European Journal Of Dental Education[JOURNAL]
Sun
200 papers
Occurrence of Impostor Syndrome in Dentistry Faculty and Related Factors.
da Rocha MLS, de Oliveira MDL, de Carvalho Taveira Gomes A … +4 more , de Melo Soares K, Vieira BR, de Morais Medeiros JW, Filho JMCV
Eur J Dent Educ · 2025 Aug · PMID 40836790 · Publisher ↗
AIM: To investigate the occurrence of Impostor Syndrome (IS) among faculty members of undergraduate dental courses at institutions in a capital city in the Northeast of Brazil. MATERIALS AND METHODS: A quantitative cross...
AIM: To investigate the occurrence of Impostor Syndrome (IS) among faculty members of undergraduate dental courses at institutions in a capital city in the Northeast of Brazil. MATERIALS AND METHODS: A quantitative cross-sectional observational study was conducted involving five higher education institutions. Data collection was performed through a structured online questionnaire composed of two domains: sociodemographic data and the Clance Impostor Phenomenon Scale (CIPS). Responses were analysed using descriptive and inferential statistics to identify differences and associations related to gender, type of institution and teaching experience (in years). A significance level of p ≤ 0.05 was adopted. RESULTS: The study included 65 professors with a median age of 37 years (p = 32; p = 46), predominantly female (72.3%, n = 47), teaching in private institutions (73.8%, n = 48) and with a median year of teaching experience of 7 years (p = 4; p = 13). The median IS score was 42 (p = 35; p =54), indicating a moderate level. A difference in IS scores was observed between professors from public and private institutions (p = 0.049; r = 0.322; 95% CI: 0.085 to 0.525) and a negative correlation between IS and years of teaching experience as continuous variables (p = 0.006; r = -0.335; CI = -0.099 to -0.535), suggesting that IS tends to decrease with increased years of teaching experience. CONCLUSION: Moderate levels of IS were observed among dental faculty members teaching undergraduate courses. The findings suggest that professors working in private institutions and those with fewer years of teaching experience may be more susceptible to IS.
Assessment of ChatGPT's Performance on the ACP 2024 National Prosthodontics Resident Exam (NPRE).
Almalki A, Althubaitiy RO, Alkhtani F … +2 more , Anadioti E, Abozaed HW
Eur J Dent Educ · 2025 Aug · PMID 40836562 · Publisher ↗
PURPOSE: To evaluate the performance of ChatGPT on the National Prosthodontics Resident Exam (NPRE). METHODS: Two separate OpenAI accounts were used for ChatGPT 3.5 and ChatGPT 4.0, each managed by independent examiners....
PURPOSE: To evaluate the performance of ChatGPT on the National Prosthodontics Resident Exam (NPRE). METHODS: Two separate OpenAI accounts were used for ChatGPT 3.5 and ChatGPT 4.0, each managed by independent examiners. The dataset was sourced from the American College of Prosthodontics (ACP) 2024 National Prosthodontics Resident Exam (NPRE), which includes 150 multiple-choice board-style questions on various prosthodontic topics. Questions were inputted as they appeared in the NPRE, and responses were recorded as correct or incorrect. Accuracy was assessed using a two-tailed t-test, with statistical significance set at p < 0.05. After the study was completed, OpenAI accounts were deleted to ensure data privacy and security. RESULTS: ChatGPT 3.5 correctly answered 84 out of 150 questions, achieving a score of 56.0%; while ChatGPT 4 significantly outperformed it with a score of 73.7%, correctly answering 109 out of 150 questions (p < 0.001). In specific subjects, ChatGPT 4 consistently scored higher, with significant improvements in Basic Science (71.2% vs. 61.3%), Implant Surgery (67.5% vs. 41.2%), Diagnosis and Treatment Planning (66.6% vs. 53.4%) and Fixed Prosthodontics (86.9% vs. 62.5%). The highest scores for both versions were in Dental Materials, with ChatGPT 4 achieving 91.6% compared to ChatGPT 3.5's 73.1%. CONCLUSION: ChatGPT 4.0 shows promising potential as an educational tool for prosthodontics residents by effectively addressing board-style questions. However, due to a significant presence of misinformation in ChatGPT's current prosthodontics knowledge base, residents should exercise caution and supplement AI-generated content with evidence-based information from credible sources to ensure accuracy and reliability.
Student Perspectives on the Efficacy of Hybrid Simulation Laboratory Teaching-Practicing Modules.
