European Journal Of Dental Education[JOURNAL]
Sun
200 papers
Inter-Professional Education Between Dentistry and Law Through a Dental Malpractice Mock Trial and Simulation of Mediation.
Kavvadia K, Stamelos C, Moraiti A … +3 more , Hadjiperiklis P, Louca L, Taoufik K
Eur J Dent Educ · 2026 Apr · PMID 42026972 · Publisher ↗
BACKGROUND: Mock trials (MT) are simulations of courtroom proceedings and may serve as a tool to improve learning in inter-professional education for health professionals. AIMS AND OBJECTIVES: To design and implement a d...
BACKGROUND: Mock trials (MT) are simulations of courtroom proceedings and may serve as a tool to improve learning in inter-professional education for health professionals. AIMS AND OBJECTIVES: To design and implement a dental malpractice MT and simulation of mediation activity, involving dentistry and law students, and to identify the learning principles underlying the activities. MATERIALS AND METHODS: Two previously resolved dental malpractice cases, aligning with the learning outcomes of the Paediatric Dentistry course, were used. Four faculty facilitators (FF) from the Dentistry and Law Schools kept a diary of the project events. After the events, faculty focus group discussions were conducted, led by a faculty member from the Education Sciences Department, and through discourse analysis, learning principles underlying the activities were identified. RESULTS: Ten dentistry and eleven law student-volunteers participated in this inter-professional education project. The key design steps included recruiting students from both disciplines to identify previously published and resolved dental malpractice cases. The key implementation activities included debriefing of the cases, literature search, assigning roles to the students, producing scripts, organizing rehearsals, and facilitating the simulation of court and mediation performances. The learning principles underlined the activities that were identified included project-based learning, active student engagement, student-centered learning, learning through application of knowledge, reviewing, rebuilding, reframing of knowledge, learning through simulation, and inter-professional exchange and collaboration. CONCLUSIONS: MT and simulation of mediation implementation are alternative educational inter-professional strategies in Paediatric Dentistry for meaningful, student-centred, active learning.
TRIVIAL DENTAL: A Serious Board Game for Knowledge Consolidation in Dental Students Transitioning to Clinical Training.
Hansotte VT, Charleux O, Hartmann A … +2 more , Braud A, Mocquot C
Eur J Dent Educ · 2026 Apr · PMID 42026899 · Publisher ↗
INTRODUCTION: The transition from preclinical education to clinical training represents a critical stage in dental curricula, requiring students to consolidate theoretical knowledge while preparing for clinical decision-...
INTRODUCTION: The transition from preclinical education to clinical training represents a critical stage in dental curricula, requiring students to consolidate theoretical knowledge while preparing for clinical decision-making. In this context, serious games have emerged as an innovative approach to promote active and collaborative learning. The aim of this pilot study was to explore short-term changes in theoretical knowledge and to examine students' perceptions of the educational value of a serious board game entitled Trivial Dental, implemented prior to entry into clinical training. MATERIALS AND METHODS: A quasi-experimental pre-post study design without a control group was conducted after the approval by the Ethics Committee of the University Paris Cité. The Trivial Dental game was administered to fourth-year dental students during the integration week preceding their clinical training. A 25-item knowledge test developed by a multidisciplinary dental teaching team was completed by students before and after playing the game. In addition, a post-game perception questionnaire using a Likert scale was administered to evaluate students' satisfaction and perceived educational value. RESULTS: The study included 42 students (76% women, mean age ± SD = 21.9 ± 2.8 years). Post-game knowledge scores were significantly higher than pre-game scores (86.9% ± 11.7% vs. 72.1% ± 21.6%; p < 0.01). Overall satisfaction was high, with 66.6% of students reporting that they "strongly liked" the experience. More than 90% of participants indicated that they would recommend the game to other students. DISCUSSION: Educational games are a promising and engaging pedagogical strategy in dental education. Within the framework of Kirkpatrick's model of training evaluation, the present findings primarily reflect Level 1 (learner satisfaction) and Level 2 (knowledge acquisition) outcomes and suggest that a low-technology board game may support knowledge consolidation and student engagement at a critical stage preceding clinical training. However, due to the quasi-experimental design and absence of a control group, further research is required to evaluate long-term learning outcomes and confirm educational effectiveness. CONCLUSION: Trivial Dental appears to be a feasible and engaging educational tool that may support theoretical knowledge consolidation among dental students preparing for clinical practice.
Design, Implementation and Evaluation of Educational Aid Game for Differential Diagnosis of Oral Lesions Through Mobile Learning.
Tonkaboni A, Asadi P, Mohammadimehr M … +1 more , Sadrzadeh-Afshar MS
Eur J Dent Educ · 2026 Apr · PMID 42023947 · Publisher ↗
INTRODUCTION: The accurate recognition of oral lesions is a core competency in oral medicine. This skill is critical, as timely patient presentation is not always guaranteed, and precise diagnosis is essential, particula...
