European Journal Of Dental Education[JOURNAL]
Sun
200 papers
Academic Achievement Test for Anatomy of the Neck: Validity and Reliability Analysis.
Polat D, Yilmaz H
Eur J Dent Educ · 2026 May · PMID 42142391 · Publisher ↗
OBJECTIVE: Anatomy education remains a fundamental component of medical and dental curricula, and mastering neck anatomy is particularly challenging due to its structural complexity and clinical relevance. Despite its im...
OBJECTIVE: Anatomy education remains a fundamental component of medical and dental curricula, and mastering neck anatomy is particularly challenging due to its structural complexity and clinical relevance. Despite its importance, there is a limited number of validated instruments specifically designed to assess academic achievement in neck anatomy. This study aimed to develop and validate the Neck Anatomy Academic Achievement Test (NA-AAT) in Turkish. METHODS: An initial pool of 53 items, including two-tier true/false questions and scenario-based open-ended items, was generated in accordance with curriculum objectives. Content and language validity were evaluated by field experts and language specialists. Following expert review, the test demonstrated strong content validity (CVR = 0.938; CVI = 0.923). The pilot version, consisting of 39 items, was administered to 347 medical and dental students at Ordu University. Item difficulty and discrimination analyses were conducted, and poorly performing items were removed. Internal consistency was assessed using Cronbach's alpha and KR-20 coefficients, while inter-rater reliability for scenario-based items was evaluated using Fleiss' kappa. RESULTS: Most items demonstrated moderate difficulty and acceptable discrimination indices. Reliability analyses indicated high internal consistency (Cronbach's α = 0.846; KR-20 = 0.795), and scenario-based items showed excellent inter-rater agreement (Fleiss' κ = 0.993). The final version of the NA-AAT consisted of 24 items that effectively balanced factual knowledge assessment with clinical reasoning skills. CONCLUSION: The findings suggest that the NA-AAT is a valid and reliable instrument for assessing students' knowledge and reasoning in neck anatomy. The test may serve as a valuable tool for anatomy educators and researchers in evaluating learning outcomes, identifying educational deficiencies, and improving curriculum design in anatomy education.
Do Active Teaching Methodologies Improve the Performance of Dental Students? A Systematic Review and Meta-Analysis.
Carneiro RSNC, do Nascimento TAM, Verner FS … +2 more , Lemos CAA, Junqueira RB
Eur J Dent Educ · 2026 May · PMID 42142382 · Publisher ↗
INTRODUCTION: Despite the growing number of studies comparing active and traditional methodologies, there is a lack of updated systematic syntheses evaluating active methodologies focusing on academic performance in dent...
INTRODUCTION: Despite the growing number of studies comparing active and traditional methodologies, there is a lack of updated systematic syntheses evaluating active methodologies focusing on academic performance in dentistry. Thus, the aim was to systematically evaluate the evidence about the impact of active teaching methodologies compared to the traditional method on the academic performance of undergraduate dental students. MATERIALS AND METHODS: The review protocol was registered on PROSPERO (CRD42023472330). Eligibility criteria included randomised clinical trials (RCT) involving undergraduate dental students, comparing at least one active teaching methodology to a traditional, using quantitative methods to evaluate the results. Outcomes were considered successful when they showed statistically significant improvement in knowledge acquisition, skills performance or competency measures compared to traditional teaching. The RevMan software was used for meta-analysis (p < 0.05). Two independent reviewers conducted searches in PubMed/MEDLINE, Embase, Web of Science and Scopus, as well as in grey literature and manual reference lists, published up to December 2024. Risk of bias was assessed using the RoB 2 tool. The certainty of evidence was evaluated using the GRADE (Grading of Recommendations Assessment, Development and Evaluation) approach. RESULTS: A total of 1277 studies were identified and 20 met the eligibility criteria. Only 18 were included in the meta-analysis. Active methodologies were associated with higher academic performance after the intervention (p < 0.001) and better retention after 1 month (p < 0.001), compared with traditional teaching. Baseline analysis showed equivalence between groups before the intervention (p = 0.75). The certainty of evidence was rated as low for all outcomes. CONCLUSION: The use of active methodologies in dental education is related to better academic performance of dental students in comparison to traditional teaching.
Impact of Interprofessional Simulation on Health Students' Self-Reported Attitudes Towards Older Adults: A Pre-Post Questionnaire-Based Study.
Prissette S, Bloch V, Bourdon O … +8 more , Masseron S, Hartmann A, Berteretche MV, Van Hille H, Leignel S, Batikhy N, Jametal T, Braud A
Eur J Dent Educ · 2026 May · PMID 42108576 · Publisher ↗
BACKGROUND: Aging simulation may promote the knowledge and skills of healthcare providers and students. We hypothesized that interprofessional simulation related to the care of older adults could influence healthcare stu...