Li J, Lin X, Lian X … +7 more , Chen X, Wang Z, Chen C, Ma F, Chen Y, Dai Y, Zou H
Eur J Dent Educ · 2025 Aug · PMID 40836487 · Publisher ↗
INTRODUCTION: This study examined dental students' perspectives on a hybrid simulation-laboratory (sim-lab) course for ultrasonic supragingival scaling. MATERIALS AND METHODS: An interactive online system facilitated the...
INTRODUCTION: This study examined dental students' perspectives on a hybrid simulation-laboratory (sim-lab) course for ultrasonic supragingival scaling. MATERIALS AND METHODS: An interactive online system facilitated the course for second-year dental students from 23 colleges. The curriculum encompassed demonstrations of ultrasonic scaling techniques, coupled with opportunities for students to pose inquiries and engage in remotely guided practice sessions. Upon course completion, an anonymous survey was administered, and the collected data were analysed using Pearson correlation coefficient analysis. Responses to the open-ended question were tabulated and visualised through word clouds. RESULTS: A total of 529 students participated, yielding 516 valid questionnaires. The majority of students (492) expressed a willingness to engage in online courses during their free time, with a mean score of 3.295 ± 0.577. Similarly, 511 students reported satisfaction with the course content selection, achieving a mean score of 3.490 ± 0.549. Furthermore, 505 students concurred that remote guidance was instrumental in refining their practical skills, scoring a mean score of 3.669 ± 0.529. Notably, only a minority of participants (0.78%, 0.78% and 0.39%, respectively) strongly disagreed with these assertions. A robust correlation was observed between satisfaction with the course content selection and improvements in practical skills (r = 0.541, p < 0.001). Conversely, students' willingness to study or explore online courses in their leisure time exhibited a weaker correlation with practical skill improvements (r = 0.269, p < 0.001). CONCLUSION: The findings of this study underscore the overwhelming acceptance of the hybrid sim-lab course among dental students and its potential to elevate their educational journey.
Effectiveness of Scenario-Based Dental Hygiene Education Using Virtual Reality: Intraoral Radiography Training.
Lee B, Mun S, Noh H … +4 more , Han S, Kang J, Kim H, Lee D
Eur J Dent Educ · 2025 Aug · PMID 40828975 · Publisher ↗
PURPOSE/OBJECTIVES: This study aimed to develop a virtual reality simulation (VRS) program that is based on a scenario, training dental hygiene students in the intraoral bisecting angle technique. We tested the effective...
PURPOSE/OBJECTIVES: This study aimed to develop a virtual reality simulation (VRS) program that is based on a scenario, training dental hygiene students in the intraoral bisecting angle technique. We tested the effectiveness of VRS in education using performance confidence (PC), clinical competency (CC) and learning satisfaction (LS). METHODS: This study developed a program based on performance competency and conducted a single-group pretest-posttest experiment to test its effectiveness. Thirty-three second- and third-year dental hygiene students were recruited from a single dental hygiene university. We confirmed each item's validity based on the content validity index (CVI) and compared differences in PC, LS and CC before and after training. RESULTS: Significant differences were observed in PC, which increased from a score of 78.51 ± 9.0 before training to 89.33 ± 7.03 after the first training and to 94.00 ± 5.75 after the second training (p < 0.001). CC increased significantly from 69.92 ± 9.46 before training to 87.04 ± 4.43 after training. LS also increased significantly, from a score of 94.15 ± 8.15 before training to 97.45 ± 4.71 after training (p = 0.002). CONCLUSIONS: Dental hygiene students' PC, CC and LS improved after training using a VRS for the intraoral bisecting angle technique. VRS training is an effective educational tool that can complement traditional skills training; such training programmes should be developed not only for dental hygiene courses but also for the education and skill enhancement of other dental professionals.
Teaching Dental Students Paediatric Behaviour Guidance With Virtual Reality: A Three-Year Study.
Hu S, Lai BWP
Eur J Dent Educ · 2025 Aug · PMID 40828969 · Publisher ↗
INTRODUCTION: The aim was to evaluate the use of low-cost virtual reality (VR) simulation on teaching behaviour guidance of paediatric dental patients in multiple cohorts of dental students. METHODS: This cohort study re...
