European Journal Of Dental Education[JOURNAL]
Sun
200 papers
Integrating Digital Feedback Into Competency-Based Medical Education for Crown Preparation Skill Acquisition: A Pre-Post Study of Dental Interns in Taiwan.
Chang TF, Yuh DY, Hsu DY … +4 more , Tsai YC, Wu YC, Wu TY, Kung LY
Eur J Dent Educ · 2026 Jun · PMID 42289905 · Publisher ↗
INTRODUCTION: Digital technologies are increasingly incorporated into dental education to improve training and promote more objective skill assessment. Digital superimposition enables quantitative comparison between stud...
INTRODUCTION: Digital technologies are increasingly incorporated into dental education to improve training and promote more objective skill assessment. Digital superimposition enables quantitative comparison between student preparations and reference models but is seldom applied in crown preparation training. Conventional methods using extracted teeth lack standardization and provide limited quantitative feedback. This study evaluated whether a digital superimposition-based assessment framework using standardized 3D-printed teeth yields objective measurements for expert-defined pass-fail evaluations of crown preparations. MATERIALS AND METHODS: Thirty-three dental interns prepared crowns on standardized 3D-printed mandibular molar models. The preparations were scanned and digitally superimposed onto a predefined standard to calculate volumetric and surface area deviations. A single-group pre-post design was adopted to ensure educational equity in irreversible skill training. Pass-fail outcomes were determined through combined clinical and technical evaluations. Changes between pre-training (T1) and post-training (T2) assessments were analysed using McNemar's exact test and geometric discrepancies were examined for construct-related validity. After T2, the participants were surveyed for their perceptions. RESULTS: The proportion of acceptable preparations increased significantly from 30.3% at T1 to 69.7% at T2, with no performance regression. Acceptable preparations showed significantly smaller volumetric and surface area deviations from the digital standard compared to non-acceptable preparations. The participants perceived high value in self-evaluation and interprofessional communication. CONCLUSION: Digital superimposition analysis using standardized 3D-printed models provides objective metrics of expert-defined preparation quality. This framework facilitates formative assessment within a competency-based medical education context and enhances interprofessional education by bridging the gap between clinical and technical standards.
Exploring the Educational Utility of LLMs in Operative Dentistry Through MCQ-Based Accuracy, Semantic, and Readability Testing.
Bhandi S, Lawlor A, Venkataiah VS … +3 more , Hosmani J, Licari FW, Patil S
Eur J Dent Educ · 2026 Jun · PMID 42286811 · Publisher ↗
OBJECTIVES: The performance of five popular, widely available large language models (LLMs): ChatGPT-4o, Gemini 2.5 Flash, Llama 4, DeepSeek-V3, and Microsoft Copilot in operating dentistry education was evaluated by empl...
OBJECTIVES: The performance of five popular, widely available large language models (LLMs): ChatGPT-4o, Gemini 2.5 Flash, Llama 4, DeepSeek-V3, and Microsoft Copilot in operating dentistry education was evaluated by employing a multiple-choice question-based assessment system. MATERIAL AND METHODS: This was done using a set of 150 MCQs covering areas of endodontics, dental caries, paediatric, preventive, aesthetic and restorative dentistry, biomaterials, and periodontics. The LLM's performance was assessed using classification metrics (accuracy, sensitivity, predictive reliability), textual similarity metrics (BLEU score, cosine similarity, Word Error Rate), and readability metrics (Flesch Reading Ease score). RESULTS: The highest classification accuracy was achieved by Gemini 2.5 Flash and ChatGPT-4o, showing their high sensitivity and high overall predictive reliability. The model with the most textual similarity to the reference answers was ChatGPT-4o with BLEU of 0.10 ± 0.0279, a high cosine similarity of 0.48 ± 0.0422, and a relatively low Word Error Rate (WER) of 5.57 ± 0.7301, and a Flesch Reading Ease score of 13.53 ± 4.9449. CONCLUSION: In medical education, ChatGPT-4o exhibited the highest accuracy, reference textual overlap, semantic alignment, lower number of errors, and readability among the five evaluated LLMs, making it a valuable assistant for dental healthcare professionals.
Knowledge and Awareness of Recommendations for the Management of Dental Trauma Among Final-Year Dental Students and Dental Interns in Poland: A Multi-Institutional Study.
Nijakowski K, Nowak M, Majewski J … +16 more , Krokosz S, Lis VE, Kochańska B, Ziobro P, Zawilska A, Feret R, Szczeklik K, Sitarz M, Soboń N, Bociong K, Łacinik S, Jedliński M, Orlańska A, Nanowska I, Skośkiewicz-Malinowska K, Górski B
Eur J Dent Educ · 2026 Jun · PMID 42275174 · Publisher ↗
BACKGROUND/AIM: Traumatic dental injuries (TDIs) are common clinical emergencies that require prompt and evidence-based management to ensure favourable outcomes. The International Association of Dental Traumatology (IADT...