INTRODUCTION: The accurate recognition of oral lesions is a core competency in oral medicine. This skill is critical, as timely patient presentation is not always guaranteed, and precise diagnosis is essential, particularly for malignant lesions requiring immediate intervention to prevent serious health risks. Traditional learning can be reinforced through engaging methods that enhance interest and knowledge retention. This study aimed to develop a computer-based educational game and evaluate its impact on student learning by comparing it with traditional instruction, while also assessing student attitudes towards mobile learning. MATERIALS AND METHODS: This interventional study involved 48 students from two dental schools, randomly allocated to an intervention group or a control group. A pretest established baseline knowledge. The intervention group used the educational game as a supplement to traditional teaching for 3 weeks, while the control group received only traditional instruction. A posttest was administered to both groups. Student attitudes towards mobile learning were evaluated in the intervention group using a validated questionnaire. Data were analysed using the Wilcoxon test for within-group comparisons and the Mann-Whitney test for between-group comparisons. RESULTS: Posttest scores increased from baseline in both groups. The within-group improvement was statistically significant in the intervention group (p = 0.006) but not in the control group (p = 0.082). However, the between-group difference in score improvement was not statistically significant (p = 0.312). Students in the intervention group reported positive attitudes towards mobile-based learning. CONCLUSION: The educational game showed potential in enhancing learning outcomes, with a significant improvement observed within the intervention group. Students expressed positive attitudes towards mobile-based learning, valuing its accessibility and ability to diversify the learning experience. These findings suggest that game-assisted mobile learning can serve as a valuable supplementary tool in dental education. Educators may consider integrating such tools to increase engagement and complement traditional teaching methods.
A Metaverse-Based Fully Immersive Training for Temporomandibular Joint: A Pilot Study.
Ekici SZ, Kilicarslan MA, Basmaci F … +2 more , Ozcelik E, Cagiltay NE
Eur J Dent Educ · 2026 Apr · PMID 42023704 · Publisher ↗
OBJECTIVE: Understanding the temporomandibular joint (TMJ) can be challenging with conventional methods, as its complex anatomy, comprising the articular disc, mandibular condyle, and temporal bone, requires detailed vis...
OBJECTIVE: Understanding the temporomandibular joint (TMJ) can be challenging with conventional methods, as its complex anatomy, comprising the articular disc, mandibular condyle, and temporal bone, requires detailed visualisation. Traditional approaches like textbooks and static images often fall short, whereas modern tools such as 3D modelling and virtual reality (VR) offer more effective alternatives. Metaverse technology further enhances this by creating interactive, immersive and collaborative learning environments that simulate real-world experiences. While VR is increasingly used in dental education, research on fully immersive metaverse-based learning remains limited. METHODS: In this pilot study, a custom metaverse environment was developed to teach TMJ concepts. Then, the effectiveness of conventional and metaverse-based teaching methods in improving dental students' understanding of the TMJ was evaluated experimentally. A randomised trial was conducted with 120 first-year dental students, divided into three groups: classical lecturing, metaverse-based training and a combination of both. RESULTS: Findings indicate that students in the metaverse and combined groups outperformed those in the classical lecturing group, with no significant difference between the two metaverse-involved groups. CONCLUSIONS: This suggests that for highly complex anatomical structures like the TMJ, metaverse-based training alone may be sufficient, eliminating the need for additional traditional instruction. The study highlights the metaverse's potential to enhance dental education by providing a fully 3D, interactive learning experience.
Staff and Student Perspectives of Rural Indigenous Health Service-Embedded Dental Clinic Outplacements.
March SR, Mangoyana CN, Lalloo R … +1 more , Walsh LJ
Eur J Dent Educ · 2026 Apr · PMID 42010755 · Publisher ↗
OBJECTIVES: With a view to improving experience outcomes, this section of a broader 2019 study heard dental clinic staff perspectives on student preparedness to undertake student-led rural Indigenous clinical outplacemen...
OBJECTIVES: With a view to improving experience outcomes, this section of a broader 2019 study heard dental clinic staff perspectives on student preparedness to undertake student-led rural Indigenous clinical outplacement and staff views on students' skills development during outplacement, including communication and cultural safety training. Additionally, outplacement participants were canvassed on social and economic implications of their outplacement attendance and on the specific learning environment. METHODS: All eligible university staff supporting the rural Indigenous health service-embedded dental clinics voluntarily participated in semi-structured telephone interviews. Coded content analysis of interview transcripts identified relevant themes and summarised staff perspectives. Current dental students and recent graduates who had attended rural Indigenous outplacements voluntarily participated in a post-outplacement online survey (29/71, 41% response rate). Survey data were stratified by groups and responses described using summary statistics, frequencies, and percentages. RESULTS: Staff considered students adequately prepared for technical clinical aspects. Participants improved non-technical communication skills and gained important first-hand culturally safe practice knowledge. Greater prior awareness of Indigenous culture among future students would enhance patient connection and build community trust. While student survey responses indicated economic burden and limited social connectivity were detractors needing to be addressed by educators, a strongly positive learning environment defined the experience. CONCLUSIONS: Considerable community oral health benefit and positive student personal and educational outcomes stem from rural Indigenous health service-embedded dental clinic outplacements. Results further justify model sustainability and argue positively for university measures promoting culturally safe professional practice and for addressing student economic burden.
