European Journal Of Dental Education[JOURNAL]
Sun
200 papers
Refining a Mature Dental Medico-Legal Curriculum Through ADDIE: Courtroom Immersion Under High-Baseline Evaluation.
Hsu WC, Fuh LJ, Su WC … +1 more , Liao SC
Eur J Dent Educ · 2026 Jul · PMID 42400940 · Publisher ↗
INTRODUCTION: Dental medico-legal education should connect legal knowledge with responsibility, communication and dispute contexts. This study examined how Analysis, Design, Development, Implementation and Evaluation (AD...
INTRODUCTION: Dental medico-legal education should connect legal knowledge with responsibility, communication and dispute contexts. This study examined how Analysis, Design, Development, Implementation and Evaluation (ADDIE) can support quality improvement in a mature dental medico-legal curriculum through courtroom immersion. MATERIALS AND METHODS: This curriculum quality-improvement study used a quasi-experimental, non-equivalent-group, post-test-only design comparing two cohorts of fourth-year dental students at a Taiwanese dental school. The 2024 baseline cohort completed the established curriculum; its post-course questionnaire and open-ended feedback informed the next refinement cycle. The 2025 ADDIE-refined cohort completed a revised curriculum incorporating courtroom immersion, judge-facilitated teaching and a restructured mock trial. Quantitative data were analysed using independent-samples t-test, one-sample t-test against 4 and Cohen's d; qualitative responses were analysed inductively. RESULTS: Valid questionnaires were obtained from 37 baseline and 41 ADDIE-refined participants. Internal consistency of the 13-item scale was high (Cronbach's alpha = 0.94). Ratings were high in both cohorts. The ADDIE-refined cohort reported greater motivation to learn medico-legal content (4.32 vs. 3.41, p < 0.001, d = 1.400), whereas ratings for lawyer feedback and discussion were lower than in the baseline cohort (4.46 vs. 4.76, p = 0.037, d = -0.482). No other between-cohort differences were significant. Baseline feedback requested courthouse visits and real-hearing observation; the refined cohort described courtroom immersion as authentic and complementary to mock trials. CONCLUSIONS: ADDIE identified improvement opportunities in a highly rated curriculum. Courtroom immersion complemented mock trials by strengthening procedural authenticity, professional links, motivation and perceived authenticity.
Are Antibiotic Prescribing Patterns for Endodontic Infections Among Undergraduate Dental Students Consistent With Current Guidelines? A Multinational Cross-Sectional Study.
Elsayed MA, Hatipoğlu FP, Taha N … +18 more , Farook MS, AlShehadat S, Fernández-Grisales R, Ayyad DM, Yesenovna BO, Omarova BA, Karobari MI, Wahjudianto N, Gallegos ME, Nawar NN, Madfa AA, Lehmann AP, Aldhelai TA, Martín-Cruces J, Snigdha NT, Palma PJ, Donnermeyer D, Hatipoğlu Ö
Eur J Dent Educ · 2026 Jul · PMID 42400231 · Publisher ↗
AIM: Appropriate antibiotic prescribing is a core competency in dental education. This study evaluated dental students' knowledge, antibiotic selection patterns, and adherence to international guidelines for the manageme...
AIM: Appropriate antibiotic prescribing is a core competency in dental education. This study evaluated dental students' knowledge, antibiotic selection patterns, and adherence to international guidelines for the management of endodontic infections. MATERIALS AND METHODS: An online survey was administered to students in their final two clinical years across 19 countries. Three clinical scenarios were evaluated: first-line antibiotic choice, second-line when the first choice is ineffective, and drug of choice for penicillin-allergic patients. Participants reported drug, dose, frequency, and duration. Guideline adherence was quantified using a 0-5 scoring system based on European Society of Endodontology and American Association of Endodontists recommendations. Mixed-effects linear regression models with country as a random effect were used to identify predictors of guideline-concordant prescribing. RESULTS: A total of 4226 responses were analysed. Amoxicillin was the most frequently selected first-line antibiotic (57.6%), followed by amoxicillin-clavulanic acid (18.4%), with marked between-country variation; adjusted first-choice concordance was highest in Colombia (4.57) and lowest in Bangladesh (2.49). For second-line therapy, amoxicillin-clavulanic acid predominated (33.2%), with the highest adherence in Ecuador (3.40) and the lowest in Switzerland (2.15). In penicillin-allergic patients, clindamycin was most commonly selected (47.8%), but allergy-specific concordance varied widely, ranging from 3.52 in Colombia to 1.06 in India. Age positively predicted second-line concordance, while lower allergy-specific concordance was observed among second-year students and males. CONCLUSIONS: Marked variability and frequent deviations from guideline-recommended prescribing highlight persistent educational gaps. Strengthening antimicrobial stewardship training within undergraduate dental curricula is warranted.
Innovation and Research Master Lecture Series: A Feasible Flexible Voluntary Module Associated With Basic Research Engagement: A 2-Year Retrospective Observational Study.
Yu X, Liu X, Gan X … +10 more , Gong Z, Li Y, Cai G, Chen S, Guo Y, Hong Y, Zhou Y, Li L, Shi M, Chen Z
Eur J Dent Educ · 2026 Jul · PMID 42400207 · Publisher ↗
OBJECTIVE: The advancement of oral health sciences fundamentally depends on cultivating high-calibre clinician-scientists, a cohort currently experiencing critical shortages globally. To address this challenge, we implem...