BACKGROUND: Aging simulation may promote the knowledge and skills of healthcare providers and students. We hypothesized that interprofessional simulation related to the care of older adults could influence healthcare students' self-reported attitudes towards older patients. MATERIALS AND METHODS: Interprofessional role-play simulations dedicated to the care of older patients were integrated into the curriculum of students in Dental Surgery (3rd year), Nursing Sciences (1st year) and Pharmacy (5th year). Two simulations in which one student played the role of the older adult and the other that of the healthcare professional(s) were proposed to students. A group debriefing included non-technical aspects meeting the educational objectives such as communication, trust in care and empathy as well as technical aspects. Students' self-reported attitudes towards older people were measured before and after the simulation experience, by using the French versions of the University of California, Los Angeles Geriatrics Attitudes Scale (UCLA-GAS) and the Fraboni Ageism Scale-revised (FSA-R). RESULTS: Three hundred forty-eight students took part in the study (n = 191 students in Dental Surgery courses, 89 in Pharmacy, and 68 in Nursing Sciences). UCLA-GAS-scores did not significantly change alongside the simulation, except for students enrolled in Dental Surgery curriculum (with respectively 49.9 ± 6.0 and 49.2 ± 6.2 for UCLA-GAS-pre and UCLA-GAS-post, p < 0.05, df = 289, t-test). Mean ± SD FSA-R-pre and FSA-R-post scores were respectively 53.2 ± 9.0 and 51.7 ± 10.9 (p < 0.05, df = 289, t-test). FSA-R- scores significantly decreased for Pharmacy students but not for the two other training sectors. CONCLUSION: The level of self-reported ageism expressed by healthcare students decreased following the simulation, suggesting a potential positive effect of interprofessional role-play sessions on attitudes towards older adults.
AI In the Chair: ChatGPT In Dental Education-A Cross-Sectional Study of Student Use and Perceptions in New Zealand.
Mei L, Treuren F, Ryan-Kidd J … +3 more , Richardson A, Shelton A, Guan G
Eur J Dent Educ · 2026 May · PMID 42108429 · Publisher ↗
AIMS: To investigate the usage, implications, and perceptions of ChatGPT among dental students and understand how students incorporate ChatGPT into their academic routines, as well as the perceived benefits and concerns....
AIMS: To investigate the usage, implications, and perceptions of ChatGPT among dental students and understand how students incorporate ChatGPT into their academic routines, as well as the perceived benefits and concerns. METHODS: An electronic survey was distributed to all students enrolled in the Bachelor of Dental Surgery (BDS) in New Zealand's National Centre for Dentistry. The survey was directly sent to the students' email addresses to ensure comprehensive coverage. The self-administered questionnaire, hosted on Qualtrics, included a series of questions designed to capture demographic information, explore students' backgrounds, and understand their perceptions of ChatGPT. RESULTS: A total of 148 responses (42% response rate) were recorded. The majority of respondents (85%) reported using ChatGPT, primarily discovering the tool through social media, friends, and word of mouth. The study assessed ChatGPT usage and perceptions among dental students. Significant differences were found in usage frequency (p = 0.04) and curriculum integration opinions (p = 0.02), with upper-year students (BDS4 and BDS5) differing from BDS2. Usage correlated with perceived study improvement (r = 0.34), trust (r = 0.20), and peer recommendations (r = 0.31). Seniority was weakly linked to lower usage (r = -0.27) and less integration support (r = -0.26). Concerns about misinformation were consistent across years (p = 0.10), but seniors detected more inaccuracies (p = 0.04). CONCLUSIONS: ChatGPT is widely used among dental students, primarily for simplifying concepts and summarising information. While ChatGPT could support learning, its limitations necessitate careful guidance to ensure it complements rather than replaces critical thinking and evidence-based education.
Continuing Professional Development and Education in Orthodontics in 41 European Countries: A Survey.
Marek I, Šedý J, Žižka R … +2 more , Kučera J, Hanzelka T
Eur J Dent Educ · 2026 May · PMID 42108408 · Publisher ↗
OBJECTIVES: The aim of this survey study was to understand the state of orthodontic CPD/CPE across Europe. The quality of continuing professional development/education (CPD/CPE) is crucial in all medical specialities inc...
OBJECTIVES: The aim of this survey study was to understand the state of orthodontic CPD/CPE across Europe. The quality of continuing professional development/education (CPD/CPE) is crucial in all medical specialities including orthodontics. MATERIALS AND METHODS: We created a questionnaire to understand the parameters of orthodontic CPD/CPE for the years 2020-2024 in Europe. RESULTS: We received responses from 41of the 44 European countries. Only 55% of respondents (mostly the head or chairman of local orthodontics societies) knew the exact criteria for successful accreditation in the CPD/CPE system. In 76% of the countries, orthodontists are required to earn CPD/CPE credits ranging from 14 to 220. This indicated a high degree of heterogeneity and the incompatibility of CPD/CPE training across Europe. Credits were most often awarded for participation in conferences (97%), seminars (95%), lectures (82%), and courses and workshops (84%). In 55% of the countries, CPD/CPE credits must be earned within 5 years. CONCLUSION AND CLINICAL RELEVANCE: By understanding the differences in these parameters in European countries, we can work towards a future harmonization of standards in orthodontics training.