Analysis of the Academic and Professional Profiles of Dental Educators Promoting Courses at Instagram University.
Fernandes LA, Dos Santos LAR, Araújo EER … +3 more , Llanos AH, Grillo R, Brozoski MA
Eur J Dent Educ · 2026 Apr · PMID 42010741 · Publisher ↗
BACKGROUND: This study evaluated the current landscape of Brazilian dental education by analysing Instagram posts from professionals promoting dentistry courses. The objective was to ascertain the relationship between th...
BACKGROUND: This study evaluated the current landscape of Brazilian dental education by analysing Instagram posts from professionals promoting dentistry courses. The objective was to ascertain the relationship between their qualification levels and digital visibility. METHODOLOGY: A retrospective analysis was conducted on 480 publicly available Instagram posts, tagged with specific dentistry course-related hashtags, across 10 specialties with high numbers of registered professionals. Posts were screened for relevance, excluding non-educational or purely promotional content. RESULTS: The sample comprised 50 professionals per specialty, with a mean time since undergraduate graduation of 20.91 years. Orofacial Harmonization (HOF) emerged as a specialty with significantly less experienced professionals compared to Dental Prosthesis, Orthodontics, and Implantology. Similarly, Oral and Maxillofacial Surgery (OMFS) demonstrated shorter time since graduation compared to Dental Prosthesis, Orthodontics, and Implantology. Radiology exhibited the highest proportion of specialists, while Periodontics, Prosthodontics, and Radiology showed the highest proportion of professors with a master's degree. Radiology and Paediatric Dentistry led in the proportion of PhD holders, indicating a stronger academic background. Conversely, HOF had the lowest proportion of professors across all academic levels (Specialist, Master, and PhD), notably being the only specialty without independent PhDs. Restorative Dentistry also showed lower academic qualifications. CONCLUSIONS: This study highlights the complex interplay of visibility, academic success, and digital presence in Brazilian dental education, which varies significantly across specialties. This complexity underscores the need for customized strategies for workforce development. While comprehensive, the study's limitations suggest future research should include longitudinal studies of career paths, qualitative analyses of specialty selection, and platform-specific engagement data to better understand this evolving healthcare environment.
Enhancing Dental Students' Clinical Thinking of Dentition Defect Restoration by Integrating Virtual Simulation Technology Into Simulation-Based Case Teaching.
Jia X, Guo J, Hao Z … +3 more , Wu M, Deng X, Yang L
Eur J Dent Educ · 2026 Apr · PMID 42010361 · Publisher ↗
BACKGROUND: The gap between lecture and clinical practice makes students lack the exercise of clinical thinking and the ability of case analysis of removable partial denture restoration before clinic. Moreover, the dentu...
BACKGROUND: The gap between lecture and clinical practice makes students lack the exercise of clinical thinking and the ability of case analysis of removable partial denture restoration before clinic. Moreover, the denture design related training is also lacking in pre-clinical practice courses. Situational case teaching can help students understand the theoretical knowledge and optimise and develop their cognitive level, intelligence status and emotional attitude. The objective of this study was to explore the teaching effect of case-based situational simulation teaching method with a virtual patient in the clinical thinking training of dentition defect restoration. METHODS: The study was a self before-and-after control study, carried out with 112 dental undergraduates at Guanghua School of Stomatology, Sun Yat-sen University, including 67 females and 45 males, aged 17-20 years, with an average of (18.47 ± 1.15) years. The virtual patient was arranged to provide case information by role-playing. Students completed medical records before and after situational case teaching class. Teachers marked on six aspects (overall appearance and professionalism, the medical history, clinical examination, diagnosis, treatment plan and denture design) of each medical record. After class, we collected the questionnaire survey of students to get the subjective teaching evaluation. All statistical analyses were performed using SPSS 25.0. The comparison between the two groups of percentages was made using a Chi-square test. Statistical significance was set at p < 0.05. RESULTS: The results revealed a significant difference (p < 0.05) between the scores before and after situational case teaching class in medical records. The proportions of students who scored higher than 27 points in treatment plan and denture design (the total score is 30 points) were both 0.00% before class, while increased to 37.27% and 40.91% respectively after class. All students considered that they had improved in the skill of denture design, and the situational case teaching course was very necessary before internship. CONCLUSION: The situational case teaching based on virtual patients played a positive role in training students' clinical thinking about dentition defects. Students can avoid many errors in medical records and improve the thoughtfulness of removable partial denture treatment plans through the training of situational case teaching.