OBJECTIVE: The advancement of oral health sciences fundamentally depends on cultivating high-calibre clinician-scientists, a cohort currently experiencing critical shortages globally. To address this challenge, we implemented the Innovation and Research Master Lecture Series (IRMLS) as a voluntary extracurricular component of Sun Yat-sen University's dental basic research curriculum (CDBRC) from 2022-2024. METHODS: This retrospective observational study examined a dual-track lecture framework comprising 21 multidisciplinary sessions delivered by distinguished scholars. Program attendance and academic output data were analysed for the entire student body, with stratified analysis focused on the 2020 cohort. Questionnaire data were collected from a self-selected subgroup of highly engaged participants (n = 52, 42.3% response rate). Due to the voluntary nature of the program and lack of baseline controls, all comparisons are descriptive and no causal inferences are drawn. RESULTS: The IRMLS recorded 3228 cumulative attendance instances, reaching over 80% of undergraduate students. In the 2020 cohort, students in the highest participation tier maintained high GPAs and were associated with securing 90 research projects and 16 publications. However, given the voluntary nature of the program, these outcomes likely reflect the aggregation of students with intrinsic motivation and surplus academic capacity rather than a direct causal effect. Concurrent influences from compulsory mentorship, institutional support and unmeasured confounders preclude causal attribution of research outputs to the lecture series alone. Group comparisons presented herein are descriptive in nature and do not support causal interpretations. Questionnaire data from a highly engaged subgroup (n = 52, 42.3% response rate) indicated high self-reported research interest (82.4%) and broadened perspectives (98.1%). CONCLUSIONS: While causal claims regarding educational efficacy cannot be drawn due to self-selection bias and the absence of baseline controls, the observational data suggest that voluntary platforms like IRMLS can effectively identify, aggregate and support students with pre-existing research drive. The program appears to serve as a valuable complement to compulsory dental curricula.
Emotional Intelligence, Stress and Performance in Undergraduate Dental Students: A 22-Year, 19-Country Systematic Review and Meta-Analysis.
Madruga D, Hassan H, Shado R … +3 more , Novo Pereira I, Ranauta A, Fernández-Berrocal P
Eur J Dent Educ · 2026 Jul · PMID 42400192 · Publisher ↗
OBJECTIVE: To synthesise evidence on (i) average emotional-intelligence (EI) levels in undergraduate dental students worldwide and (ii) the strength of association between EI, mental stress and educational performance. M...
OBJECTIVE: To synthesise evidence on (i) average emotional-intelligence (EI) levels in undergraduate dental students worldwide and (ii) the strength of association between EI, mental stress and educational performance. METHODS: PubMed, Embase and Scopus were searched (1 Jan 2000-17 Apr 2025). Observational studies that used a validated EI instrument in undergraduate dental cohorts were eligible. Two reviewers independently screened, extracted data and applied the Joanna Briggs Institute risk-of-bias checklist. Random-effects meta-analyses are restricted to (a) mean Schutte EI scores and (b) Fisher-z-transformed correlations between EI and Perceived Stress Scale (PSS) scores, representing a subset of the overall evidence base, with other EI tools and performance outcomes synthesised narratively. RESULTS: Forty-seven cross-sectional studies (n = 10 233 students, 19 countries) met the criteria. The pooled mean EI from 19 cohorts (n = 3226) on the 33-item Schutte scale was 121.3 out of 165 (95% CI 119.5-123.1; I < 0.01%), indicating comparable EI across regions. Eleven cohorts (n = 1512) contributed to the EI-stress meta-analysis: higher EI correlated inversely with perceived stress (pooled r = -0.29; 95% CI -0.38 to -0.20; I = 14.6%). Qualitative mapping indicated that 21 of the 23 EI-performance comparisons, derived from 17 primary studies (n = 3186), demonstrated positive associations between EI scores and grades, clinical competence or patient-centred outcomes, whereas two comparisons found no relationship; no negative associations were observed. Although the direction of association was predominantly positive, these findings should be interpreted as a pattern across heterogeneous outcomes rather than a coherent quantitative effect. CONCLUSION: Undergraduate dental students from 19 different countries display similar mid-range EI scores. Higher EI is modestly associated against perceived stress and tends to link with better academic and clinical performance, suggesting potential educational value of nurturing emotional competencies in dental curricula. However, it is important to highlight that the effects are modest and evidence is entirely cross-sectional, supporting EI as a promising but not yet decisive predictor. Future research should standardise ability-based EI measures, link EI to objective performance metrics and employ longitudinal designs to clarify causality.
The Mechanisms Underlying the Effects of Puzzle-Based Examinations on Anatomy Students: A Clarification Study.
Yilmaz H, Değermenci M
Eur J Dent Educ · 2026 Jul · PMID 42400180 · Publisher ↗
AIM: While puzzle-based examinations are increasingly used to promote engagement in anatomy education, the mechanisms underlying their effects on learning and emotional responses remain insufficiently understood. This cl...