Relationship Between Self-Reported Bruxism and Perceived Stress Among Brazilian Health Science Students.
Cunha LO, Vitro MM, Ifanger I … +7 more , Caldeira FID, Porcacchia AS, Gomes HS, da Silva-Filho NJ, Capote TSO, Rodriguez LS, Bussaneli DG
Eur J Dent Educ · 2026 May · PMID 42102269 · Publisher ↗
OBJECTIVES: Investigate the relationship between perceived stress and self-reported bruxism among health science students, as well as to map the instruments used to assess both variables. METHODS: A total of 545 students...
OBJECTIVES: Investigate the relationship between perceived stress and self-reported bruxism among health science students, as well as to map the instruments used to assess both variables. METHODS: A total of 545 students from health science programs at the UNIFAL-MG participated in this cross-sectional study, which used the Self-Reported Bruxism Questionnaire (SRBQ) and Perceived Stress Scale (PSS-14) for data collection. The data were analysed descriptively and subsequently using a General Linear Model analysis with repeated measures. Simultaneously, a scoping review was conducted following the PRISMA-ScR guidelines. This review included a comprehensive bibliographic search across the PubMed, Web of Science, Embase, and Cochrane Library databases. RESULTS: The search was performed in accordance with pre-defined eligibility criteria, resulting in the inclusion of 11 studies. The analysis revealed that students with higher stress scores tended to report more bruxism symptoms. This pattern was defined by a statistically significant association between self-reported bruxism and perceived stress and was predominantly observed among young adult females. Moreover, the study highlighted the widespread use of validated scales for stress assessment, such as the PSS in its 10- and 14-item versions. Furthermore, the largest number of publications (n = 6) were related to dental students. Bruxism was mainly assessed through self-report instruments like the SRBQ, often supported by clinical data, which enhances the reliability of the findings. CONCLUSIONS: Therefore, the findings emphasize the importance of institutional strategies focused on psychological support and stress management, aiming to promote well-being and mitigate the impacts of bruxism among university students.
Comparing the Performance of Different Artificial Intelligence Tools in Evaluating Dental Morphology Model Assignments.
Hazir A, Beşparmak TM, Ceylanoğlu E
Eur J Dent Educ · 2026 May · PMID 42102240 · Publisher ↗
OBJECTIVES: This study aimed to compare scores obtained for evaluating maxillary left canine tooth models prepared from soap in a dental morphology course using different artificial intelligence (AI) models and dental ed...
OBJECTIVES: This study aimed to compare scores obtained for evaluating maxillary left canine tooth models prepared from soap in a dental morphology course using different artificial intelligence (AI) models and dental educators with the same rubric, and to evaluate the feedback generated by the AI models. METHODS: Assignment models prepared by students were scored by ChatGPT 5.2, Gemini 3 Pro, and Grok 4.1 AI tools, and by dental educators using the same evaluation criteria. The quality of feedback generated by AI models was evaluated by experts using the Global Quality Scale (GQS). Data were analysed using SPSS v27.0, and normality was assessed using the Shapiro-Wilk test. Statistical differences between the three AI tools and expert scores were examined using the Friedman Test and Bonferroni-corrected multiple comparisons, and agreement among evaluators was assessed using Kendall's W coefficient. RESULTS: A significant difference was found between the AI models and expert ratings (p < 0.001), with all AI models receiving higher scores than the experts. Significant differences were also found among the AI models' GQS scores (p < 0.001); Gemini 3 Pro produced the highest feedback quality, while ChatGPT 5.2 produced the lowest. CONCLUSION: AI models can be used as supportive tools in the assessment and feedback processes in dental education; however, in terms of contextual awareness and personalised feedback, they are not yet at a level to replace expert evaluations.
Unmuting the Dental Student Voice: A Multi-Institutional Study on Raising Concerns.
Ali K, Bashir U, Glanville R … +4 more , Matoug-Elwerfelli M, Younis MA, Ali SMA, Raja M
Eur J Dent Educ · 2026 May · PMID 42101856 · Publisher ↗
BACKGROUND: In healthcare professions, raising concerns refers to the act of reporting issues that may affect the safety, wellbeing, or rights of patients, staff, or the public. There are few studies specifically focused...