Community-Based Learning and Its Relevance in Dental Surgeon Education.
Brandini DA, Aranega AM, Silva GA … +5 more , Sampaio VHG, Placco LS, de Araújo Narciso JV, Garcia WG, Silva CA
Eur J Dent Educ · 2026 Apr · PMID 42008789 · Publisher ↗
BACKGROUND/OBJECTIVES: Community-based activities are an essential component of the dentistry curriculum. This study evaluated the perception of undergraduate students participating in Community-Based Programmes regardin...
BACKGROUND/OBJECTIVES: Community-based activities are an essential component of the dentistry curriculum. This study evaluated the perception of undergraduate students participating in Community-Based Programmes regarding their importance in professional training as dentists. METHODS: Participants of the 'Happy Smile' project in 2023 and 2024 were invited via WhatsApp and/or e-mail to complete a questionnaire based on Likert scales, designed to collect demographic data and assess perceptions related to the development of skills and competencies established by the Brazilian National Curriculum Guidelines for dental education. RESULTS: Overall, 81.6% of students classified the community-based learning project as 'very important' for their professional training. Among the actions that contributed to the students' educational objectives, the variable 'importance in student training' showed positive correlations with participation in organisational and/or feedback meetings (p = 0.002), participation in training courses on standard operating protocols (p = 0.008), participation in training of educational materials for pedagogical activities (p = 0.002), provision of minimally invasive dental care in schools (p = 0.002), supervised toothbrushing (p = 0.024), and delivery of educational lectures in schools (p = 0.006), among others. Key skills and competencies for oral health promotion included the development of non-verbal communication (p = 0.0001), integration into the social context (p = 0.022), performance of clinical examination and diagnosis (p = 0.0001), adherence to ethical principles (p = 0.0001), and teamwork (p = 0.0001). CONCLUSIONS: The 'Happy Smile' community-based learning project proved to be highly valuable for the training of future dental professionals across multiple domains. Student involvement in school-based oral health promotion activities was directly proportional to their self-confidence and learning outcomes.
Traditional Versus Bootcamp Teaching Model for a Preclinical CAD/CAM Course: A Comparative Analysis.
Alibhai K, Smaellie K, McDonough RE … +3 more , Toro G, Zweig M, Lakhani A
Eur J Dent Educ · 2026 Apr · PMID 41999659 · Publisher ↗
INTRODUCTION: This study compared the effectiveness of traditional and bootcamp course models for a preclinical CAD/CAM dental school course in 2022 by assessing students' own perceptions of preparedness and course facul...
INTRODUCTION: This study compared the effectiveness of traditional and bootcamp course models for a preclinical CAD/CAM dental school course in 2022 by assessing students' own perceptions of preparedness and course faculty and student teaching assistant (TA) perceptions of engagement, preparedness and material retention. MATERIALS AND METHODS: The traditional course model was taught weekly for 10 weeks, while the bootcamp course included 10 sessions over 1 week shortly before the students' transition to clinic. Students completed course evaluation surveys, and the faculty and TAs completed an online questionnaire. RESULTS: Students (n = 107 traditional and n = 96 bootcamp, 96.2% responded) from both course models strongly agreed/agreed that the course prepared them to deliver CAD/CAM restorations in clinic (91.1% traditional vs. 91.7% bootcamp). Similarly, most students strongly agreed/agreed that the course gave them the confidence for clinic (93.9% traditional vs. 97.9% bootcamp). For faculty and TAs (n = 7 faculty and 16 TAs, 85.2% responded), most faculty reported the bootcamp model to be more effective for student engagement (57.1%), preparedness (71.4%) and material retention (100%). The TAs also thought the bootcamp model was better for student engagement (50.0%) and material retention (50.0%), but more TAs thought the traditional format was better for preparedness (43.8% vs. 31.3% bootcamp). Overall, 100.0% of the course faculty recommended implementing a bootcamp format for all students, compared to 43.8% of TAs. CONCLUSION: Bootcamp models could be equally effective teaching methods in preclinical dental education and may provide benefits such as greater material retention and more confidence for students entering the clinic.
The Role of Social Media in Dental Education: A Qualitative Study.
Elraggal A, Sims S, Louca C
Eur J Dent Educ · 2026 Apr · PMID 41999114 · Publisher ↗
OBJECTIVES: Social media (SM) are now ubiquitous in society. Originally used for socialising between individuals, they are increasingly used for educational purposes. The aim of this study was to explore the role of SM i...