BACKGROUND/AIM: Traumatic dental injuries (TDIs) are common clinical emergencies that require prompt and evidence-based management to ensure favourable outcomes. The International Association of Dental Traumatology (IADT) provides widely accepted guidelines; however, adherence to these recommendations depends on clinicians' knowledge and clinical preparedness. This study aimed to assess the level of knowledge and awareness regarding the management of TDIs among final-year dental students and dental interns in Poland, based on the 2020 IADT guidelines. MATERIAL AND METHODS: A nationwide, multi-institutional cross-sectional survey was conducted among final-year dental students and dental interns from all ten dental universities in Poland. A validated questionnaire consisting of sociodemographic questions, self-reported awareness and experience, and twelve clinical scenarios related to TDI management was distributed online. RESULTS: A total of 1144 respondents participated (801 students and 343 interns), yielding an overall response rate of 65.0%. Interns reported significantly greater awareness of dental trauma guidelines (90.96% vs. 85.64%, p = 0.013) and more frequent clinical experience in TDIs managing compared with students (37.03% vs. 19.98%, p < 0.001). Self-rated good or very good knowledge was more frequently reported by interns (31.49% vs. 18.85%, p < 0.001). For all clinical scenarios evaluated, interns demonstrated significantly higher consistency with IADT recommendations (p < 0.001), particularly in the emergency management of avulsion (91.84% vs. 61.17%), splinting duration (85.13% vs. 51.44%) and endodontic management of replanted mature teeth (81.63% vs. 60.17%). However, knowledge gaps were observed in both groups, especially regarding the selection of optimal transport medium, where milk was correctly identified as first-choice by only 4.96% of interns and 15.98% of students. Interns demonstrated significantly higher knowledge scores than students (median 8 [Q1-Q3: 6-9] vs. 6 [4-8], p < 0.001), with a greater proportion classified as having good knowledge (40.23% vs. 17.23%), while agreement between self-assessed and actual knowledge was weak to moderate (Kendall's tau: 0.135-0.309, p < 0.001). CONCLUSIONS: Although dental interns demonstrated superior knowledge and confidence compared with final-year students, notable gaps in guideline-based management of TDIs persist in both groups. These findings highlight the need for enhanced undergraduate education, increased clinical exposure and structured training in dental traumatology to improve preparedness for managing traumatic dental injuries.
An AI-Driven H5P Training for Epilepsy Emergency Management Preparedness in Dental Education.
Gökçe İ, Öztürkçü ÖSK, Karaca O … +2 more , Varol C, Kolcu MİB
Eur J Dent Educ · 2026 Jun · PMID 42274871 · Publisher ↗
BACKGROUND: Deficiencies in knowledge and skills related to the management of medical emergencies in dental settings can adversely affect the clinical safety of patient safety. This intervention study evaluates the effec...
BACKGROUND: Deficiencies in knowledge and skills related to the management of medical emergencies in dental settings can adversely affect the clinical safety of patient safety. This intervention study evaluates the effect of the 'Medical Emergencies in Dentistry: Epilepsy Management' module delivered via the H5P platform on postgraduate dental residents' knowledge of epilepsy management and their artificial intelligence (AI) readiness. METHODS: The study was based on a single group pre-test-post-test design, conducted with thirteen postgraduate dental residents. A two-day, fully online epilepsy-management module was designed and implemented, integrating H5P platform activities within Moodle, as well as an AI-assisted scenario-writing task using Gemini. The potential impact of the intervention was evaluated using a range of data collection tools, including a knowledge test, the Medical Artificial Intelligence Readiness Scale for Medical Students (MAIRS-MS), quizzes, the Facilitator Guidance Evaluation Form, the End-of-Module Evaluation Form and a scenario evaluation form. Language editing assistance was obtained from ChatGPT during the translation and preparation of the manuscript; all content was reviewed and approved by the authors. RESULTS: Post-test scores assessing knowledge increased significantly compared with pre-test scores (p = 0.017), and MAIRS-MS scores also showed significant improvement after training (p = 0.001). The end-of-module evaluation revealed high mean scores across domains, particularly for the H5P platform, clinical practice perception and AI application. Overall, participants expressed positive views regarding usability, learning impact and clinical applicability, with only minor concerns about technical issues and scheduling. CONCLUSIONS: The epilepsy management training module provided significant improvements in epilepsy management knowledge and AI readiness among postgraduate dental residents, while also receiving high ratings for usability and clinical relevance. However, given the limited sample size, the findings should be interpreted with caution. Accordingly, the findings are expected to provide preliminary insights and guidance for future research on larger samples.
Clinical Probation Teaching in Undergraduate Implant Dentistry Course: Online Versus Offline Modes.
Liu M, Li J, Xu J … +3 more , Wang T, Xu Y, Wang J
Eur J Dent Educ · 2026 Jun · PMID 42261795 · Publisher ↗
BACKGROUND: Driven by rising patient awareness and treatment expectations, implant dentistry has advanced rapidly, increasing the demand for educators to deliver well-structured implant dentistry curricula. However, rese...