AIM: While puzzle-based examinations are increasingly used to promote engagement in anatomy education, the mechanisms underlying their effects on learning and emotional responses remain insufficiently understood. This clarification study aimed to examine how puzzle-based examinations are associated with students' motivation, cognitive processing, and stress regulation, interpreted through the lenses of Self-Determination Theory (SDT), Cognitive Load Theory (CLT), and the Control-Value Theory of Achievement Emotions (CVT). METHODS: A mixed-methods design was employed with 71 third-year dental students who undertook a puzzle-based anatomy examination. Quantitative data were collected using validated scales assessing intrinsic motivation, cognitive load, and test anxiety in relation to the examination experience. Qualitative data were obtained via open-ended questionnaires and thematically analysed. Codes and themes were deductively mapped to SDT, CLT, and CVT frameworks. RESULTS: Students demonstrated increased intrinsic motivation (mean change +18%, p < 0.01), reduced test anxiety (-15%, p < 0.05), and moderate intrinsic cognitive load. Qualitative analysis yielded three mechanism-related themes: (1) Autonomy and competence support (SDT) - the playful, self-paced problem-solving fostered engagement; (2) Optimised cognitive load (CLT) - visual cues and hints reduced extraneous load, enabling deeper processing; (3) Positive achievement emotions (CVT) - novelty and challenge generated enjoyment and reduced anxiety for most students, though time pressure occasionally triggered negative emotions. CONCLUSIONS: These findings suggest that puzzle-based exams are associated with students' learning experiences through mechanisms related to autonomy, competence, cognitive load management, and achievement emotions. These findings offer a theoretical explanation for the associations observed in relation to puzzle-based examinations, supporting their broader application in medical education. Future research should test these mechanisms experimentally and across diverse educational contexts.
Global Survey of Nutrition Education in Dental Schools: Current Practices and Opportunities.
Crowe M, Touger-Decker R, Correia P … +2 more , McEvoy C, Marshall TA
Eur J Dent Educ · 2026 Jul · PMID 42394278 · Publisher ↗
BACKGROUND: Nutrition is central to oral health, yet curriculum content and teaching approaches vary widely across dental schools globally. AIM: To characterise current nutrition education practices in dental schools wor...
BACKGROUND: Nutrition is central to oral health, yet curriculum content and teaching approaches vary widely across dental schools globally. AIM: To characterise current nutrition education practices in dental schools worldwide, identify regional variations, explore barriers and identify opportunities for curriculum enhancement. METHODS: Online survey of dental schools (March-April 2025) examining nutrition curriculum structure, content coverage, research activity, teaching methods, resources, faculty and barriers. Descriptive statistics and inferential tests (chi-square, Fisher's exact, Kruskal-Wallis with Bonferroni correction) were used for regional comparisons. RESULTS: Fifty-five schools participated (Europe n = 25, North America n = 13, Other Regions n = 17). While 98% include diet-caries relationships in curricula, only 79% rate content as adequate. Larger adequacy gaps exist for basic diet and nutrition principles (91% coverage, 51% adequate), counselling techniques (79% coverage, 36% adequate) and special populations (74% coverage, 17% adequate). Substantial variation exists in curriculum hours (range: 2-150; mean: 26; median: 15). Teaching remains predominantly lecture-based (95%), with limited clinical application (36%). Collaboration interest was consistently high across regions (88%-100%), while professional involvement of dietitians/nutritionists was low (32%-38%). Primary barriers include limited curriculum time (75%), low curricular priority (40%) and lack of expertise (33%). CONCLUSIONS: This global survey reveals substantial gaps between nutrition education coverage in oral health and self-reported adequacy. High collaboration interest (91%) among dental educators provides an opportunity to address common barriers through coordinated curriculum development and shared educational resources.
Undergraduate Dental Students' Perceptions and Confidence Following a High-Fidelity ICU Simulation in Hospital Dentistry: A Pilot Study.
Silva CB, Albuquerque W
Eur J Dent Educ · 2026 Jun · PMID 42381226 · Publisher ↗
BACKGROUND: Hospital Dentistry plays an important role in the prevention and management of oral complications among hospitalised and critically ill patients. However, undergraduate exposure to hospital-based dental care...
BACKGROUND: Hospital Dentistry plays an important role in the prevention and management of oral complications among hospitalised and critically ill patients. However, undergraduate exposure to hospital-based dental care remains limited in many dental schools. High-fidelity simulation has emerged as a promising educational strategy for providing experiential learning opportunities in complex clinical environments. OBJECTIVE: To explore undergraduate dental students' perceptions, confidence, and acceptability regarding a high-fidelity simulation experience focused on oral care for critically ill patients in an Intensive Care Unit (ICU) setting. METHODS: This cross-sectional pilot study included 45 final-year dental students who participated in a high-fidelity ICU simulation. The educational activity lasted approximately 3 h and included pre-briefing, simulation, and debriefing phases. Students worked in pairs within small groups and actively performed oral hygiene procedures on a simulated intubated patient. Following the activity, participants completed an anonymous questionnaire consisting of nine Likert-scale items and two open-ended questions. Descriptive statistics were used to summarise quantitative data. Internal consistency of the questionnaire was assessed using Cronbach's alpha coefficient. Responses to open-ended questions were analysed using thematic analysis. RESULTS: Students reported highly positive perceptions regarding the simulation experience. The highest levels of agreement were observed for understanding the role of the dentist in the hospital environment (96%), recommendation to include more simulation-based activities in the undergraduate curriculum (93%), and clarity of the instructions provided during the activity (93%). High levels of agreement were also identified regarding the realism of the scenario (91%) and the perceived contribution of the activity to understanding Hospital Dentistry (91%). The questionnaire demonstrated excellent internal consistency (Cronbach's α = 0.93). Qualitative analysis identified three major themes: integration between theory and practice, increased confidence in providing oral care to critically ill patients, and the value of active participation through hands-on experience. Students also recommended extending the duration and frequency of simulation activities. CONCLUSION: Participants reported positive perceptions regarding the high-fidelity simulation experience, particularly in relation to confidence, realism, and theory-practice integration. These findings support the acceptability and feasibility of simulation-based educational activities in Hospital Dentistry. Further studies incorporating objective measures of knowledge and clinical performance are needed to evaluate learning outcomes.