OBJECTIVES: Social media (SM) are now ubiquitous in society. Originally used for socialising between individuals, they are increasingly used for educational purposes. The aim of this study was to explore the role of SM in dental education used by dental students and their teachers in the UK and Egypt. METHODS: Twenty semi-structured online interviews were conducted with dental students (n = 11) and their teachers (n = 9) from one UK and two Egyptian universities. The interviews included open-ended questions about participants' perceptions of using SM in dental education. Data analysis was carried out thematically. RESULTS: Analysis of the interviews revealed that the participants used SM for communication, collaboration, and to search for information. The dental teachers used SM to promote blended learning and the flipped classroom approach. SM in dental education had many benefits, including ease of use, real-time communication, and the facilitation of independent, self-paced student learning. However, some barriers to adopting SM for learning included concerns about the quality of published information, unprofessional behaviour, privacy, and negative effects on learning. CONCLUSION: Integrating SM with the traditional classroom approach is potentially useful in promoting an active, collaborative, student-centred, problem-based, and blended learning-oriented environment. However, dental students and their teachers should be trained to use SM appropriately.
Assessing Nutritional Knowledge Among Dentists and Dental Students in the United Arab Emirates.
Elkabat GL, Hasan HA, Al-Qabbani AA … +10 more , Mohamad MN, Hashim M, El Asmar RI, Alsowilem HH, Bassoumi SH, Ismail AM, Salim H, Stojanovska L, Al Dhaheri AS, Cheikh Ismail L
Eur J Dent Educ · 2026 Apr · PMID 41968477 · Publisher ↗
OBJECTIVES: This study aimed to assess the level of nutritional knowledge among dentists and dental students in the United Arab Emirates (UAE) and to identify factors associated with higher knowledge levels. MATERIALS AN...
OBJECTIVES: This study aimed to assess the level of nutritional knowledge among dentists and dental students in the United Arab Emirates (UAE) and to identify factors associated with higher knowledge levels. MATERIALS AND METHODS: A cross-sectional survey was conducted between August 2024 and January 2025 among 311 dentists and dental students in the UAE. Participants were recruited using a combination of convenience and snowball sampling techniques. A validated, self-administered questionnaire was used to assess participants' knowledge and practices related to nutrition in the context of oral health. Descriptive statistics were used to summarize the data, and inferential statistics were applied to examine associations. RESULTS: Participants had a mean age of 25.4 ± 6.9 years, and 72% were female. The overall nutritional knowledge score was 53.2%, indicating a moderate level of understanding. While 80.4% recognized the role of dietary counselling in preventing dental caries, gaps were identified in knowledge related to sugar intake guidelines, nutrient deficiencies, and the protective roles of macronutrients. Older age, professional experience and prior exposure to nutrition education were significantly associated with higher knowledge scores (p < 0.001). CONCLUSIONS: Despite moderate awareness, there are critical knowledge gaps among dental students regarding the role of nutrition in oral health. Enhancing nutrition education within dental curricula is essential. CLINICAL RELEVANCE: Integrating nutrition into dental training and encouraging collaboration with nutritionists may improve preventive care and patient outcomes in dental practice.
Integrating Sustainability Into Dental Education: Students' Knowledge, Behaviours, and Curriculum Perspectives.
Kızılay FN, Ünal T, Gülşen E
Eur J Dent Educ · 2026 Apr · PMID 41968368 · Publisher ↗
INTRODUCTION: The healthcare sector contributes approximately 5% of global greenhouse gas emissions, and dentistry represents a notable environmental burden due to high energy consumption, material use, and medical waste...
INTRODUCTION: The healthcare sector contributes approximately 5% of global greenhouse gas emissions, and dentistry represents a notable environmental burden due to high energy consumption, material use, and medical waste generation. This study aimed to evaluate dental students' awareness, attitudes, and perceptions regarding environmental sustainability and to assess the extent to which sustainability is integrated into the dental curriculum. MATERIALS AND METHODS: This descriptive cross-sectional study was conducted between March and May 2025 at the Faculty of Dentistry of İnönü University, Türkiye. A total of 600 valid questionnaires were obtained from dental students across all academic years. Data were collected using a 28-item questionnaire developed based on current literature and expert evaluation (content validity index = 0.88; Cronbach's α = 0.87). Descriptive statistics, χ tests, Mann-Whitney U tests, Kruskal-Wallis tests, and binary logistic regression analyses were performed using SPSS 26.0. RESULTS: Overall, 82% of students reported being familiar with the concept of sustainability; however, only 28% indicated that sustainability topics were included in their formal education. Students demonstrated generally positive attitudes towards environmentally sustainable dental practises, particularly regarding recycling, energy conservation, and resource management. Significant differences were observed according to gender and year of study in sustainability awareness and perceptions of curriculum integration (p < 0.05). CONCLUSION: Although dental students display positive attitudes towards environmental sustainability, the findings suggest that sustainability is not systematically integrated into the dental curriculum. Integrating sustainability into dental education through clearly defined learning outcomes and structured curriculum development may contribute to the training of environmentally responsible oral healthcare professionals.