BACKGROUND: Driven by rising patient awareness and treatment expectations, implant dentistry has advanced rapidly, increasing the demand for educators to deliver well-structured implant dentistry curricula. However, research on the efficacy of clinical probation within undergraduate dental education remains limited. In this study, we aimed to compare the impact of online mode with offline mode of clinical probation on students' knowledge acquisition and self-reported clinical abilities. METHODS: A total of 150 fourth-year undergraduate dental students, comprising 50 students each from Grade 2017 to Grade 2019, were enrolled. Students from Grade 2017 (Group A) received conventional theoretical lectures only. The Grade 2018 (Group B) completed online clinical probation besides the theoretical lectures. Students from Grade 2019 (Group C) participated in offline clinical probation alongside the theoretical lectures. The results of different teaching approaches were evaluated through an online questionnaire and closed-book final exam. RESULTS: Overall, clinical probation significantly enhanced students' satisfaction levels, class engagement, and willingness to become implantologists (p < 0.05). Further analysis of favourable modes of clinical probation revealed that the offline mode could effectively promote class engagement, student-teacher interaction, and critical thinking ability. An early development of medical humanistic spirit was also seen in Group C students (p < 0.05). Final examination results showed a drastic improvement in academic performance for students in Group C (p < 0.05). CONCLUSION: Offline clinical probation in implant dentistry curriculum strengthened undergraduates' professional knowledge and prepared them for future clinical practice, thereby bridging the gap between theoretical knowledge and clinical practice.
Enhancement of Motor Skill Development in Dental Education Through an Art-Based Course, Including the COVID-19 Period.
Fazekas A, Sandor B, Marada G … +5 more , Dergez T, Katona K, Radacsi A, Haddad MR, Szanto I
Eur J Dent Educ · 2026 Jun · PMID 42260328 · Publisher ↗
BACKGROUND: Modern higher education requires a redefinition of pedagogical objectives to meet the evolving cognitive and perceptual demands of contemporary students. One such emerging objective is the cultivation of visu...
BACKGROUND: Modern higher education requires a redefinition of pedagogical objectives to meet the evolving cognitive and perceptual demands of contemporary students. One such emerging objective is the cultivation of visual perceptions. Generational differences suggest that current students possess distinct cognitive profiles and learning preferences compared to previous cohorts. These differences necessitate updated educational strategies that address the unique ways newer generations process and engage with information. METHOD: This longitudinal comparative study involved a 12-week developmental course, designed and led by a single art educator and implemented with dental student volunteers. The course integrated one phase focused on drawing and two phases involving wax carving, all structured around a self-assessment framework to encourage reflective practice. To evaluate changes in motor performance, the Purdue Pegboard Test was administered at two intervals: prior to and following the course. RESULTS: Participants demonstrated statistically significant improvements in motor performance across all academic levels. Notably, students who experienced educational disruption due to the COVID-19 pandemic exhibited greater gains, despite the lack of skill development traditionally expected within the dental curriculum. These findings suggest that the course provided compensatory cognitive and motor training during a period of limited practical instruction. CONCLUSION: The developmental course was associated with improvements in motor coordination and visual perception among student participants. The observed improvements, particularly in the context of pandemic-related educational challenges, underscore the value of integrating manual dexterity training into university curricula. This approach may address both generational learning differences and gaps in skill acquisition resulting from disrupted educational pathways.
Impact of Sleep Quality on Oral Surgical Complications in Dental Interns.
Kara T, Kuzu NÜ, Dal B
Eur J Dent Educ · 2026 Jun · PMID 42249732 · Publisher ↗
INTRODUCTION: Many dentistry students suffer from intense stress, insomnia, and anxiety throughout their education, especially when they start clinical practice. This study aims to evaluate the effects of sleep quality o...
INTRODUCTION: Many dentistry students suffer from intense stress, insomnia, and anxiety throughout their education, especially when they start clinical practice. This study aims to evaluate the effects of sleep quality on complication rates among 5th-grade dentistry students undergoing oral and maxillofacial surgery internships. METHODS: This cross-sectional observational study evaluated the association between sleep quality, anxiety levels, and clinical complication rates among senior dental interns during an oral and maxillofacial surgery internship. Sleep quality and anxiety were assessed using the Richard-Campbell Sleep Quality Scale and Beck Anxiety Inventory over a 4-week period. Clinical performance was evaluated by recording the number and types of complications occurring during routine tooth extractions. Generalized linear mixed modelling (GLMM) with Poisson distribution and log link function was used to evaluate complication incidence rates while accounting for repeated observations within students. Pearson correlation, independent samples t-test, and Mann-Whitney U test were additionally used for statistical analysis. RESULTS: Ninety-two dental interns (61 female, 31 male) performed a total of 1320 tooth extractions during the study period, with 211 recorded complications. Generalized linear mixed modelling demonstrated that sleep quality was significantly associated with complication incidence rates (IRR = 0.997, p = 0.023). Anxiety scores were negatively correlated with sleep quality (r = -0.316, p = 0.002) but were not independently associated with complication incidence rates. No significant differences in sleep quality, anxiety scores, or complication rates were observed between genders. CONCLUSION: Poor sleep quality was associated with higher clinical complication rates among dental interns during OMFS training. Anxiety levels were negatively correlated with sleep quality but did not independently predict complication rates. Due to the cross-sectional design and the presence of multiple uncontrolled clinical factors, these findings should be interpreted cautiously.