Generative Artificial Intelligence Use in Dental Post-Graduate Students: A Mixed Methodology Study.
Bhatara S, Singh S, Bhatara M … +2 more , Goswami M, Singh S
Eur J Dent Educ · 2026 Jun · PMID 42377996 · Publisher ↗
BACKGROUND: Artificial Intelligence technologies like ChatGPT have potential benefits and challenges in educational settings, particularly in enhancing dental postgraduate education in India. At the same time, it present...
BACKGROUND: Artificial Intelligence technologies like ChatGPT have potential benefits and challenges in educational settings, particularly in enhancing dental postgraduate education in India. At the same time, it presents potential implications for increased dependency and academic detachment in the population in question. This study aims to explore the use, effectiveness and concerns related to ChatGPT among dental postgraduate students. METHODS: This cross-sectional study employed a convergent mixed-methodology design, starting with a comprehensive literature review followed by questionnaire development reviewed by an expert panel. The questionnaire was pilot-tested and subjected to an expert review. Subsequent data collection through web-based surveys and focus group discussions assessed ChatGPT's utilisation and its impact on learning and ethical concerns. RESULTS: A total of 202 dental postgraduate students participated in the quantitative aspect and three focus group discussions were conducted (26 students) with varied utilisation of ChatGPT, with significant use for academic writing and research. 95.02% use the free version of ChatGPT and only 21.39% received training. Satisfaction with its accuracy shows 46.53% neutral, 22.28% satisfied and 10.89% very satisfied. Six themes were identified after FGDs. Cluster analysis identified four distinct groups, showing variations in ethical concerns and AI tool confidence based on training. High reliance on ChatGPT was noted even among those unfamiliar with its advanced features. CONCLUSION: ChatGPT offers substantial benefits for academic efficiency in dental education but requires careful integration to address ethical concerns and prevent over-reliance. Future educational strategies should focus on developing tailored AI tools and comprehensive training programs to maximise benefits while safeguarding academic integrity.
Student Perceptions of Digitally Uplifted Learning Across Cohorts in Two Dental Programs: A Mixed Methods Study.
Abdulmunem A, Ibrahim S, Lee E … +2 more , Zachar J, Peters OA
Eur J Dent Educ · 2026 Jun · PMID 42366631 · Publisher ↗
INTRODUCTION: This study assessed the efficacy of online and blended education for dental students at the University of Queensland (UQ) by exploring student experiences, perceptions, and satisfaction. MATERIALS AND METHO...
INTRODUCTION: This study assessed the efficacy of online and blended education for dental students at the University of Queensland (UQ) by exploring student experiences, perceptions, and satisfaction. MATERIALS AND METHODS: This mixed-methods study surveyed 304 dental students across all year levels using a Likert scale questionnaire focusing on five areas of investigation. Five focus groups (FGs) with 27 students provided qualitative data on the same areas. Quantitative data involved descriptive analyses along with chi-squared test and ordinal logistic regression. Qualitative data underwent thematic analysis using nVivo software. RESULTS: Chi-squared tests from the 289 complete responses revealed a strong association between year levels and online learning effectiveness, engagement, and preferences. Ordinal logistic regression (OLR) showed male students were significantly more likely to be satisfied with technology integration (p = 0.009, OR = 2.255) and preferred online/blended formats (p = 0.010, OR = 2.098) compared to females. Year 2 BDSc students were least satisfied with technology integration (p < 0.001), while Year 3 BDSc students showed the highest preference for online/blended education (p = 0.029). Qualitative findings indicated a perceived gap in learning with students feeling online learning inadequately prepared them for hands-on practice. Technical problems, content delivery, reduced engagement coupled with a lack of feedback were of concern to students. However, digital learning offered flexibility and good background support. CONCLUSIONS: The study suggests that while digital learning is appropriate as a complement to traditional F2F dental education, variations by year level and gender were noted. While online learning provides flexibility and theoretical grounding, it is insufficient in preparing students clinically.
Understanding Stress in Undergraduate Dental Education Through Student Perspectives: A Mixed-Methods Study.
Choy C, Kuswanto E, Lau J … +2 more , Xiao V, Bartle E
Eur J Dent Educ · 2026 Jun · PMID 42366472 · Publisher ↗
BACKGROUND: Dental students experience high levels of stress, which may negatively affect wellbeing, learning and clinical performance. Although stress in dental education is well documented, fewer studies have explored...