Effectiveness of Hybrid Problem-Based Learning in Oral Medicine and Radiology: A Quasi-Experimental Study.
Patil S, Mehta V, Karobari MI … +1 more , Mathur A
Eur J Dent Educ · 2026 Apr · PMID 41958064 · Publisher ↗
OBJECTIVES: The objective of this study is to evaluate the effectiveness of hybrid PBL in improving knowledge retention, critical thinking, academic performance, and student engagement in undergraduate dental education....
OBJECTIVES: The objective of this study is to evaluate the effectiveness of hybrid PBL in improving knowledge retention, critical thinking, academic performance, and student engagement in undergraduate dental education. METHODS: This quasi-experimental study included 80 final-year Bachelor of Dental Surgery (BDS) students, randomized into two groups: Hybrid PBL (n = 40) and Lecture-Based (n = 40). The intervention spanned key topics in oral medicine and radiology. Assessments included: (i) multiple-choice tests immediately post-intervention and at 4 weeks, (ii) a validated Clinical Thinking Assessment Test (CAT), (iii) internal assessment scores, and (iv) the Student Course Engagement Questionnaire (SCEQ). Data were analysed using independent and paired t-tests, as well as chi-square tests (p < 0.05 significance). RESULTS: The Hybrid PBL group demonstrated significantly higher post-test 1 (25.29 ± 1.88) and post-test 2 (24.18 ± 2.28) scores compared to the Lecture-Based group (22.27 ± 1.84 and 20.17 ± 2.21, respectively; p < 0.001). CAT scores were higher in the Hybrid PBL group (81.53 ± 5.89) than in the Lecture group (73.65 ± 5.65; p < 0.001). Internal assessment scores and engagement ratings were also significantly higher in the Hybrid PBL group (p < 0.001 for both). CONCLUSION: Hybrid PBL significantly enhanced knowledge retention, critical thinking, academic performance, and student engagement compared to traditional lectures. These findings support the integration of hybrid PBL as a preferred teaching strategy in Oral Medicine and Radiology to optimize learning outcomes and clinical reasoning skills.
Ageism Against Older Adults and Associated Factors: A Multicenter Cross-Sectional Study Among Dental Students in Midwestern Brazil.
de Menezes EEG, Marchini L, Rysavy O … +3 more , Barlow P, Leles CR, Nogueira TE
Eur J Dent Educ · 2026 Apr · PMID 41937224 · Publisher ↗
OBJECTIVE: This study aimed to assess the occurrence of ageism towards older adults among dental students and investigate associated factors. MATERIAL AND METHODS: This cross-sectional observational study included dental...
OBJECTIVE: This study aimed to assess the occurrence of ageism towards older adults among dental students and investigate associated factors. MATERIAL AND METHODS: This cross-sectional observational study included dental students who had completed at least one clinical academic component. Participants completed, in person, a printed self-administered questionnaire consisting of the Brazilian version of the Ageism Scale for Dental Students (ASDS-Braz), the Jefferson Scale of Empathy (JSE-Br) and the Duke University Religion Index (DUREL), as well as items addressing sociodemographic characteristics, intergenerational aspects, and academic experiences. Bivariate and multivariable models were used to explore associations between independent variables and the ASDS-Braz score. All analyses were performed in R version 4.4.1, adopting a 5% significance level. RESULTS: A total of 795 dental students from seven Higher Education Institutions in Goiás, Brazil, participated in the study. Most participants were female (74.3%; n = 587), with a median age of 22.0 years (Q1 = 21.0; Q3 = 25.0). Only 35.6% reported previous exposure to geriatric dentistry content or related activities. Significant differences in ageism scores were observed between students with and without prior exposure to geriatric dentistry (p < 0.01), with those who had prior exposure demonstrating lower ageism scores. Additionally, a significant negative association was found between ageism and empathy scores (p < 0.001; β = -0.10), with higher empathy associated with lower ageism. CONCLUSIONS: Dental students who had previous academic exposure to geriatric dentistry or care for older adults demonstrated significantly lower ageism scores. Furthermore, higher levels of empathy were associated with fewer ageist attitudes, underscoring the need to integrate geriatric content and empathy development into dental education.
Disruption of Learning Organization Principles in Dental Healthcare: Addressing Systemic and Organizational Challenges.
Juknienė J, Mockevičienė B
Eur J Dent Educ · 2026 Apr · PMID 41933512 · Publisher ↗
BACKGROUND: The aim of this study is to investigate the disruption of learning organization principles within dental service organizations, focusing on the critical commitment to patient care and its impact on long-term...