BACKGROUND: In healthcare professions, raising concerns refers to the act of reporting issues that may affect the safety, wellbeing, or rights of patients, staff, or the public. There are few studies specifically focused on the abilities of dental students to raise concerns. The aim of this study was to evaluate the confidence in raising concerns amongst undergraduate dental students. METHODS: An analytical cross-sectional study design was used for this research to recruit undergraduate dental students at eight dental institutions in Pakistan. Data were collected using an online questionnaire with high reliability. Participation was voluntary and all data were processed anonymously. T-tests and Analysis of Variance (ANOVA) were used to assess significant variations by demographic factors. RESULTS: A total of 503 students provided their responses to the online survey yielding a response rate of 49.50%. Of these, 397 were female (78.93%) and 105 were male (20.87%). Participant ages were grouped as 18-21 years (30.42%), 22-25 years (63.62%) or 26 and older (5.96%). Existence of an institutional policy on raising concerns was reported by 226, and 38.96% regarded the policy as easily accessible to students. Only 27.23% of participants received formal training in raising concerns. The overall mean score for all items was 0.51 ± 1.37 (95% CI -0.39 to 0.63). ANOVA revealed significant variation by gender and year of study (p < 0.01), with female students and house officers reporting greater self-confidence in raising concerns. The participants were most confident in sharing their concerns with their peers and least confident in reporting them to the head of department. The most frequent barriers to reporting concerns were the fear of causing trouble, not being able to prove, and lack of institutional support. CONCLUSIONS: The findings of this study show that participants reported a low-moderate confidence in raising concerns during clinical training and identified several barriers which may discourage them from whistleblowing. The findings of this study underscore the need for a support structure in clinical training environments and provide further training and support to dental students to allow them to raise concerns in a timely manner.
Stress, Anxiety and Empathy in Dental Students: A Multicentre Analysis From Turkey.
Boyraz Ş, Karamüftüoğlu N, Görgin NÇ
Eur J Dent Educ · 2026 May · PMID 42098931 · Publisher ↗
INTRODUCTION: This study investigates the relationships between stress, anxiety and empathy levels among dental students from two universities in Turkey. By examining variations across gender and academic year, it aims t...
INTRODUCTION: This study investigates the relationships between stress, anxiety and empathy levels among dental students from two universities in Turkey. By examining variations across gender and academic year, it aims to address a significant gap in the literature regarding the psychological factors influencing empathy in dental education. METHODS: A cross-sectional study was conducted among 573 dental students from Yozgat Bozok University and the Gülhane Faculty of Dentistry, University of Health Sciences. Data were collected using an online questionnaire including sociodemographic information, the Dental Environmental Stress Scale (DES), Beck Anxiety Inventory (BAI) and Jefferson Scale of Physician Empathy-Student Version (JSPE-S). Non-parametric tests (Mann-Whitney U, Kruskal-Wallis with Dunn-Bonferroni post hoc) were used, and Spearman's rho assessed correlations. RESULTS: Female students reported significantly higher stress and anxiety levels compared to males (p < 0.001). Stress and anxiety peaked in the 2nd-4th academic years, while 1st-year students had significantly lower scores (p < 0.001). Empathy scores were moderate-to-high across all years, with higher scores in females, though the difference was marginal (p = 0.051). Stress and anxiety were moderately correlated (r = 0.481, p < 0.001). However, neither stress-empathy (r = 0.015, p = 0.712) nor anxiety-empathy (r = 0.080, p = 0.057) correlations were statistically significant. CONCLUSIONS: Dental students experience substantial stress and anxiety, particularly during clinical training years, with female students more affected. Despite these challenges, empathy levels remain moderate-to-high and largely unaffected by stress or anxiety. These findings underscore the importance of incorporating stress management, psychological support and empathy training into dental curricula to promote student well-being and enhance patient-centred care.
Students as Partners in Dental Education: Comparing Co-Designed, Co-Delivered and Traditional Approaches to Mouthcare Training.
Kammer PV, Anishchuk S, Byrne K … +4 more , Ringrose J, Pala J, Cleary C, Phadraig CMG
Eur J Dent Educ · 2026 May · PMID 42098906 · Publisher ↗
AIM: To compare Students-as-Partners (SaP) and traditional (TRAD) approaches for teaching dental students to promote mouthcare for people with disabilities. METHODS: A two-group, pre-post quasi-experimental design was us...
AIM: To compare Students-as-Partners (SaP) and traditional (TRAD) approaches for teaching dental students to promote mouthcare for people with disabilities. METHODS: A two-group, pre-post quasi-experimental design was used to compare TRAD and SaP training. Both approaches included didactic and practical components; SaP was co-designed and co-delivered, incorporating synchronous and asynchronous elements. Self-efficacy and intention scores (0-10) related to mouthcare provision were analysed. Descriptive statistics were calculated by training approach and time point. A between-subjects factorial analysis of variance (ANOVA) examined main effects of training approach, timepoint, and student group, and their interactions. Pre- and post-training responses were analysed as independent observations. Statistical significance was set at p < 0.05. RESULTS: Data from 220 valid questionnaires were analysed. Across all outcomes, a significant main effect of timepoint was observed, with higher post-training self-efficacy and intention scores. No significant effects of training approach or interactions with timepoint were observed, indicating similar patterns across groups. CONCLUSIONS: Both TRAD and SaP groups showed higher post-training self-efficacy and intention scores, with no statistically significant differences between approaches; however, this should not be interpreted as evidence of equivalence. These findings suggest that SaP may be implemented without compromising observed scores.
Understanding Empathy in Patient-Centered Dentistry: The Role of Emotional Intelligence and Psychosocial Factors.