BACKGROUND: Dental students experience high levels of stress, which may negatively affect wellbeing, learning and clinical performance. Although stress in dental education is well documented, fewer studies have explored students' perspectives alongside their views on educational practices using mixed-methods approaches. METHODS: A mixed-methods cross-sectional study was conducted among third-, fourth- and fifth-year undergraduate dental students at an Australian dental school. A validated questionnaire assessed sociodemographic characteristics, perceived sources of stress, and satisfaction with educational practices. Quantitative data were analysed using non-parametric statistical tests and correlational analysis. Free-text responses were analysed using in vivo coding and integrated with quantitative findings. RESULTS: Eighty students participated (response rate 62%). Examinations, managing complex treatment plans and fear of making mistakes on patients were the highest-rated stressors. Fourth-year students reported the highest overall stress, particularly related to clinical supervisory feedback. Stress was negatively correlated with satisfaction with educational practices (ρ = -0.26, p = 0.02). Qualitative findings reinforced the importance of assessments, clinical responsibility and supervisory support as key stress-related themes. CONCLUSIONS: Undergraduate dental students experience substantial stress, particularly during the transition to clinical training. Institutional factors, especially clinical supervision and feedback, appear to influence students' stress and educational experiences. Addressing these areas may support student wellbeing and optimise the clinical learning environment.
Knowledge, Attitudes, and Stigmatizing Beliefs About HIV/AIDS Among Dental Students: The Impact of Clinical Education Level.
Aydoğdu T, Sezer B
Eur J Dent Educ · 2026 Jun · PMID 42348415 · Publisher ↗
BACKGROUND: Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS) remain major global public health concerns. Oral lesions are often among the earliest manifestations of HIV, placing dentists a...
BACKGROUND: Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS) remain major global public health concerns. Oral lesions are often among the earliest manifestations of HIV, placing dentists at the forefront of early detection and management. Therefore, dental students' knowledge and attitudes toward HIV/AIDS are critical. AIM: To assess the knowledge and attitudes of preclinical and clinical dental students toward HIV/AIDS, including knowledge of oral manifestations, transmission routes, diagnostic concepts, and stigmatizing beliefs. MATERIALS AND METHODS: This cross-sectional study involved dental students at different stages of clinical education. Participants were categorized as preclinical or clinical according to their year of study. A validated questionnaire assessed general and clinical knowledge of HIV/AIDS, awareness of oral manifestations, and attitudes toward people living with HIV/AIDS (PLWHA). Responses were scored and categorized to determine levels of knowledge and attitudinal tendencies. RESULTS: A total of 390 students participated. Clinical students scored significantly higher than preclinical students in both overall HIV/AIDS knowledge and awareness of oral manifestations (p < 0.001). While most students demonstrated some understanding of transmission and prevention, major misconceptions persisted-particularly concerning sterilization protocols, casual contact, and the concept of "Undetectable = Untransmittable," which was correctly identified by only 6.9% of participants. Although clinical students had higher attitude scores, overall perceptions toward PLWHA remained suboptimal. CONCLUSION: Although clinical experience was associated with improved knowledge and attitudes, significant knowledge gaps and stigmatizing beliefs persisted. Strengthening dental curricula through case-based learning and stigma-reduction strategies may better prepare students to provide informed, ethical, and inclusive care to PLWHA.
Advancing Paediatric Dentistry Faculty Calibration for Predoctoral Education Using Entrustable Professional Activities.
Lee JY, Vann WF, Simancas-Pallares MA
Eur J Dent Educ · 2026 Jun · PMID 42338225 · Publisher ↗
OBJECTIVE: While faculty calibration efforts within predoctoral dental education are recognizable, no studies have addressed this issue among curricula using the entrustable professional activity (EPA) framework. In this...
OBJECTIVE: While faculty calibration efforts within predoctoral dental education are recognizable, no studies have addressed this issue among curricula using the entrustable professional activity (EPA) framework. In this study, we describe findings of a calibration program undertaken among a paediatric dentistry faculty/graduate teaching assistant cohort for a predoctoral program using EPAs. METHODS: We analysed de-identified data from a calibration program within a paediatric dentistry department and among a cohort of six graduate teaching assistants and 10 faculty. The calibration program encompassed a diagnostic survey and four calibration sessions with post-assessments using an entrustment system (i.e., procedural skills [PS] and independence [IND]) for the EPAs: performing an exam, diagnosis and risk assessment, sealants, and stainless steel crowns. We descriptively compared the frequency of agreement and occurrence of a threshold effect across sessions. Finally, pooled weighted Kappa scores for each session were estimated. RESULTS: Highest levels of disagreement were observed among neighbouring levels of entrustment for PS. Across calibration sessions, there was important improvement in observed agreement (23%-100%) and resolution of threshold effects (55%-100%) for PS. Notably, similar improvements were observed and reflected via Kappa scores (range 0.8-1.0). Since the initial session, independence showed the highest level of agreement and reliability. CONCLUSIONS: Results of this calibration program suggest possible resolution effects on disagreement among instructors in the context of a new clinical assessment framework in paediatric dentistry. Future studies integrating instructors' perspectives on this framework and validating these results in different disciplines should be undertaken.