Dental Educators' Perceptions of Factors Contributing to Their Well-being-A Qualitative Study.
Powell M, Howell Y, Anishchuk S … +1 more , Bhatia S
Eur J Dent Educ · 2026 Jun · PMID 42234813 · Publisher ↗
BACKGROUND: Stress levels within academic institutions are high and have continued to rise over recent decades. This can have a detrimental impact on the well-being of dental educators and puts them at a risk of burnout....
BACKGROUND: Stress levels within academic institutions are high and have continued to rise over recent decades. This can have a detrimental impact on the well-being of dental educators and puts them at a risk of burnout. It is vital to explore the factors that affect the well-being of staff and identify solutions to inform the development of strategies for the promotion of well-being. METHODS: Participants attending the ADEE annual conference were invited to participate in a qualitative study using focus group discussions to explore this topic. Prompts for the four focus group discussions were identified from quantitative data collected in an earlier study conducted by the research group. The transcribed data were coded and analysed by two of the researchers to identify emerging themes. RESULTS: Four key themes emerged from the data analysis: (1) Workload with an additional three subthemes of poor collegiality, poor uptake of well-being services and gender; (2) stigma associated with poor well-being; (3) workplace culture; and (4) proposed solutions for promotion of staff well-being. CONCLUSION: It is vital for educational institutions to build strong foundations of basic well-being and resilience within their workforce by providing an environment and culture that supports both good mental health and good understandings of mental health. This requires a change in workplace culture in terms of the value institutions hold on the benefits of having good well-being and sustainable resilience at all levels of the workforce.
Effect of an Educational Intervention on Postural Risk Among Endodontic Residents Under Different Magnification Conditions.
García Alcaide A, Conde Villar AJ, Pérez Alfayate R … +6 more , Loroño G, Valencia De Pablo O, Estévez R, Aguilar Fernandez-Abellan FB, Meza MS, Adorno CG
Eur J Dent Educ · 2026 May · PMID 42218628 · Publisher ↗
AIM: To assess the impact of a tailored ergonomic lecture on postural risk among second-year endodontic residents depending on the use of no magnification, ergonomic loupes, or an operating microscope. METHODOLOGY: A wit...
AIM: To assess the impact of a tailored ergonomic lecture on postural risk among second-year endodontic residents depending on the use of no magnification, ergonomic loupes, or an operating microscope. METHODOLOGY: A within-subjects, repeated measures crossover study was conducted before and after a tailored ergonomic lecture. Ten postgraduate students from the Master's in Endodontics at the European University of Madrid each treated three comparable molar cases under three randomised visual conditions: no magnification, 7.5× ergonomic loupes, and a dental microscope. Baseline and post-lecture procedures were video recorded from three angles, and the most representative still frame was scored using the Rapid Upper Limb Assessment (RULA). A 90-min tailored lecture on clinical ergonomics separated the two recording sessions. Musculoskeletal symptoms data were collected with the Nordic Questionnaire. Aligned-rank-transform ANOVA with Friedman and Conover post hoc tests was used for statistical analysis (α = 0.05). RESULTS: All participants reported musculoskeletal pain during the preceding 12 months, most frequently in the neck (50%) and lower back (50%). At baseline, significant differences were found between magnification conditions (p = 0.00027). Students working without magnification had significantly higher RULA scores than those using loupes (p < 0.001) or a microscope (p < 0.001), with no significant difference between loupes and microscope (p = 0.96). Following the intervention, a marked reduction in RULA scores was observed in the no-magnification group; however, their scores remained significantly higher compared to the microscope group (p < 0.001) and the loupes group (p < 0.001). CONCLUSIONS: A single, task-specific ergonomic session combined with magnification significantly reduced postural load in endodontic residents, although working with no magnification continued to pose moderate to severe risk.
Influence of Virtual Reality Haptic Simulators and Multi-Layer Based Dental Preparation Plate on Skill Acquisition in Restorative Dentistry Preclinical Education.
Yıldırım-Manav E, Yazıcı-Akbıyık S, Usta SN … +2 more , Yılmaz-Çakıroglu AE, Kütük ZB
Eur J Dent Educ · 2026 May · PMID 42210716 · Publisher ↗
AIM: This study aimed to evaluate the effectiveness of virtual reality (VR) haptic simulators and a multi-layered dental preparation plate (CaviPrep) in developing manual dexterity among third-semester dental students du...