Güngör S, Kerimova-Köse L, Müdüroğlu-Adıgüzel R … +1 more , Arhun N
Eur J Dent Educ · 2026 May · PMID 42098905 · Publisher ↗
OBJECTIVE: This study investigated the relationship between empathy and emotional intelligence (EI) among undergraduate dental students and explored the effects of demographic and psychosocial factors on empathy levels....
OBJECTIVE: This study investigated the relationship between empathy and emotional intelligence (EI) among undergraduate dental students and explored the effects of demographic and psychosocial factors on empathy levels. METHODS: A cross-sectional survey was conducted among first- to fifth-year dental students between May and June 2025. Data were collected using an electronic questionnaire comprising the Jefferson Scale of Physician Empathy-Student Version (JSPE-S) and the Schutte Emotional Intelligence Scale. Demographic and psychosocial variables included gender, academic year, daily screen time, medication use, negative dental experiences, pet ownership, co-living with a sibling or grandparents, participation in social responsibility projects, and engagement in artistic activities. Statistical analyses included the Kolmogorov-Smirnov test for normality, Mann-Whitney U, Kruskal-Wallis with Dunn-Bonferroni post hoc tests, Spearman's rank correlation, and multiple linear regression (p < 0.05). RESULTS: Among 479 participants (response rate: 98%), a significant positive correlation was found between EI and empathy (p < 0.001). Higher empathy was associated with female gender (p = 0.008), participation or willingness to participate in social projects (p = 0.014), and pet ownership (p = 0.012). Higher EI was observed among students participating in social projects (p < 0.001), owning pets (p = 0.010), and engagement in artistic activities (p = 0.020). Multiple regression analysis identified EI (p < 0.001), social project participation (p = 0.018), and female gender (p = 0.044) as significant predictors of empathy. CONCLUSION: Empathy and EI are positively correlated. Female gender, social project participation, and elevated EI predict greater empathy. These findings emphasize the need for educational strategies that foster EI, empathy, and community engagement to promote compassionate, patient-centered care.
Artificial Intelligence (AI) Impact on Dental Education and Curriculum: A Systematic Review Following PRISMA Guidelines.
Alardo LR, García-Godoy F, Quiroga RP … +5 more , Silva MIP, Cruz RL, Muñoz D, Camacho MC, Montero LNQ
Eur J Dent Educ · 2026 May · PMID 42081692 · Publisher ↗
IMPORTANCE: AI technologies increasingly influence dental education, but their instructional value, stakeholder perspectives, and institutional implications require further study. OBJECTIVE: To synthesise evidence on AI'...
IMPORTANCE: AI technologies increasingly influence dental education, but their instructional value, stakeholder perspectives, and institutional implications require further study. OBJECTIVE: To synthesise evidence on AI's impact in undergraduate dental education, focusing on learning outcomes, stakeholder perspectives, and curriculum design. EVIDENCE REVIEW: Following PRISMA 2020 guidelines, researchers searched PubMed, Scopus, Web of Science, IEEE Xplore, and Google Scholar for articles published between January 2015 and February 2025. Eligibility followed an adapted PECO framework: undergraduate dental students or faculty (Population); AI use in teaching, clinical training, or administration (Exposure); conventional or non-AI digital methods (Comparator); and outcomes including knowledge retention, skills, critical thinking, stakeholder perspectives, and curriculum effectiveness (Outcome). The initial pool of 402 references underwent systematic screening, quality appraisal, and AI-focused refinement across four stages, resulting in a final dataset of 107 studies meeting a minimum quality threshold (≥ 3) using validated appraisal tools. FINDINGS: AI-powered educational resources, including adaptive learning platforms, intelligent tutoring systems, and generative AI tools, improved knowledge retention, technical skills, and clinical decision-making. Students benefited from personalised feedback, adaptive instruction, and increased engagement. Faculty expressed cautious optimism, tempered by gaps in training, technical readiness, and ethical guidance. Adoption patterns were shaped by generational, cultural, and infrastructural factors. CONCLUSIONS: AI enhances cognitive, technical, and clinical learning while complementing traditional instruction. Successful integration requires structured faculty development, clear ethical frameworks, institutional support, and close collaboration among educators, researchers, and technologists to ensure AI supports, rather than replaces, core clinical training and professional decision-making. Coordinated strategies addressing pedagogy, technical competence, and ethics will maximise AI's educational impact and support sustainable curriculum transformation in dental education.
Impact of an Educational Intervention on Dental Students' Practical Motivation in Early Oral Cancer Detection: Assessment With the "Perceived Locus of Causality-University Version" Questionnaire.
Delgado-Somolinos E, Rodriguez-Molinero J, Del Carmen Miguelañez-Medrán B … +5 more , Ramírez-Puerta R, Corral-Liria I, Losa-Iglesias ME, Miguel MNS, López-Sánchez AF
Eur J Dent Educ · 2026 Apr · PMID 42057307 · Publisher ↗
INTRODUCTION: Early detection of oral cancer significantly improves prognosis, but diagnostic delays persist due to professional and educational factors. This study aimed to evaluate the impact of an educational interven...
