services and led to an increase in complications and exacerbation of many diseases that occurred during and after the pandemic, including deterioration in oral health. One of the main oral health indicators is the index of the number of decayed, extracted, and filled primary teeth (deft) or decayed, extracted, and filled permanent teeth (DEFT). The aim of this study was to determine whether restricted access to dental services during the COVID-19 pandemic led to a deterioration in oral health among schoolchildren. METHOD: Data of oral systematic examinations before (school year: 2018-2019) and after (school year: 2021-2022) the pandemic were used for the study. Systematic oral examinations were conducted for all primary school students from the first to ninth grades at Murska Sobota Public Health Center, and the number of decayed, filled, and extracted (due to caries) primary and permanent teeth were recorded for each student. The deft and DEFT index values before and after the pandemic were calculated and compared for students in first (age range: six to seven years) to fifth (age range: 10-11 years) grades and students in fifth to ninth (age range 14-15 years) grades, respectively. RESULTS: We found that the median deft index of the whole population before the pandemic was 3, whereas it was 2 afterwards (p < 0.01). For students in the first and second grades, the median deft index was 3 before the pandemic and 2 afterwards (p = 0.01), and for students in the third grade, it was 4 (p = 0.02) before the pandemic and 2 afterwards (p < 0.01). The median DEFT index of the whole population was 1 before the pandemic and 0 afterwards (p < 0.01). For students in the seventh, eighth and ninth grades, the median DEFT index values were 1, 2 and 2, respectively, before the pandemic and 0, 0 and 1, respectively, afterwards (p < 0.01 for seventh and eighth grades and p = 0.02 for ninth grade). CONCLUSION: The results of our study showed a lower deft/DEFT index after the pandemic, which could be explained by increased health and hygiene awareness during the pandemic, as children/parents were mostly responsible for maintaining good oral health. Limited access to dental services does not necessarily imply poor oral health (Tab. 1, Ref. 25). [ABSTRACT FROM AUTHOR]