AIM: This study aimed to evaluate the effectiveness of virtual reality (VR) haptic simulators and a multi-layered dental preparation plate (CaviPrep) in developing manual dexterity among third-semester dental students during preclinical training in restorative dentistry. METHODS: Seventy-five dental students were randomly assigned to three groups (n = 25). Students in Group 1 and Group 2 received initial training using a VR haptic simulator and CaviPrep, respectively prior to performing procedures on extracted human mandibular first molar teeth. Group 3 served as the control group, performing cavity preparations on extracted mandibular first molar teeth immediately following a conventional instructional demonstration. Manual dexterity was evaluated using educator assessments and students' self-preclinical scores in terms of cavity preparations. The post-training questionnaire was administered to gather data on students' perceptions of their training experiences. RESULTS: The CaviPrep group (Group 2) demonstrated significantly better performance in specific parameters, particularly cavity outline, retention form and cavity width, compared to the other groups (p < 0.05). A statistically significant agreement was observed between self-assessed and educator-assessed preclinical scores across all evaluated criteria (p < 0.05). Student feedback indicated that the CaviPrep training plate was favoured over the VR haptic simulator in terms of tactile realism, ease of use, manual skill improvement and overall training effectiveness. CONCLUSION: CaviPrep was associated with better performance in key operative parameters and was perceived as a more effective training tool for developing manual dexterity. While VR simulators offer valuable digital feedback and guided learning, their current limitations in haptic realism restrict their standalone effectiveness. Therefore, integrating VR systems with physical simulation models may provide a more effective and balanced approach for preclinical dental education.
Evaluation of a Google Classroom Biochemistry Course for Undergraduate Dentistry Students.
Rosas-Martínez M, Helibert-Torres J, Juárez-Ramos I … +2 more , Meza-Ramírez AE, Gutiérrez-Venegas G
Eur J Dent Educ · 2026 May · PMID 42210686 · Publisher ↗
INTRODUCTION: Instructing students for biochemistry courses is consistently a challenge. It is important to employ various didactic strategies to improve understanding of the chemical processes that occur in living organ...
INTRODUCTION: Instructing students for biochemistry courses is consistently a challenge. It is important to employ various didactic strategies to improve understanding of the chemical processes that occur in living organisms and to identify basic tools for experimental teaching. The purpose of this research was to evaluate student satisfaction with the Google Classroom platform in a biochemistry course at the Faculty of Dentistry of the National Autonomous University of Mexico (UNAM) from 2020 to 2022. METHODS AND MATERIALS: The platform is composed of texts, glossaries, question banks, didactic material on theory and experimental practices, and a forum for questions. At the end of the course, the students answered a questionnaire of thirty items divided into six categories. RESULTS: Students were satisfied with the learning process and that the use of the platform promoted their participation. DISCUSSION: The platform also promoted efficient student-teacher interaction to improve students understanding of the subject and the management of laboratory techniques. CONCLUSIONS: Google Classroom improved the teaching of biochemistry by gathering different didactic resources in one place.
Students' Feedback on Two Systems to Classify Root Canal Morphology: A Survey Across Dental Schools in the United Arab Emirates.
Mahmoud O, Farook MS, Eid BM … +6 more , Shehadat SA, Mousa MAE, Zain E, Saeed MH, Nabhan MS, Ahmed HMA
Eur J Dent Educ · 2026 May · PMID 42198799 · Publisher ↗
INTRODUCTION: The purpose of the study was to compare students' feedback on the accuracy, practicability, understanding, and the application of the two systems to classify root canal morphology in the UAE dental schools....
INTRODUCTION: The purpose of the study was to compare students' feedback on the accuracy, practicability, understanding, and the application of the two systems to classify root canal morphology in the UAE dental schools. MATERIALS AND METHODS: This survey-based study involved 4th and 5th year undergraduate students and dental trainees from four dental schools in the UAE. The study was conducted in two phases. In phase one, a PowerPoint presentation describing the two systems (Vertucci and Ahmed et al.) to classify root canal morphology was delivered physically to the students at three separate sessions in each dental school (n = 12). In phase II, a printed questionnaire was distributed to collect their feedback. Fisher's Exact Test was used for statistical analysis and p-value was set at 0.05. RESULTS: Out of 1024 individuals across the four dental schools, 707 (69%) participated in the study. The students and the trainees agreed that the Ahmed et al. system is more accurate (90.1%), more practical (84.6%), and improved the understanding of root canal morphology (91.5%). In addition, they recommended incorporating in the curriculum (91.4%) for teaching preclinical and clinical courses (92.1%). No significant differences (p > 0.05) were found in the feedback between the students and the dental trainees for all the five closed-ended questions. CONCLUSION: The majority of the undergraduate students across the four dental schools in the UAE had agreed that the Ahmed et al. system is more accurate and practical compared to the Vertucci system, and they recommended its adoption in the dental curriculum.
Benchmarking Multi-Modal Artificial Intelligence Models Against Student Performance: The Role of Question Characteristics in Objective Structured Practical Dental Examinations.
Al-Haj Ali SN
Eur J Dent Educ · 2026 May · PMID 42192230 · Publisher ↗
BACKGROUND: Objective Structured Practical Dental Examinations (OSPDEs) are high-stakes assessments in dental education. This study compared the performance of multimodal Artificial Intelligence (AI) models in a preclini...