INTRODUCTION: The aim was to evaluate the use of low-cost virtual reality (VR) simulation on teaching behaviour guidance of paediatric dental patients in multiple cohorts of dental students. METHODS: This cohort study recruited third-year dental students from three consecutive years (2021-2023). The intervention was a validated VR scenario used in a previous pilot. The students were evaluated at three phases: preintervention (baseline), postintervention, and postclinical (3 months after intervention). Demographics, impact of the VR intervention, empathy score, and self-perceived ability and comfort of managing paediatric dental patients were collected and analysed. RESULTS: The study recruited 181 dental students. 96% agreed that the VR intervention helped them better empathise with children. Most agreed that it made them more comfortable communicating (75%) and more confident interacting (82%) with children. Objective empathy scores significantly increased from preintervention to postintervention (110.50 ± 11.12 vs. 114.94 ± 11.55, p = 0.002) and remained unchanged at postclinical phase (112.17 ± 11.41). Additionally, students perceived themselves to be significantly more confident at communicating with children (5.61 ± 1.88 vs. 6.33 ± 1.74, p < 0.001), at interacting with children (5.83 ± 1.97 vs. 6.41 ± 1.70, p = 0.014), and performing dental procedures on children (4.44 ± 1.73 vs. 5.37 ± 1.71, p < 0.001) postintervention and remained elevated postclinical, suggesting better clinical performance when managing paediatric dental patients. CONCLUSION: VR simulation was effective as an adjunct for the teaching of behaviour guidance of paediatric dental patients to dental students. The intervention was well received and improved both objective and subjective outcomes.
The Impact of Age and Gender on Patient Grievances in a Dental Academic Setting: A 6-Year Analysis.
Newman ZK, Replogle KJ, Bompolaki D
Eur J Dent Educ · 2025 Aug · PMID 40828946 · Publisher ↗
BACKGROUND: Understanding patient grievances in dentistry is crucial for improving quality of care and patient-provider relationships. METHODS: A six-year study at a University dental clinic analysed all grievances filed...
BACKGROUND: Understanding patient grievances in dentistry is crucial for improving quality of care and patient-provider relationships. METHODS: A six-year study at a University dental clinic analysed all grievances filed by patients to identify associations with patient and provider characteristics, specifically age and gender. Grievances were categorised into clinical treatment, communication, behaviour, scheduling, and billing, and analysed using statistical software to examine demographic and complaint trends. RESULTS: Of 33 472 patients, 423 (1.26%) filed grievances, with the majority related to clinical treatment and interpersonal interactions. Female and older patients were more likely to file grievances. Older patients were more likely to file grievances against male providers than female providers. No significant relationship was found between grievance type and patient or provider gender. Grievances related to interpersonal interactions were as frequent as those concerning clinical treatment. CONCLUSIONS: Patient age and gender influence grievance patterns against dental providers, with female and older patients filing grievances at higher rates. Male providers were more likely to receive grievances from older patients compared to female providers. Grievances related to interpersonal interactions are as frequent as those related to clinical treatment. PRACTICAL IMPLICATIONS: Integrating communication training into dental education and professional development could help reduce patient grievances, particularly those related to interpersonal interactions. Addressing provider-patient dynamics may improve patient satisfaction and overall quality of care.
Cariology-Competency Teaching Among Latin American Dental Schools Implementing the Regional Curriculum Framework: COM-B Analysis.
Sanabria A, Cortes A, Jácome-Liévano S … +13 more , Avila V, Abreu-Placeres N, Aránguiz V, Carletto-Körber F, Giacaman RA, Polanco C, Pozos-Guillén A, San-Martín M, Squassi A, Úsuga-Vacca M, Beltrán EO, Saavedra MG, Martignon S
Eur J Dent Educ · 2025 Aug · PMID 40828692 · Publisher ↗
PURPOSE: The Latin American Spanish-speaking Cariology Curriculum framework (LACC), agreed in 2023, outlines 85 specific competencies grouped within 10 main competencies and five domains: Domain I (basic knowledge); Doma...