INTRODUCTION: Early detection of oral cancer significantly improves prognosis, but diagnostic delays persist due to professional and educational factors. This study aimed to evaluate the impact of an educational intervention on dental students' motivation toward oral cancer detection, using the Perceived Locus of Causality-University Version (PLOC-U) questionnaire based on Self-Determination Theory. MATERIALS AND METHODS: A pre-post cross-sectional study was conducted among 65 dentistry students at Rey Juan Carlos University (Madrid, Spain). The intervention combined a theoretical lecture, a testimonial from an oral cancer survivor, and a week of practical oral examinations at the university dental clinic. Motivation was assessed before and after the intervention using the PLOC-U practical subscale. Quantitative data were analysed using parametric and non-parametric tests (p < 0.05), and qualitative responses were examined using ATLAS.ti software. RESULTS: Post-intervention, intrinsic motivation increased significantly (Z = -2.211, p < 0.03). Students without a family history of oral cancer scored higher in intrinsic motivation and identified regulation (p < 0.01). No differences were observed by sex or academic year. Students' qualitative feedback highlighted increased clinical confidence, stronger theory-practice integration, and greater awareness of oral cancer prevention. DISCUSSION: The integration of emotional, theoretical, and practical components enhanced autonomous motivation, confirming that active and experiential learning fosters deeper engagement. Emotional background, such as family history of cancer, may modulate motivational outcomes. CONCLUSIONS: Educational interventions centered on oral cancer prevention effectively strengthen autonomous motivation among dental students, supporting their inclusion as a valuable pedagogical tool in dental curricula.
Beyond Cronbach's Alpha in Dental Education Assessments: Introducing Composite Indices for Enhanced Reliability and Validity.
Manickam S, O'Brien T, Mallikarjuna RM
Eur J Dent Educ · 2026 Apr · PMID 42056754 · Publisher ↗
BACKGROUND: Dental educators design assessments to evaluate multiple competencies across diverse topics using items of varied difficulty levels, topical coverage, and mixed scoring weights, making them inherently multidi...
BACKGROUND: Dental educators design assessments to evaluate multiple competencies across diverse topics using items of varied difficulty levels, topical coverage, and mixed scoring weights, making them inherently multidimensional and criterion-referenced. In practice, however the reliability of such assessments is often analysed using Cronbach alpha, one of the most widely used indices of internal consistency, despite its underlying assumptions of unidimensionality and equal item contribution. METHODS: Using a dataset of more than 200 000 item scores, we computed Cronbach's alpha at various grouping levels and analysed it alongside to other psychometric indices. RESULTS: (1) Dependency of Cronbach's alpha on number of items, regardless of their underlying construct; (2) At the exam level, where item diversity is intentional, this practice can penalize heterogeneity by obscuring item-level strengths; (3) Even at finer levels, such as within a topic, the assumptions begin to break down; and (4) In contrast, the proposed composite indices provide a more consistent and diagnostically informative evaluation of assessment quality. CONCLUSION: Our proposed framework: one at the item level, the Composite Item Index (CII) and another at the exam level, the Adjusted Composite Exam Index (ACEI) captures item difficulty variation along with topic coverage. Interpretation of 122 assessments using the proposed framework demonstrates greater stability, diagnostic value, and educational relevance compared to Cronbach's alpha. Monitoring CII and ACEI throughout the assessment workflow provides diagnostic insight beyond traditional reliability indices and supports psychometrically sound and balanced assessments essential for competency-based education. Together, they offer a construct-aware, multi-metric framework for quality assurance.
Development of the KAP-ASD Questionnaire to Assess Knowledge, Attitudes, and Practices Related to Ageism Among Dentists: Initial Psychometric Properties.
Aranha ERM, Marchini L, Felipe DF … +1 more , Garcia LF
Eur J Dent Educ · 2026 Apr · PMID 42051086 · Publisher ↗
OBJECTIVE: This study aimed to develop and validate a questionnaire to assess knowledge, attitudes, and practices (KAPs) related to ageism among dentists in Brazil, with a focus on the dental care of older adults. METHOD...
OBJECTIVE: This study aimed to develop and validate a questionnaire to assess knowledge, attitudes, and practices (KAPs) related to ageism among dentists in Brazil, with a focus on the dental care of older adults. METHODS: This is a quantitative, exploratory, descriptive, and cross-sectional study. The development and validation of the KAP-Ageism Scale for Dentists (KAP-ASD) instrument followed four stages: (1) the questionnaire was developed on the basis of a scoping literature review of the construct to be assessed; (2) content validity was evaluated by five experts who reviewed the initial draft for language clarity, practical relevance, and theoretical significance; (3) the questionnaire was administered to the target population, Brazilian dentists, to collect data; and (4) EFA results were used to refine the instrument, providing evidence of its validity and reliability for the final version. RESULTS: The instrument initially had 27 items, which were reduced to 25 after expert review. Following the EFA, the questionnaire was reduced to 13 items across 3 factors: Knowledge, attitudes, and practices. The final structure explained 57.9% of the total variance. Reliability indices, along with data adjustments, indicate that the final version of the questionnaire has good internal consistency. CONCLUSION: While the KAP-ASD requires further refinement due to several identified limitations, it was shown to be a valid and reliable tool suitable for use in geriatric dentistry research.