BACKGROUND: Objective Structured Practical Dental Examinations (OSPDEs) are high-stakes assessments in dental education. This study compared the performance of multimodal Artificial Intelligence (AI) models in a preclinical Orthodontics and Paediatric Dentistry OSPDE with retrospective student cohort performance and examined how question characteristics impact performance. METHODS: The performance of Claude-3.5-Sonnet, Gemini-1.5-Pro, GPT-4o, and 48 students was compared using 80 OSPDE questions evenly divided between visually supported multiple-choice (MCQ) and fill-in-the-blank (FB) formats. Questions were categorised by visual type, visual dependency, course domain, Bloom's taxonomy cognitive levels, stem length, and difficulty. Accuracy and agreement rates were analysed using Chi-Square tests and ANOVA (p < 0.05). RESULTS: In MCQ formats, AI models performed comparably to students, with students achieving slightly higher accuracy (83.3%). Students outperformed AI on difficult questions, while AI excelled on easier ones. GPT-4o and Gemini-1.5-Pro showed higher agreement rates (95%) than Claude-3.5-Sonnet (79.4%). In FB formats, students significantly outperformed Claude-3.5-Sonnet (69.5% vs. 30%), with only students and GPT-4o meeting passing standards. Students excelled in table-based and combination questions, where AI struggled (near 0% accuracy). Both GPT-4o and students performed well on visually dependent questions (p < 0.001). Students outperformed AI in "remember," "apply," and "analyse" tasks, while GPT-4o excelled in "understand." Both performed better on shorter stems. Across domains, students and GPT-4o outperformed Claude-3.5-Sonnet in Orthodontics. CONCLUSION: Multimodal AI models demonstrated comparable performance to students in MCQ formats but showed significant limitations in FB formats, though methodological differences limit direct comparisons. GPT-4o demonstrated the most promising performance among AI models, but improvements are needed in orthodontics, interpreting tables and complex visuals, handling difficult questions, and performing cognitive tasks such as "apply" and "analyse".
Consistency and Objectivity in Assignment Evaluation in Dental Education: A Comparison of Different Assessment Methods.
Yiğit E, Atsü S
Eur J Dent Educ · 2026 May · PMID 42191664 · Publisher ↗
OBJECTIVE: This study examines differences in scores assigned to dental students' assignments when evaluated by two instructors and compares assessments conducted with a structured preclinical assessment form versus thos...
OBJECTIVE: This study examines differences in scores assigned to dental students' assignments when evaluated by two instructors and compares assessments conducted with a structured preclinical assessment form versus those without one. MATERIALS AND METHODS: In this study, two instructors independently evaluated 50 die model assignments prepared by third-year dental students. Each instructor assessed the same assignment using two methods: With a structured preclinical assessment form and without one. The obtained scores were compared for consistency between instructors and within the same instructor across different evaluation methods. The data were analysed using a paired t-test and intraclass correlation coefficients (ICC). The level of statistical significance was set at p < 0.05. RESULTS: Significant differences were observed both between instructors and within one instructor when different assessment methods were applied. For the junior specialist, a statistically significant difference was found between evaluations conducted with and without the structured preclinical assessment form (p < 0.001), with higher scores observed when the form was used. However, no statistically significant difference was found between the two assessment methods for the senior specialist. Furthermore, inter-rater comparison revealed no statistically significant difference in scores when the unstructured method was used (p = 0.053). In contrast, the use of the structured preclinical assessment form resulted in a statistically significant difference among evaluators (p < 0.001). Inter-rater reliability was moderate with the structured form (ICC = 0.51) and lower with the unstructured method (ICC = 0.41). CONCLUSION: Although the use of a structured preclinical assessment form did not eliminate inconsistencies between instructors, it revealed discrepancies associated with different evaluation methods. These findings underscore the importance of calibration and structured implementation to improve consistency in dental education assessment.
Setting the Stage for Change: A Co-Produced, Interprofessional Forum Theatre Simulation Addressing Oral Health Inequalities in People With Intellectual Disabilities.
Edgar H, McMeel A, McWilliams G … +2 more , Gormley G, Adams V
Eur J Dent Educ · 2026 May · PMID 42186193 · Publisher ↗
BACKGROUND: Adults with intellectual disabilities experience disproportionately high rates of untreated dental caries, periodontal disease, and edentulism compared to the general population. In recognition of the importa...
BACKGROUND: Adults with intellectual disabilities experience disproportionately high rates of untreated dental caries, periodontal disease, and edentulism compared to the general population. In recognition of the importance of interdisciplinary working to address these inequalities, researchers from the Schools of Dentistry and Nursing and Midwifery, Queen's University, Belfast, developed a novel interprofessional education (IPE) activity. AIMS: This paper seeks to support healthcare educators to implement interprofessional forum theatre for dental and intellectual disability nursing students. METHODS: This paper explores the methodology behind a mixed-methods study evaluating the use of forum theatre as an interprofessional teaching tool. 18 undergraduate dental and intellectual disability nursing students participated in the IPE activity, contributing quantitative and qualitative data through questionnaires and reflective feedback. RESULTS AND CONCLUSION: Key elements for effective interprofessional forum theatre include aligning distinct professional learning objectives, co-production with individuals with intellectual disabilities, and grounding the activity in transformative learning theory. The workshop significantly improved students' knowledge, understanding, and confidence in caring for adults with intellectual disabilities in the dental system.