PURPOSE: The Latin American Spanish-speaking Cariology Curriculum framework (LACC), agreed in 2023, outlines 85 specific competencies grouped within 10 main competencies and five domains: Domain I (basic knowledge); Domains II-IV (clinical caries-risk and lesion assessment, synthesis, decision-making and care) and Domain V (practice/public health evidence-based cariology). This study, part of a broader implementation science project, aimed to assess how cariology is being taught in participating Latin American dental schools (DS) using the COM-B model and the LACC. METHODS: Fourteen DS were invited; those that agreed to participate completed a 425-item questionnaire based on the COM-B model, assessing self-reported cariology teaching behaviours aligned with the LACC. The 85 specific competencies were grouped into 16 thematic areas. Descriptive statistics, Welch's ANOVAs and multiple linear regression were used for analyses. RESULTS: Eight LA DS participated (Argentina: n = 2; Chile: n = 2; Colombia: n = 1; Dominican Republic: n = 1; Mexico: n = 1; Uruguay: n = 1). Half of DS performed the LACC thematic-area teaching behaviours almost 'most of the time' (DS2: 3.9 ± 1.3; DS6: 3.7 ± 1.2; DS7: 3.6 ± 0.6; DS8: 3.7 ± 1.1), followed by 37.5% performing them almost 'always' (DS3: 4.5 ± 0.6; DS4: 4.5 ± 1.0; DS5: 4.4 ± 0.9), and 1 DS (12.5%) almost 'sometimes' (DS1: 2.8 ± 0.8). The most frequent LACC thematic-area teaching behaviour was 'Caries epidemiology and research methodology' (Domain I) ('always': DS2-DS3, DS5; 'most of the time': DS4, DS6-DS7); the least one, 'Dental health systems, economy, approaches' (Domain V) (almost 'rarely': DS6; 'rarely': DS1-DS2, DS4, DS8). Capability was the best teaching behaviour predictor across all five domains. CONCLUSION: Participating Latin American DS are incorporating updated cariology teaching behaviours with a moderate-to-high frequency. Capability was the key factor associated with the performance of these behaviours.
Comment on 'Artificial Intelligence Chatbots as Virtual Patients in Dental Education: A Constructivist Approach to Classroom Implementation'.
Daungsupawong H, Wiwanitkit V
Eur J Dent Educ · 2025 Aug · PMID 40818114 · Publisher ↗
Abstract loading — click title to view on PubMed.
From Volunteerism to Regulated Governance: Three Key Phases in the Evolution of the ADEE Secretary General Role.
Quinn B, Manzanares MC, Giles M … +1 more , Murphy D
Eur J Dent Educ · 2025 Nov · PMID 40818095 · Publisher ↗
As part of our series of commentaries to commemorate ADEE's 50th anniversary, we take a few moments to reflect on how changes in the regulation of the charity sector in Ireland and further afield have influenced the evol...
As part of our series of commentaries to commemorate ADEE's 50th anniversary, we take a few moments to reflect on how changes in the regulation of the charity sector in Ireland and further afield have influenced the evolution of the ADEE Secretary General role. The impact of this evolution, we suggest, sees the operations of ADEE evolve through three distinct phases or eras of volunteerism, professionalisation, and regulation. We briefly reflect on each of these phases and discuss how these, in turn, have led to changes in governance structures and the evolution of the Secretary General role.
The Graduating European Dentist Curriculum Framework: A Multi-Stakeholder View.
Field J, Vital S, Murphy D … +25 more , Dixon J, Davies J, Kavadella A, Al-Haroni M, Brady P, Daly B, Dolan M, Galo F, Grolleau C, Kavanagh D, Leung A, Lyons P, Manzanares MC, Patel U, Rederiene G, Pavão M, Ponces MJ, Quinn B, Sabri N, Scales R, Schüler I, Skinkytė S, Tubert-Jeannin S, Vandamme K, O'Connell B
Eur J Dent Educ · 2025 Nov · PMID 40814153 · Full text
In 2025 the Association for Dental Education in Europe (ADEE) Graduating European Dentist (GED) taskforce held an international multi-stakeholder event that undertook a deep-dive into the perceived ideologies underpinnin...
In 2025 the Association for Dental Education in Europe (ADEE) Graduating European Dentist (GED) taskforce held an international multi-stakeholder event that undertook a deep-dive into the perceived ideologies underpinning Oral Health Professional (OHP) education. This paper reports how the event was planned and conducted-and reports the challenges that were discussed in relation to delivering OHP education, potential solutions to each challenge, and priorities for which the ADEE GED taskforce should focus its activity. Due to the very collaborative and fruitful nature of this event, ADEE plans to hold further multi-stakeholder meetings across Europe.
Do Generic Skills Achieved During Undergraduate Dental Education Meet the Need in Clinical Practice?
Näpänkangas R, Lappalainen OP, Jämsä H … +3 more , Laitala ML, Koivumäki J, Karaharju-Suvanto T
Eur J Dent Educ · 2025 Aug · PMID 40810241 · Publisher ↗
OBJECTIVES: To evaluate the importance of generic skills in clinical dental practice and how well these skills were achieved during undergraduate dental education. MATERIALS AND METHODS: The data were based on a national...