Improving Early Career Dentists' Competency of Endodontic Furcal Perforation Repair: Development and Pilot Evaluation of a Simulated Model in a Quality Improvement Project.
Quinn BM, Colloc TNE, Kilgariff JK
Eur J Dent Educ · 2026 Jun · PMID 42338086 · Publisher ↗
OBJECTIVE: This quality improvement project aims to evaluate the perceived benefits among early-career dentists in managing furcal perforations using a simulated clinical environment. The project focuses on the use of 3D...
OBJECTIVE: This quality improvement project aims to evaluate the perceived benefits among early-career dentists in managing furcal perforations using a simulated clinical environment. The project focuses on the use of 3D printed models with furcal perforation and hydraulic calcium silicate-based cement to repair it, coupled with magnification tools. METHODS: The project was conducted over 2 years with two cohorts of dental core trainees. Each cohort participated in a half-day program. The session consisted of theoretical training on the causes, prognosis and management of perforations and was followed by hands-on practice, where trainees repaired furcal perforations on 3D printed teeth using hydraulic calcium silicate-based cement. Pre- and post-intervention surveys were administered to assess changes in knowledge, confidence and perceived competence. RESULTS: Trainees reported increased confidence in managing furcal perforations post-training. The use of 3D printed teeth provided a realistic and controlled environment for practice, with the opportunity to use hydraulic calcium silicate-based cement and magnification for effective repairs. CONCLUSION: Early-career dentists benefit significantly from practical experience in a simulated environment. The combination of theoretical knowledge and hands-on practice using advanced materials and tools improves their competence in managing furcal perforations, potentially leading to better clinical outcomes. This project underscores the importance of simulation-based training in dental education and its role in enhancing procedural skills and confidence among trainees.
Psychometric Validation of a Well-Being Survey Among Hong Kong Dental Students.
Chan CCK, Li KY, Botelho MG
Eur J Dent Educ · 2026 Jun · PMID 42324624 · Publisher ↗
INTRODUCTION: Holistic assessment of student well-being is essential for developing safe, compassionate, and competent health professionals. Existing instruments often focus narrowly on emotional distress, neglecting oth...
INTRODUCTION: Holistic assessment of student well-being is essential for developing safe, compassionate, and competent health professionals. Existing instruments often focus narrowly on emotional distress, neglecting other critical domains of wellness. This study aimed to validate a comprehensive well-being questionnaire for dental students. METHODS: A questionnaire assessing emotional, physical, social, and intellectual well-being was administered to 271 dental students at the University of Hong Kong. Exploratory factor analysis (EFA) and internal consistency measures were performed to evaluate construct validity and reliability. RESULTS: The analysis identified six distinct domains: social connectedness and support, academic confidence, physical well-being and lifestyle balance, optimism, learning engagement, and pressure to skip meals for class. After the EFA, one item was removed due to weak loading and measurement ambiguity. This resulted in a 22-item questionnaire with stable factor loading and satisfactory overall internal consistency (Cronbach's alpha = 0.795), although some subscales showed low reliability and two items exhibited cross-loadings, indicating areas for future refinement. CONCLUSIONS: This study provides preliminary evidence for the construct validity and reliability of a multidimensional wellness instrument for dental students. While promising for supporting targeted wellness initiatives and student self-awareness, further validation including assessments of convergent, discriminant, and criterion validity is necessary. Future research should explore its applicability across diverse populations, as well as its sensitivity to changes in student well-being over time and in response to interventions.
Mental Health and Wellbeing Promotion in Teaching and Learning for Dental Students in Australian Universities: A Scoping Review.
Huebl M, Hickman A
Eur J Dent Educ · 2026 Jun · PMID 42310933 · Publisher ↗
INTRODUCTION: Current policy, frameworks and governance for the mental health and wellbeing of dental students in Australian universities require examination to support the development of settings-based mental health pro...
INTRODUCTION: Current policy, frameworks and governance for the mental health and wellbeing of dental students in Australian universities require examination to support the development of settings-based mental health promotion and prevention strategies in dental education in Australia. This paper explores the current knowledge in providing mental health and wellbeing promotion in teaching and learning for dental students in Australian universities. MATERIALS AND METHODS: Databases (Medline, CINAHL, ProQuest, A + Education, PsycInfo, Scopus, DOSS and Web of Science) and search engines (Google and Google Scholar) were searched for relevant, Australian-focused documents using a comprehensive search strategy. The reference lists of included studies were searched. RESULTS: Thirty sources met the inclusion criteria. Data analysis used an inductive approach to create a coding framework. The data was grouped into five key themes: legislation and standards; policy, frameworks and reports; university framework or strategy; primary research; and facilitators and barriers. CONCLUSIONS: Mental health and wellbeing promotion in teaching and learning in dental students is influenced by existing frameworks, policy and governance and clinical education and pedagogies. A settings-based approach should be combined with individual strategies, utilising identified facilitators, to improve dental students' mental health and wellbeing. Gaps in legislation, consideration of stakeholder concerns, implementation of university mental health frameworks or strategy, accessibility to university evaluation data and methodology to incorporate mental health and wellbeing promotion into teaching and learning highlight further areas for research. Mental health and wellbeing promotion in teaching and learning for dental students is under-researched and under-evaluated in Australia and requires further research to support the mental health and wellbeing of this cohort.