Evaluating the Educational Quality of Inferior Alveolar Nerve Repositioning Videos Using A Novel Technical Assessment Index: A Cross-Sectional Study.
Derin AF, Üstündağ İ, Şimşek MS … +1 more , Çetiner Y
Eur J Dent Educ · 2026 May · PMID 42184152 · Publisher ↗
OBJECTIVE: This study aims to analyze the educational quality and technical accuracy of YouTube videos regarding inferior alveolar nerve (IAN) lateralization and transposition surgeries and to evaluate the reliability of...
OBJECTIVE: This study aims to analyze the educational quality and technical accuracy of YouTube videos regarding inferior alveolar nerve (IAN) lateralization and transposition surgeries and to evaluate the reliability of critical surgical steps using a novel 'Modified IAN-Surgical Technical Index'. MATERIAL AND METHODS: A comprehensive search was conducted on YouTube on December 6, 2025, using four distinct keyword groups. From an initial pool of 200 videos (the first 50 results per keyword), 32 videos meeting the inclusion criteria were included in the final analysis. The videos were evaluated by two independent researchers using the JAMA Benchmark Criteria, the Global Quality Scale (GQS) and the Modified IAN-Surgical Technical Index. Additionally, the videos were categorized based on surgical technique, source type and educational quality. RESULTS: A total of 32 videos were analysed. No statistically significant difference in quality was observed between lateralization (n = 18) and transposition (n = 14) videos (p > 0.05). Videos with a GQS score of ≥ 3 received significantly higher user interaction in terms of view and like counts (p < 0.05). Regarding technical steps, 'Foramen Isolation' (p = 0.031) and 'Active Retraction' (p = 0.014) were significantly more prevalent in high-quality videos. Notably, the use of grafting/barriers was significantly more common in academic sources compared to commercial sources (p = 0.039). CONCLUSION: YouTube videos regarding IAN surgery demonstrate a heterogeneous distribution in terms of both general educational quality and technical accuracy. However, within this specific surgical field, high-quality educational materials garner significantly higher user interaction. The results indicate that modified indices incorporating procedure-specific technical steps are more effective than general quality scales for the analysis of surgical videos.
Diagnostic Performance and Agreement Between Dental Students and an Artificial Intelligence System in Panoramic Radiographs.
Batgerel OE, Kendirci MY, Ertürk AF … +1 more , Sasany R
Eur J Dent Educ · 2026 May · PMID 42175526 · Publisher ↗
OBJECTIVES: This study aimed to compare the diagnostic behaviour and detection patterns of fourth- and fifth-year dental students with those of an artificial intelligence (AI) system in identifying dental caries and rest...
OBJECTIVES: This study aimed to compare the diagnostic behaviour and detection patterns of fourth- and fifth-year dental students with those of an artificial intelligence (AI) system in identifying dental caries and restorations on panoramic radiographs within an educational framework. METHODS: This retrospective cross-sectional study included 60 anonymised panoramic radiographs comprising 1 920 individual tooth units. Diagnostic assessments were performed independently by 60 fourth-year dental students, 60 fifth-year dental students, and an artificial intelligence (AI) system. For each tooth, the presence or absence of caries and restorations was recorded using a standardised assessment protocol without additional calibration to reflect routine educational conditions. The AI system was used under default settings without modification of internal detection parameters. Therefore, its outputs were interpreted as threshold-dependent diagnostic behaviour specific to the evaluated system rather than as a direct measure of diagnostic accuracy. A consensus-based reference derived from the majority agreement of human observers was used only for contextual comparison. Statistical analyses included Kruskal-Wallis and Mann-Whitney U tests, Cohen's kappa coefficients, and Pearson's correlation analysis (α = 0.05). RESULTS: Fourth- and fifth-year students demonstrated comparable detection patterns for both caries and restorations, whereas the AI system consistently reported fewer detections per panoramic radiograph. Intergroup agreement between student groups was moderate for caries detection and higher for restoration detection, while agreement between human evaluators and the AI system was lower. The lower detection frequency of the AI system may reflect a more restrictive diagnostic threshold rather than reduced diagnostic capability. Correlation analyses revealed weak to moderate associations among evaluator groups, indicating differences in diagnostic thresholds rather than absolute diagnostic behaviour. CONCLUSIONS: Within the limitations of this study, the AI system demonstrated a distinct diagnostic behaviour pattern compared with dental students. These findings suggest that AI may serve as a complementary tool in dental education; however, its impact on learning outcomes requires further investigation through longitudinal and interventional studies.
The Effects of Simulation-Based Interprofessional Education on Oncology Oral Care Competencies Among Dental and Dental Hygiene Students.
Liao SR, Lin PC, Chang AH … +4 more , Lee KT, Lu PY, Huang HL, Wu JH
Eur J Dent Educ · 2026 May · PMID 42165545 · Publisher ↗
INTRODUCTION: This study applied simulation-based interprofessional education (IPE) principles to develop an oncology oral care scenario, with the aim of evaluating the intervention's effects on the IPE core competencies...