OBJECTIVES: To evaluate the importance of generic skills in clinical dental practice and how well these skills were achieved during undergraduate dental education. MATERIALS AND METHODS: The data were based on a national online questionnaire survey called 'Young Dentist', which was hosted by the Finnish Dental Association. The questionnaire was sent via an email link in May 2021 to dentists who had graduated in Finland during 2018-2020. Altogether 221/505 recently graduated dentists (response rate 44%) answered the questionnaire. At the same time, the questionnaire was also sent to more experienced colleagues, who were selected by random sampling from the member register of the Finnish Dental Association (response rate 82/778, 14%). RESULTS: Recently graduated dentists stated that patient encounter skills were the most important generic skill in clinical dental practice, and this skill was well achieved during undergraduate studies. Other important skills in clinical dental practice reported by young dentists were aseptic techniques and patient safety and risk management skills, which were also well or very well achieved during undergraduate studies. The opinions of recently graduated dentists and more experienced colleagues were quite similar. CONCLUSION: According to the opinions of the dentists, undergraduate dental education develops most generic competencies in clinical dental practice, but evolving practices, advancing technologies and health system challenges highlight the growing importance of diverse generic skills in the dental profession.
Exploring the Learned Curriculum at a UK Dental School Through the Lens of Pulp Management.
Brooks L, Field J, Ellis J … +1 more , Edwards D
Eur J Dent Educ · 2025 Aug · PMID 40810180 · Publisher ↗
INTRODUCTION: As part of a wider study investigating the declared, taught and learned curriculum, this paper aims to explore aspects of the learned endodontic curriculum within an undergraduate dental programme in the Un...
INTRODUCTION: As part of a wider study investigating the declared, taught and learned curriculum, this paper aims to explore aspects of the learned endodontic curriculum within an undergraduate dental programme in the United Kingdom. This was done through the lens of deep caries management and management of the pulp. METHOD: The learned curriculum was identified through a student online questionnaire using case vignettes and subsequently explored further with structured focus group interviews. Two focus groups with a total of 15 participants were undertaken. Following transcription, data were analysed through reflexive thematic analysis. RESULTS: Valid responses to the questionnaire were received from 39/69 (57%) final year students. Although students largely favoured selective caries removal techniques in deep caries management, their management of a pulp exposure differed significantly from international evidence-based guidelines in terms of technique and material choice. Following focus group interviews, four themes emerged that influenced the students' answers to the questionnaire and their assumed learning: disconnect between lectures and practical experience; the influence of supervising clinicians; decision-making regarding treatment; online learning. CONCLUSION: This mixed-methods study identifies variation between current evidence-based guidelines and the learned curriculum in relation to deep caries and management of the pulp, resulting in student knowledge and practice that do not align with current guidelines. Recommendations include: clear delivery of current guidelines in lectures, use of typodent teeth in the pre-clinical teaching programme, improved clinical teacher training, a more collaborative and integrative consistent approach, increased availability of materials and creation of more engaging online learning.
Learning Styles and Emotional Intelligence in University Students Studying Dentistry, Medicine and Pharmacy.
Polo CG, Montero J, Muñoz MP … +4 more , Lobato M, Pardal B, Zubizarreta Á, Casado AMM
Eur J Dent Educ · 2025 Aug · PMID 40804683 · Publisher ↗
OBJECTIVES: This descriptive and correlational study investigates the learning styles (LS) and emotional intelligence (EI) of students enrolled in medicine, dentistry, and pharmacy degree programmes. The study examines g...
OBJECTIVES: This descriptive and correlational study investigates the learning styles (LS) and emotional intelligence (EI) of students enrolled in medicine, dentistry, and pharmacy degree programmes. The study examines gender and programme-related differences and analyses the correlation between LS and EI. MATERIALS AND METHODS: A total of 247 students (57 men and 190 women) participated, completing the Honey-Alonso Learning Styles and the Trait Meta-Mood Scale (TMMS-24) questionnaires to assess perceived EI. Data were collected via the Qualtrics XM platform from January to September 2023. RESULTS: Results indicated significant differences among the four learning styles (F(3, 738) = 66.511, p < 0.001), with the highest scores in the reflector and theorist styles, and no gender differences observed. Across all three degree programmes, the highest scores were also found in the reflector and theorist styles, though significant differences were noted in reflector-style scores among the programmes (F(2, 244) = 3.097, p = 0.047): dentistry students scored the lowest (M = 7.97) compared to medicine (M = 9.50) and pharmacy (M = 9.09). All four learning styles showed positive and significant correlations with emotional clarity (r ranging from 0.145 to 0.182); students with a better understanding of their emotional states scored higher in all learning styles. Additionally, the activist style was positively correlated with emotional repair (r = 0.136). CONCLUSIONS: Reflector and theorist styles were predominant among the students, with no gender differences. The association between LS and the emotional clarity component of EI may inform the design of teaching methodologies; though further exploration is required due to the study's sample limitations. Tailored educational programmes focusing on LS and EI could enhance skill acquisition.