BACKGROUND: The aim of this study is to investigate the disruption of learning organization principles within dental service organizations, focusing on the critical commitment to patient care and its impact on long-term staff retention. METHODS: The qualitative study was conducted in October-November 2022 using semi-structured interviews. The data were anonymized, transcribed, and analyzed using qualitative content analysis. The research tools were based on learning organization principles aligned with the key elements of dental service quality. RESULTS: The findings reveal that limited public resource allocation, bureaucratic inefficiencies, and challenges in retaining highly qualified professionals hinder public sector services, restricting access for economically disadvantaged populations. The transition of specialists to the private sector exacerbates existing disparities by contributing to increased service costs. Personal mastery-emphasizing continuous professional growth and empathetic care-emerges as a critical factor ensuring service quality but often lacks institutional support. CONCLUSIONS: To ensure that specialists develop a holistic mindset, it is essential to strengthen their competencies and understanding of organizational functioning during their studies, since strengthening educational structures-especially those that incorporate principles of organizational learning and systems thinking competencies-is crucial in preparing specialists to appropriately respond to complex situations and ensure high-quality patient care. The study highlights the necessity of a systems-thinking approach that integrates team dynamics, resource management, and regulatory frameworks to enhance service delivery. While private sector organizations benefit from cohesive teamwork and supportive management, public sector institutions face structural limitations that hinder effective collaboration and leadership. Addressing these systemic barriers is essential to creating equitable, high-quality dental healthcare accessible across socioeconomic groups.
Perceived Confidence in Managing Medical Emergencies Among Dental Students: The Significance of Technical Knowledge and Emotional Intelligence.
de Aquino TN, Benevides TT, de Assis Braga ML … +3 more , Cordeiro AA, Granville-Garcia AF, Neves ÉTB
Eur J Dent Educ · 2026 Apr · PMID 41923444 · Publisher ↗
AIM: This study aimed to evaluate the technical, practical and emotional factors associated with the self-reported confidence of dental students in managing medical emergencies and urgent situations. MATERIALS AND METHOD...
AIM: This study aimed to evaluate the technical, practical and emotional factors associated with the self-reported confidence of dental students in managing medical emergencies and urgent situations. MATERIALS AND METHODS: A cross-sectional study was conducted with 100 students enrolled in the clinical courses of a public dentistry programme in Brazil. Participants completed a sociodemographic questionnaire, an instrument assessing preparation and experience with medical emergencies in dental practice, and the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), validated for use in Brazil. Statistical analyses were performed using SPSS v.25.0, applying frequency distributions, Fisher's exact test and Student's t-test, with significance set at p < 0.05. RESULTS: Most students reported not feeling prepared to manage emergencies (82.0%), diagnose complications (61.0%) or administer injectable medications (91.0%). The mean emotional intelligence score was 5.06 ± 0.49. Perceived confidence was significantly higher among students who reported satisfactory technical and practical training, preparedness to diagnose emergencies and ability to administer injectable medications (p < 0.01). Students who considered themselves prepared to make diagnoses also demonstrated significantly higher emotional intelligence scores (p = 0.04). CONCLUSIONS: Dental students showed low perceived confidence in managing medical emergencies, a perception influenced by technical training, practical training and emotional intelligence. This study provides insight into determinants influencing dental students' confidence in managing medical emergencies, highlighting training and emotional intelligence as key factors.
Evaluating the Effectiveness of Bloom's Taxonomy-Based Occupational Exposure Prevention in Oral Emergency Departments: A Quasi-Experimental Study.
Shi Y, Shen Y, Zhou X … +4 more , Liu H, Zhou Y, Zhang C, Liu X
Eur J Dent Educ · 2026 Apr · PMID 41923415 · Publisher ↗
OBJECTIVE: To evaluate a Bloom's Taxonomy-based occupational exposure (OE) prevention program's impact on dental trainees' competencies compared to conventional training, assessing knowledge, skills, satisfaction, and ex...
OBJECTIVE: To evaluate a Bloom's Taxonomy-based occupational exposure (OE) prevention program's impact on dental trainees' competencies compared to conventional training, assessing knowledge, skills, satisfaction, and exposure rates to guide safety education improvements. METHODS: The non-randomised controlled quasi-experimental study was conducted from March to April 2025 in the oral emergency department of a tertiary dental hospital in Southwest China, involving 56 dental standardised training doctors (28 per group) allocated by training cohort. The intervention group (April 2025 cohort) received a structured Bloom's Taxonomy-based program featuring intensive first-day theory-practice sessions and daily 10-20 min skill reinforcement, while the control group (March 2025 cohort) underwent conventional training with one-time orientation and brief daily reminders. Outcome measures included post-intervention comparisons of theoretical knowledge, practical skills, satisfaction ratings, and occupational exposure incidence rates. RESULTS: Baseline characteristics showed no significant differences (age, gender, duration of standardised training, specialty, and work experience; all p > 0.05). The intervention group demonstrated significantly better performance in knowledge retention (p < 0.001), practical skills (p < 0.001), and satisfaction ratings (p < 0.001). While OE incidence was lower in the intervention group (3.6% vs. 10.7%), this difference did not reach statistical significance (p > 0.05). CONCLUSION: An educational intervention based on Bloom's Taxonomy plays an important role in enhancing the knowledge, practice and satisfaction of standardised dental trainees in OE prevention. Although the observed reduction in OE incidence was not statistically significant, it suggests clinical relevance and warrants further investigation.