Clinical Evaluation of Pit and Fissure Sealants Placed by Intern Dental Students After Tele-Demonstration Technique.
El-Sebaai A, Hamdi K, Attia NM
Eur J Dent Educ · 2026 Apr · PMID 42045787 · Publisher ↗
INTRODUCTION: Dental caries remains a major public health issue worldwide, particularly among children. Pit and fissure sealants represent a high-quality, evidence-based preventive measure. However, ensuring the reliabil...
INTRODUCTION: Dental caries remains a major public health issue worldwide, particularly among children. Pit and fissure sealants represent a high-quality, evidence-based preventive measure. However, ensuring the reliability of their application by newly graduated intern dental students trained through tele-education remains an emerging area of growing interest. Thus, the current study aimed to assess the clinical success of pit and fissure sealants placed by intern dental students following tele-demonstration training compared to traditional training approaches. MATERIALS AND METHODS: This randomized controlled trial involved 100 mandibular first permanent molars in 50 children aged 7 to 9 years, treated by 20 dental interns assigned to two groups using a split-mouth design. One group received direct clinical demonstration, while the other received tele-education via a pre-recorded video. Sealant retention and marginal discolouration were assessed after a 3-month period. RESULTS: There was no statistically significant difference in sealant retention (p = 0.766) or marginal discolouration (p = 1.000) between the two studied groups. The tele-education group had a slightly higher relative risk, but this was not clinically significant. CONCLUSION: Tele-demonstration can be used as a supplementary instructional modality for training dental interns in preventive procedures, reinforcing the use of innovative teaching tools while ensuring safe and high-quality patient care.
Compassionate Patient Care Education With a Virtual Poverty Simulation Exercise: Pre-Clinical Dental Students' Perceptions.
D'Affronte L, Rambob I, Weatherspoon D
Eur J Dent Educ · 2026 Apr · PMID 42045608 · Publisher ↗
INTRODUCTION: Oral health inequities have been persistently observed among individuals living in poverty. To most effectively deliver equity-centred care, dental students must be aware of the impact that poverty can have...
INTRODUCTION: Oral health inequities have been persistently observed among individuals living in poverty. To most effectively deliver equity-centred care, dental students must be aware of the impact that poverty can have on their patients. The objective of this study was to describe and deliver a virtual poverty simulation exercise to second-year dental students prior to clinical experiences, and assess their perceptions of the exercise. METHODS AND MATERIALS: One hundred and thirty-six second-year dental students at a U.S. School of Dentistry participated in a facilitator-led, virtual poverty simulation exercise utilising SPENT, a free online poverty simulation application and a facilitated post-exercise discussion to connect concepts learned during the simulation to financial barriers encountered in the dental setting and equity-based solutions that dentists can provide. Following the simulation exercise, students were invited to complete a voluntary 10-item survey on their perceptions of the exercise. RESULTS: One hundred twenty students completed the survey (response rate 88%). For all survey questions but one, a higher proportion of students reported positive perceptions of the simulation compared to those reporting negative perceptions. An open-ended question identified that students had improved empathy and a better understanding of the impact of income on healthcare choices after the exercise. DISCUSSION: Overall, a higher proportion of students reported positive perceptions of the simulation compared to those reporting negative perceptions. Across all post-simulation survey questions, students' most frequent individual response was the 'neutral' Likert-Scale response, indicating that many students were not fully confident in their understanding of poverty-related concepts following the simulation exercise. CONCLUSIONS: A virtual poverty simulation is an innovative method for introducing poverty concepts to pre-clinical dental students. However, ongoing training throughout the dental curriculum is essential to increase students' confidence in delivering equity-centred care to patients experiencing poverty.
Educational Strategies in Children's Oral Health: A Critical Integrative Review on Pedagogical Foundations.
Martins VS, Caldas JB, de Souza TAC … +1 more , Biato ECL
Eur J Dent Educ · 2026 Apr · PMID 42036892 · Publisher ↗
OBJECTIVES: This study aims to critically analyse whether the pedagogical methods employed in promoting children's oral health are anchored in theoretical and methodological frameworks in education, and to what extent th...
OBJECTIVES: This study aims to critically analyse whether the pedagogical methods employed in promoting children's oral health are anchored in theoretical and methodological frameworks in education, and to what extent this anchoring manifests itself. METHODS: We searched in PubMed, Embase, Scopus, Web of Science, LILACS and ERIC databases, including grey literature (Google Scholar and ProQuest). Two researchers independently screened titles, abstracts and full-text articles for eligibility and extracted relevant data using a standardized form. Qualitative analysis categorized the studies into five pedagogical approaches (Technicism, Pragmatism, Constructivism, Historical-Cultural and Contemporary), based on the objectives and conduct of the interventions. RESULTS: We included 76 articles in the review. The qualitative analysis indicated that the Technicist Perspective predominated in 38 studies, followed by Constructivism (18), Historical-Cultural (9), Pragmatism (8) and Contemporary (3). CONCLUSION: Most interventions in children's Oral Health Education lack a theoretical and pedagogical foundation.