Examining the Role of Artificial Intelligence in Assessment: A Comparative Study of ChatGPT and Educator-Generated Multiple-Choice Questions in a Dental Exam.
Özer NE, Balcı Y, Bölükbaşı G … +2 more , İlhan B, Güneri P
Eur J Dent Educ · 2025 Aug · PMID 40785272 · Publisher ↗
AIM: To compare the item difficulty and discriminative index of multiple-choice questions (MCQs) generated by ChatGPT with those created by dental educators, based on the performance of dental students in a real exam set...
AIM: To compare the item difficulty and discriminative index of multiple-choice questions (MCQs) generated by ChatGPT with those created by dental educators, based on the performance of dental students in a real exam setting. MATERIALS AND METHODS: A total of 40 MCQs-20 generated by ChatGPT 4.0 and 20 by dental educators-were developed based on the Oral Diagnosis and Radiology course content. An independent, blinded panel of three educators assessed all MCQs for accuracy, relevance and clarity. Fifth-year dental students participated in an onsite and online exam featuring these questions. Item difficulty and discriminative indices were calculated using classical test theory and point-biserial correlation. Statistical analysis was conducted with the Shapiro-Wilk test, paired sample t-test and independent t-test, with significance set at p < 0.05. RESULTS: Educators created 20 valid MCQs in 2.5 h, with minor revisions needed for three questions. ChatGPT generated 36 MCQs in 30 min; 20 were accepted, while 44% were excluded due to poor distractors, repetition, bias, or factual errors. Eighty fifth-year dental students completed the exam. The mean difficulty index was 0.41 ± 0.19 for educator-generated questions and 0.42 ± 0.15 for ChatGPT-generated questions, with no statistically significant difference (p = 0.773). Similarly, the mean discriminative index was 0.30 ± 0.16 for educator-generated questions and 0.32 ± 0.16 for ChatGPT-generated questions, also showing no significant difference (p = 0.578). Notably, 60% (n = 12) of ChatGPT-generated and 50% (n = 10) of educator-generated questions met the criteria for 'good quality', demonstrating balanced difficulty and strong discriminative performance. CONCLUSION: ChatGPT-generated MCQs performed comparably to educator-created questions in terms of difficulty and discriminative power, highlighting their potential to support assessment design. However, it is important to note that a substantial portion of the initial ChatGPT-generated MCQs were excluded by the independent panel due to issues related to clarity, accuracy, or distractor quality. To avoid overreliance, particularly among faculty who may lack experience in question development or awareness of AI limitations, expert review is essential before use. Future studies should investigate AI's ability to generate complex question formats and its long-term impact on learning.
A Comparative Analysis of Orthodontic Medical Education and Physician Training Models: China Versus America and European Countries.
Li Y, Chen S, Han B
Eur J Dent Educ · 2025 Aug · PMID 40785140 · Publisher ↗
INTRODUCTION: With the improvement of living standards and increasing aesthetic demands, the need for highly skilled orthodontic professionals is on the rise. China is continuously improving its medical education models...
INTRODUCTION: With the improvement of living standards and increasing aesthetic demands, the need for highly skilled orthodontic professionals is on the rise. China is continuously improving its medical education models to cultivate excellent orthodontic physicians. This study systematically reviews the current status of orthodontic medical education and physician training models in China, America and European countries, reveals core differences through multidimensional comparisons and proposes optimised pathways for reform in China while exploring goals and directions for deepening educational innovation. MATERIALS AND METHODS: This paper searched databases such as PubMed, Web of Science and the official websites of representative dental schools in various countries. The article summarises and compares the orthodontic education models in China and other countries, from the aspects of educational systems, degree conferment, curriculum design and clinical practice and so on. RESULTS: At present, the training of orthodontic specialists in China is mainly after undergraduate education. There are many similarities between China and the United States and Europe in terms of orthodontics. The educational system can be roughly divided into the basic oral medicine and the orthodontic professional education stage. However, there are differences in the specific study period and the curriculum arrangement of each stage. CONCLUSIONS: The education model system for Chinese orthodontic specialists has advantages such as systematisation, standardisation and interdisciplinary joint training. However, compared to America and European countries, there is still a gap, with problems such as a lack of general education and medical humanities courses, insufficient scientific research training and so on. We propose possible solutions to address the existing shortcomings and further improve the clinical and scientific research level of Chinese orthodontists.