Evaluating the Performance of GPT-4.0 in Generating and Refining Multiple-Choice Questions for Dental Education.
Wu J, Ji H, Xie Y … +2 more , Kuang S, Yang T
Eur J Dent Educ · 2026 Jun · PMID 42310703 · Publisher ↗
PURPOSE: The integration of large-language models into medical education assessment holds transformative potential, yet rigorous evaluation of their capabilities in generating specialized examination content remains unde...
PURPOSE: The integration of large-language models into medical education assessment holds transformative potential, yet rigorous evaluation of their capabilities in generating specialized examination content remains underexplored. This study aims to explore the performance of GPT-4.0 in crafting multiple-choice questions (MCQs) within the domain of oral and maxillofacial surgery (OMFS), benchmarking it against GPT-3.5 and GPT-4o, and evaluates its capacity to assess and revise defective items. METHODS: 100 MCQs generated by GPT-4.0 were evaluated on six aspects with 5-point scales. Comparative analyses were conducted among ChatGPT 4.0, ChatGPT 3.5, and ChatGPT 4o. Additionally, 43 defective MCQs generated by GPTs were input into GPT-4.0 to assess its capabilities in detecting and providing modification suggestions. Inter-rater reliability between the two expert reviewers was assessed using Cohen's kappa coefficient. RESULTS: GPT-4.0 generated questions rapidly and efficiently, with 87% of them being of high quality. However, 6% required replacement due to issues such as interdisciplinary ambiguity, flawed distractors, or item duplication, while an additional 7% needed minor revisions before use. The comparative analysis highlighted GPT-4.0's marked advantage over GPT-3.5, which exhibited higher defect rates and disciplinary misalignments. Notably, GPT-4.0's ability to detect and revise defective questions proved limited, excelling only in identifying duplicate items but faltering in recognizing disciplinary overlaps or erroneous answers. CONCLUSION: GPT-4.0 proves to be a highly capable tool for generating high-quality OMFS MCQs, outperforming both GPT-3.5 and GPT-4o. Nevertheless, its limited capacity to detect nuanced medical flaws and distinguish between closely related disciplines necessitates mandatory human expert oversight to ensure the accuracy and validity of medical assessments.
Digital Learning Meets Diagnostic Dentistry: A Mixed-Methods Study to Evaluate Intraoral Periapical Radiograph Interpretation.
Math SY, Yong JY, Teh ZH … +5 more , Sidhu P, Sultan OS, Anuar MFBZ, Murugeshappa D, Pacheco-Pereira C
Eur J Dent Educ · 2026 Jun · PMID 42310497 · Publisher ↗
INTRODUCTION: Despite increased use of e-learning, its value in developing practical diagnostic competencies, particularly in oral radiology, remains unclear. The purpose of this study was to evaluate changes in students...
INTRODUCTION: Despite increased use of e-learning, its value in developing practical diagnostic competencies, particularly in oral radiology, remains unclear. The purpose of this study was to evaluate changes in students' IOPAR interpretation scores and structured reporting after participation in an interactive, self-directed e-learning module. Student satisfaction was also evaluated. METHODS: The study used a mixed-methods cohort design. Third-year dental students participated in the module, and performance was assessed at 3 time points: pretest, immediately posttest, and a 1-month retention test. Compliance with radiographic reporting was evaluated through clinical documentation before and after the module. Student satisfaction was assessed using questionnaires and focus groups. Data were analysed using the Wilcoxon signed-rank test, Mann-Whitney U test, McNemar test, and thematic analysis. RESULTS: Overall, 50 students completed 150 assessments. Diagnostic interpretation improved across all time points (p < 0.001), and retention scores were 21.6 percentage points higher than posttest scores. Only documentation of the number of teeth showed a difference (p = 0.005); no differences were observed for the remaining reporting components (all p > 0.14). The total compliance score increased (p = 0.03), but the effect size was small (r = 0.20). Thematic analysis indicated high satisfaction with the module's clarity, flexibility, and clinical relevance; however, some students reported challenges related to case representativeness and technical access. CONCLUSION: A posttest-to-retention increase in IOPAR interpretation scores and modest improvements in structured reporting were observed. Positive student perceptions suggest the acceptability and potential curricular value of the module.
Dental Education System in Kazakhstan: Current State, Challenges and Future Perspectives-A Narrative Review.
Kurmanalina MA, Sumanova AM, Khaidarova NB … +2 more , Detochkina VR, Aitmukhanbetova AM
Eur J Dent Educ · 2026 Jun · PMID 42304664 · Publisher ↗
OBJECTIVES: This review examines the evolution, current structure and reform trajectories of dental education in Kazakhstan in relation to international standards, the Bologna Process and contemporary competency-based ap...