INTRODUCTION: This study applied simulation-based interprofessional education (IPE) principles to develop an oncology oral care scenario, with the aim of evaluating the intervention's effects on the IPE core competencies of dental and dental hygiene students before their clinical internships. MATERIALS AND METHODS: Twenty-eight fifth-year dental and 29 third-year dental hygiene students participated in a 30 min simulation involving a simulated patient portraying a patient with breast cancer. Mixed teams of dental and dental hygiene students provided oral care to the patient, who was experiencing chewing pain while wearing dentures during chemotherapy. Before and after the intervention, students completed a questionnaire assessing four IPE core competencies. Generalized estimating equations were used to analyse changes over time. RESULTS: Significant improvements were observed across all four IPE domains following the intervention for both groups. A significant main effect of time was observed for both dental and dental hygiene students. Large effect sizes were found in the domains of roles and responsibilities (Dental: 2.05; Dental Hygiene: 1.75) and teams and teamwork (Dental: 2.08; Dental Hygiene: 1.37), with additional significant improvements observed in values and ethics and communication. No significant interaction effects between groups were identified across any domains. DISCUSSION: These findings suggest that simulation-based IPE activities have the potential to enhance interprofessional collaboration skills and strengthen dental and dental hygiene students' understanding of their roles within interprofessional teams. CONCLUSION: Situational simulation-based courses showed potential for enhancing students' self-perceived interprofessional competencies by targeting attitudinal and behavioural domains.
From Presence to Performance: The Influence of Attendance and Engagement Incentives on Dental Students' Academic Outcomes.
Gameiro GH
Eur J Dent Educ · 2026 May · PMID 42163434 · Publisher ↗
INTRODUCTION: Promoting class attendance remains a challenge in dental education-particularly in foundational science courses such as physiology. Although attendance is often linked to academic success, this relationship...
INTRODUCTION: Promoting class attendance remains a challenge in dental education-particularly in foundational science courses such as physiology. Although attendance is often linked to academic success, this relationship is not always consistent. This study evaluated the correlation between attendance and academic performance among undergraduate dental students, with and without engagement-based bonus incentives. MATERIALS AND METHODS: A retrospective study was conducted using data from six consecutive semesters (2022-2024) of a Physiology II course in a Brazilian dental school (N = 265). Attendance rates and final grades were analysed using Pearson or Spearman correlation tests based on data distribution. Bonus points were awarded for active participation, regular attendance and completion of assignments. RESULTS: Without bonus incentives, correlations between attendance and academic performance were weak and inconsistent, with statistically significant results in four of six semesters. In contrast, when bonus points were included, all semesters demonstrated positive correlations-ranging from moderate to strong-with all achieving statistical significance. DISCUSSION: These findings suggest that attendance alone may not reliably predict academic success unless paired with strategies that promote engagement. Incentive-based participation and active learning tools such as case discussions and formative quizzes appear to strengthen the connection between presence and performance. CONCLUSION: When supported by active engagement strategies, attendance becomes a more meaningful predictor of academic achievement. These results support the use of incentive-based approaches in physiology and other basic science courses in dental education.
The Use of 3D-Printed Teeth Models for Crown Preparation Training: Perceptions of Postgraduate Dental Trainees.
Hatem A, Ghoneima A, Elbishari H … +2 more , Khamis AH, Amir-Rad F
Eur J Dent Educ · 2026 May · PMID 42152525 · Publisher ↗
BACKGROUND: Typodont teeth used in preclinical dental training often lack the anatomical fidelity and tactile realism of natural dentition. With advancements in 3D printing, it is now feasible to design and fabricate hig...
BACKGROUND: Typodont teeth used in preclinical dental training often lack the anatomical fidelity and tactile realism of natural dentition. With advancements in 3D printing, it is now feasible to design and fabricate highly realistic, patient-specific tooth models for educational use. METHODS: A mixed-methods study was conducted with 64 postgraduate dental trainees. Custom 3D-printed tooth models were created using intraoral scans and printed with two material types: Crowntec (CT) and Model 2.0 (M2.0). Participants completed standardised crown preparations and then responded to a validated questionnaire assessing model realism, training effectiveness and user preference. Quantitative responses were analysed using descriptive statistics and open-ended responses were thematically analysed. RESULTS: CT models were significantly rated higher than M2.0 and standard typodont teeth (STT) in terms of hardness (Ø 4.58 ± 0.75), haptic feedback (Ø 4.48 ± 0.67) and training suitability (Ø 4.56 ± 0.69). Compared to natural teeth, CT models were perceived as realistic in hardness (Ø 3.33 ± 1.07) and tactile feedback (Ø 3.97 ± 0.94). The artificial gingiva mask received moderate ratings in texture (Ø 3.33 ± 0.99) and consistency (Ø 3.5 ± 0.98). Qualitative themes included model design improvements, perceived educational value and cost-effectiveness. Despite a high initial setup cost, CT models were deemed educationally superior. CONCLUSION: 3D-printed dental models, particularly those using Crowntec resin, offer a realistic, reproducible and effective alternative to traditional models for teaching crown preparation. These models have the potential to improve training outcomes and merit integration into dental curricula.
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