The Last 15 Years: The Association for Dental Education in Europe's (ADEE) Leading Role in the Education of the European Oral Health Workforce (2010/2025).
Manzanares Cespedes MC, Murphy D, Paganelli C … +1 more , Field J
Eur J Dent Educ · 2025 Nov · PMID 40770898 · Publisher ↗
This paper is an updated and translated version of 'La Educación de los Profesionales de la Salud Oral en Europa: la Visión de la Association for Dental Education in Europe (ADEE)', published in Spanish in 'Dental Tribun...
This paper is an updated and translated version of 'La Educación de los Profesionales de la Salud Oral en Europa: la Visión de la Association for Dental Education in Europe (ADEE)', published in Spanish in 'Dental Tribune' in 2022. Commencing with a brief recap on ADEE's mission and earlier achievements, the paper continues by outlining how ADEE drew on these successes to further advance the education of oral health professionals' education within Europe and beyond. At the core of all these activities resides a drive and passion for consensus, collaboration and collegiality, attributes that have served ADEE and its members well for half a century.
Implementing Deflection Loupes in Endodontic Training of General Dentistry Residents: Effects on Treatment Quality, Procedure Time and Ergonomics.
Xie K, Li Y, Ma N … +1 more , Wang X
Eur J Dent Educ · 2025 Aug · PMID 40768709 · Publisher ↗
OBJECTIVE: The objective of this study was to evaluate access cavity preparation quality, procedure time, and working posture of general dentistry residents using different types of magnification (naked eye, traditional...
OBJECTIVE: The objective of this study was to evaluate access cavity preparation quality, procedure time, and working posture of general dentistry residents using different types of magnification (naked eye, traditional loupe and deflection loupe). METHODS: This in vitro study used a randomised cross-over design. Thirty general dentistry residents performed access cavity preparations using naked eye, traditional loupe, and deflection loupe on plastic right maxillary first molars in manikins. The working posture was evaluated using the Posture Assessment Instrument (PAI). The access cavity preparation quality scores, procedure time, and PAI scores were compared between groups. Questionnaire results on residents' perceptions were also analysed. RESULTS: The access cavity preparation scores were higher for both loupe groups than the naked eye group. Procedure time was not different between groups. Both PAI_total and PAI_neck scores were statistically lower in the deflection loupe group and traditional loupe group than in the naked eye group. The deflection loupe group had lower PAI_neck scores than the traditional loupe group. Both traditional loupe and deflection loupe were rated positively in terms of precision, ergonomics, treatment quality, and adaptability. The deflection loupe was considered superior in ergonomics but less comfortable. Eye fatigue is a common problem for both types of loupes. CONCLUSION: Both deflection loupe and traditional loupe can improve working posture and access cavity preparation quality. Deflection loupe had an ergonomic advantage over traditional loupe. The comfort of deflection loupe needed improvement because of its heavy weight. Another perceived problem of deflection loupe and traditional loupe was eye fatigue.
Can Hobbies Shape Fine Motor Skills Development in First-Year Dental and Oral Health Students?
Shetty S, Tran C, Sexton C
Eur J Dent Educ · 2026 May · PMID 40755431 · Full text
INTRODUCTION: Dental students develop fine motor skills that include a complex interplay of finger dexterity, posture and progressive visual-tactile improvement through spatial awareness and cognition facilitated through...