OBJECTIVES: This review examines the evolution, current structure and reform trajectories of dental education in Kazakhstan in relation to international standards, the Bologna Process and contemporary competency-based approaches. METHODS: A literature search was conducted in PubMed, Scopus, Google Scholar and CyberLeninka, complemented by governmental and institutional documents covering the Soviet period to 2025. The review was guided by the SANRA framework. English- and Russian-language sources were included. Grey literature and policy reports were analysed due to the limited availability of peer-reviewed evidence. RESULTS: Kazakhstan has made important progress in structurally aligning dental education with international standards through Bologna-compatible curricula, accreditation mechanisms, competency-based educational standards and emerging simulation-based learning. However, evidence of consistent outcome-level implementation remains limited. Key challenges include uneven clinical and simulation infrastructure, faculty shortages, limited English proficiency, variable implementation of competency-based curricula, and insufficient standardization of modern assessment methods such as OSCE and workplace-based assessment. Recent initiatives focus on alignment with ADEE and WFME standards, curriculum modernization, clinical training reform and quality assurance. CONCLUSION: Kazakhstan's dental education system is transitioning from structural reform toward competency-based modernization, but its educational effectiveness remains unevenly documented. Strengthening clinical training, standardized assessment, faculty development, evidence-based teaching and policy stability is essential for improving graduate preparedness and international comparability.
Medical Students' Perceptions of Peer-Developed Video-Based Training on Periodontal Health and Its Relationship With Systemic Diseases.
Tatlıcan E, Erdoğan E, Öcek ZA … +2 more , Ertuğrul F, Becerik S
Eur J Dent Educ · 2026 Jun · PMID 42298368 · Publisher ↗
INTRODUCTION: Periodontal health is an essential aspect of systemic health, with strong evidence linking it to diseases such as diabetes, cardiovascular diseases, and respiratory conditions. Despite these well-documented...
INTRODUCTION: Periodontal health is an essential aspect of systemic health, with strong evidence linking it to diseases such as diabetes, cardiovascular diseases, and respiratory conditions. Despite these well-documented connections, oral health remains underrepresented in medical education due to curriculum constraints. This study aimed to explore medical students' perceptions and self-reported learning outcomes regarding peer-developed video-based training on periodontal health and its relationship with systemic diseases, thereby highlighting the potential benefits of integrating periodontal health education into medical curricula. METHODS: To address this educational gap, an educational video covering periodontal tissues, periodontal health, and their relationship with systemic diseases was prepared by a fifth-year dental student. This video was presented to 169 third-year medical students as part of a public health course. Subsequently, a structured survey was administered to assess students' perceptions, perceived effectiveness of the training and self-reported learning outcomes. RESULTS: A total of 169 medical students (mean age: 21.3 years) participated in the study. Most students (84%) reported that they were able to distinguish healthy from diseased gums, and 93% reported applying the oral care practices shown in the video. While 88% reported recognizing the necessity of dental visits in the case of periodontal diseases, 91% felt confident identifying such conditions. Regarding the technical evaluation, over 90% of students expressed satisfaction with the video's duration, content distribution and clarity of demonstrations. Furthermore, 93% reported gaining new information through the training. Open-ended responses emphasized the value of visual-based learning and suggested enhancements such as shorter modules and gamified tools. CONCLUSION: This study suggests that peer-developed video-based training materials appear to be a promising educational strategy for supporting medical students' awareness and perceived understanding of periodontal health and may contribute to the integration of such approaches into medical curricula.
Association Between Bullying Exposure and Depression, Anxiety and Stress Among Dental Students: A Two-Centre Cross-Sectional Study.
Çolak S, Erdil A, Keldal G … +3 more , Çolak İO, Başal A, Dal B
Eur J Dent Educ · 2026 Jun · PMID 42289921 · Publisher ↗
INTRODUCTION: Bullying-related behaviours in dental education may negatively affect students' psychological well-being; however, evidence regarding their association with depressive, anxiety and stress symptoms among cli...
INTRODUCTION: Bullying-related behaviours in dental education may negatively affect students' psychological well-being; however, evidence regarding their association with depressive, anxiety and stress symptoms among clinical-year dental students remains limited. This study aimed to assess exposure to bullying-related behaviours and its association with psychological distress among undergraduate dental students in Türkiye. MATERIALS AND METHODS: This two-centre cross-sectional survey included 414 fourth- and fifth-year dental students from two universities in Türkiye. Data were collected using a structured questionnaire including demographic items, a 30-item bullying questionnaire adapted from AbuAlula et al. and the Depression Anxiety Stress Scale-21 (DASS-21). Associations between bullying total score and DASS-21 scores were assessed using correlation analyses. Multivariable linear regression models with HC3 robust standard errors were used to examine the independent associations between bullying total score and depressive, anxiety and stress symptoms after adjustment for age, gender, grade and university. RESULTS: Exposure to at least one bullying-related behaviour was reported by 99.3% of participants. Mean raw DASS-21 scores were 8.26 ± 5.75 for depression, 8.45 ± 5.09 for anxiety and 9.01 ± 5.30 for stress. At least mild symptom severity was observed in 70.3% for depressive symptoms, 82.1% for anxiety symptoms and 57.7% for stress symptoms. Bullying total score was positively correlated with depression, anxiety, stress and DASS total score (all p < 0.001). In adjusted analyses, bullying total score remained independently associated with higher depression, anxiety and stress scores (all p < 0.001). CONCLUSION: Reported exposure to at least one bullying-related behaviour was common among clinical-year dental students and was independently associated with greater psychological distress. Given the broad operational definition used, this finding should not be interpreted as the prevalence of persistent, severe or repetitive bullying victimisation. These findings highlight the importance of supportive learning environments and institutional strategies aimed at reducing bullying-related behaviours in dental education.
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