The Impact of a Structured Communication and Body Language Course on Empathy and Nonverbal Communication Awareness Among Dental Students: A Comparative Cross-Sectional Study.
Efeoglu S, Deniz HA, Tohumcu A … +2 more , Haksayar G, Nalcaci R
Eur J Dent Educ · 2026 Apr · PMID 42036634 · Publisher ↗
PURPOSE: Effective communication and empathy are core competencies in patient-centred dental care. However, structured training in these skills is often limited in dental curricula. This study explored the association be...
PURPOSE: Effective communication and empathy are core competencies in patient-centred dental care. However, structured training in these skills is often limited in dental curricula. This study explored the association between a structured communication and body language course and dental students awareness of nonverbal communication, empathy-related attitudes, and patient-centred perspectives. METHODS: A cross-sectional study was conducted among 390 final-year dental students at Ankara University Faculty of Dentistry. Group 1 (n = 195) had not received formal communication training, whereas Group 2 (n = 195) had completed a 39 h structured course including theoretical and practical components. Data were collected using a structured questionnaire covering sociodemographic characteristics, communication awareness, nonverbal communication practices, and empathy-related attitudes. Group differences were analysed using chi-square tests for categorical variables and independent samples t-tests for composite scores, with a p < 0.05 considered statistically significant. RESULTS: Students who received training reported significantly higher awareness of the role of body language (p = 0.035), greater support for its inclusion in the curriculum (p = 0.037), and increased attention to instructors' nonverbal cues (p = 0.0028). They also reported more frequent use of positive nonverbal behaviours, such as maintaining eye contact (97.4% vs. 92.0%, p = 0.042), using gestures and facial expressions (93.8% vs. 84.3%, p = 0.028), and adjusting tone of voice (90.8% vs. 80.1%, p = 0.014). Empathy-related attitudes were significantly stronger in the trained group, including better recognition of patients' emotions (88.3% vs. 76.5%, p = 0.015), greater comfort in showing empathy (85.3% vs. 70.8%, p = 0.007), and a stronger belief that empathy can be taught (88.5% vs. 74.1%, p = 0.008). The overall mean scores for communication awareness, nonverbal communication, and empathy-related attitudes were all significantly higher in the trained group (p < 0.05). CONCLUSIONS: Structured communication and body language training significantly enhance dental students awareness and use of nonverbal communication and strengthen empathy-related attitudes. Integrating experiential communication training into dental education may support the development of more empathetic, patient-centred clinical practice.
Diagnostic Accuracy, Satisfaction and Self-Confidence of Dental Students When Classifying Dental Caries Lesions Using Simulation-Based Experience and Photographs: A Randomised Crossover Study of Intervention Sequence.
Calle-Molina S, Rojas-Gualdrón DF, Arango-González LI … +3 more , Vélez LF, de Farias AL, Restrepo M
Eur J Dent Educ · 2026 Apr · PMID 42036622 · Publisher ↗
AIM: To evaluate the diagnostic accuracy, satisfaction and self-confidence of dental students when classifying dental caries lesions using simulation-based experience and photographs, and to examine whether the sequence...
AIM: To evaluate the diagnostic accuracy, satisfaction and self-confidence of dental students when classifying dental caries lesions using simulation-based experience and photographs, and to examine whether the sequence of these interventions influences diagnostic performance. METHOD: A randomised crossover study was conducted with 37 second-year undergraduate dental students. Participants were assigned to one of two intervention sequences: Photograph-Simulation-based Experience (P-SBE) or Simulation-based Experience-Photograph (SBE-P). Each student completed four diagnostic attempts, two with photographs and two with simulation-based experience, using the Nyvad criteria. Diagnostic accuracy was assessed using the area under the receiver operating characteristic curve (AUC) and pairwise discriminative accuracy (pAUC). Satisfaction and self-confidence in learning were measured using the National League for Nursing Satisfaction and Self-Confidence in Learning Questionnaire. RESULTS: Simulation-based experience demonstrated higher diagnostic accuracy than photographs in both sequences. In the P-SBE sequence, AUC increased from 79.7 (95% CI: 77.2-82.3) in the first photograph-based attempt to 93.2 (95% CI: 91.6-94.9) in the second simulation-based attempt. In the SBE-P sequence, AUC was also higher in the second simulation-based attempt, reaching 89.9 (95% CI: 88.1-91.7). Students also reported greater satisfaction, higher self-confidence and a more positive overall perception of simulation-based experience (p < 0.05). CONCLUSION: Simulation-based experience yielded higher diagnostic accuracy than photographs in this Nyvad-based educational context. The highest overall performance was observed when photographs preceded simulation-based experience, supporting the progressive and complementary use of both approaches in undergraduate cariology teaching. Simulation-based experience was also perceived as enhancing satisfaction and self-confidence in learning.
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