INTRODUCTION: Dental students develop fine motor skills that include a complex interplay of finger dexterity, posture and progressive visual-tactile improvement through spatial awareness and cognition facilitated through university simulation training. Identifying students with a natural aptitude for these skills is vital to make the most of available resources. This study examines the relationship between pre-existing hobbies and fine motor skills before and after a five-week training module. MATERIALS AND METHODS: Seventy-two first-year students at an Australian University completed a questionnaire that measured their personal interests. Students' performance on a foundational cavity preparation task was assessed before and after five weeks of simulation clinic training on plastic typodont teeth. In-class assessment tasks aimed to evaluate innate and acquired skills. The relationships between personal interests and cavity preparation skills, before and after the simulation training, were explored. RESULTS: The three hobbies with the highest mean cavity preparation percentage at baseline were playing music (51.7%; 95% CI: 41.5, 61.9), cooking (50.3%; 95% CI: 45.1, 55.5) and participating in sports (48.4%; 95% CI: 42.9, 53.8). Estimated mean improvement in cavity preparation was highest for participants that had cooking as the only hobby (19.2%; 95% CI: 14.4, 24.1). Participants with four hobbies had the lowest mean improvement in cavity preparation, with 11.3 (95% CI: 5.1, 17.5) percentage units. Participants with zero hobbies improved by 11.7 (95% CI: 7.7, 15.7) percentage units. CONCLUSION: Cooking at least once a week has a better impact on the mean improvement in scores after formal university simulation training than other hobbies. Students without any identified hobbies might benefit from task-specific training for fine motor skills improvement.
A Pilot Study of Burnout in University of Birmingham Dental Students.
Mistry R, Ahmed B
Eur J Dent Educ · 2025 Aug · PMID 40755228 · Publisher ↗
INTRODUCTION: Burnout has become a significant issue in dentistry in recent years, affecting both qualified dentists and dental students. By identifying and managing the key sources of burnout for dental students early o...
INTRODUCTION: Burnout has become a significant issue in dentistry in recent years, affecting both qualified dentists and dental students. By identifying and managing the key sources of burnout for dental students early on, this can help to reduce levels of burnout later in their careers. MATERIALS AND METHODS: Eighty-four dental students from the University of Birmingham completed a questionnaire derived from the Maslach Burnout Inventory to assess the levels of burnout amongst these students. This survey also extracted information regarding the students' main sources of burnout and suggestions to prevent burnout in future cohorts. RESULTS: 28.5% of the surveyed students were classed as 'burnt out' according to the findings of the questionnaire, with the key sources of burnout including exams, clinical requirements and patient admin. Suggestions for reducing burnout included spreading heavy workloads out evenly through the year and offering more support and advice to students on how they can prevent burnout. DISCUSSION: Although some of the sources of burnout for dental students are not completely avoidable, such as exams and clinical work, smaller changes can definitely be made to improve student experience and reduce burnout levels. The School of Dentistry has already started to succeed in taking action to reduce burnout by acting on suggestions from students, such as increasing study spaces in the Dental Hospital and introducing morning yoga classes. CONCLUSION: Further steps should still be taken to reduce burnout amongst dental students; research should also be carried out to investigate the effects of these interventions on burnout levels.
Exploring Perception in Dental Students' Communication Skills: An Online Survey.
Cruanyes M, Pedro Brotons P, Montserrat Virumbrales M
Eur J Dent Educ · 2025 Jul · PMID 40737427 · Publisher ↗
BACKGROUND: Effective communication in dentistry is crucial for patient understanding and promoting health. Undergraduate dental education provides a critical opportunity to instil these skills. OBJECTIVES: To describe t...
BACKGROUND: Effective communication in dentistry is crucial for patient understanding and promoting health. Undergraduate dental education provides a critical opportunity to instil these skills. OBJECTIVES: To describe the self-perceptions of undergraduate dental students at Universitat Internacional de Catalunya (Barcelona, Spain) regarding their communication skills and evaluate communication training across the current undergraduate programme. METHODS: A structured multilingual online questionnaire was designed and distributed to undergraduate dental students during 2023. It collected demographic data (age, nationality, program year) and assessed global self-perceived communication competency (scored from 1 to 5), use of good communication practices (range of 0-28), perceived course impact on communication development, and adequacy and implementation of enabling methodologies. Communication development was evaluated across the curriculum. RESULTS: Of 480 students, 137 (28.5%) participated in the survey (22-25 years old, 75.9% female). Communication competency was predominantly self-perceived as 'very good' (38.7%). Mean score of good communication practices was 23.6 (SD 3.3), showing significant differences by age (p = 0.02) and program year (p = 0.02). Interacting with patients and clinical cases was the primary methodologies preferred for developing communication skills. Integrating specific relational competencies defined by the Association for Dental Education in Europe (ADEE) throughout the curriculum was recommended. CONCLUSIONS: Students reported high self-perception of their communication skills and consistent use of good communication practices in most clinical situations. Practical, patient-focused methodologies were preferred for skill acquisition by students. Specific ADEE relational competencies should be included in the curriculum to strengthen the communication skills of dental students.
About
- Frequency
- Sun
- Papers found
- 200
- RSS feed
- Subscribe