Artificial Intelligence Awareness and Utilisation in Scientific Research Writing Among Dental Students in Saudi Arabia.
Alkahtany SM, Almalky HA, Albahouth HS … +5 more , Almutairi ES, Alatyan MH, Almohaimede AA, Al-Maflehi NS, Al-Madi E
Eur J Dent Educ · 2026 Mar · PMID 41918045 · Publisher ↗
INTRODUCTION: Artificial intelligence (AI) is increasingly utilised in dentistry, yet its adoption in scientific writing among dental students remains unexplored. This study assessed AI awareness and utilisation for scie...
INTRODUCTION: Artificial intelligence (AI) is increasingly utilised in dentistry, yet its adoption in scientific writing among dental students remains unexplored. This study assessed AI awareness and utilisation for scientific research among dental students in Saudi Arabia. MATERIALS AND METHODS: We conducted a cross-sectional online survey with 321 participants from multiple universities, including dental students from the third year to the postgraduate level. The questionnaire was created using SurveyMonkey software. The questionnaire included multiple-choice questions about personal data such as age, gender, region, and academic level, along with three-point Likert scale questions that evaluated the awareness and application of AI in dentistry and scientific research. RESULTS: Results showed high general AI awareness (67.3%) but limited clinical use (12.82%). For scientific writing, 59.5% were aware of AI's potential, with 30.2% using it for research papers. Only 15.3% published with AI assistance. Social media was the primary learning source (49.5%), while 38% received formal AI education. Significant regional differences in AI use for scientific writing were observed. Most participants used AI because they just wanted to try it (38%) or because they did not have enough time (30.84%). CONCLUSION: The study reveals a gap between AI awareness and practical application in dental education. While dental students show adequate AI awareness, its implementation in practice and research writing remains limited, suggesting a need for greater integration of AI education in dental curricula.
Development and Implementation of an Interprofessional Education Course in Geriatric Care for Dental and Nursing Students.
Mantzorou M, Adamakidou T, Gerogianni G … +3 more , Koreli A, Konstantopoulou K, Kossioni A
Eur J Dent Educ · 2026 Mar · PMID 41917781 · Publisher ↗
INTRODUCTION: This study aimed to describe the development and implementation of an interprofessional education (IPE) course in caring for older people for dental and nursing students and to investigate its impact on the...
INTRODUCTION: This study aimed to describe the development and implementation of an interprofessional education (IPE) course in caring for older people for dental and nursing students and to investigate its impact on their perceptions of IPE and interprofessional collaborative practice (IPCP). METHODS: The IPE course was delivered to a convenience sample of 87 eighth semester dental and nursing students in a nursing home. A pilot course was first conducted and evaluated at the same location. The final course lasted 5 weeks and included preparatory students' training, followed by team site visits of half day duration. The site visits included a large group introductory session; small group visits to preselected residents' rooms providing interviews, clinical examination and general and oral health promotion counselling; development of comprehensive care plans; and a large group debriefing session. The students' perceptions of IPE and IPCP were assessed using SPICE-R2. Gibbs' reflective diaries and an anonymous evaluation form were completed in the debriefing session. RESULTS: After training, students' attitudes towards IPE and IPCP were statistically significantly improved in both disciplines (p < 0.005). However, both pre-test and post-test scores were significantly higher in nursing students (p < 0.001). The students gave the educational activity a high evaluation, scoring 52.1 out of 60. CONCLUSIONS: Both professions positively evaluated the IPE activity and demonstrated improvement in their IPE and IPCP perceptions. Institutional support and flexible curricula are necessary prerequisites for implementing IPE courses.
Evidence-Based Dentistry Education Worldwide: A Narrative Review of Curricular Frameworks, Challenges, and Innovations.
Pozos-Guillén A, Zavala-Alonso V, Martínez-Martínez R … +3 more , Aranda-Romo S, Sánchez-Vargas O, Garrocho-Rangel A
Eur J Dent Educ · 2026 Mar · PMID 41917761 · Publisher ↗
PURPOSE: Evidence-Based Dentistry (EBD) has emerged as a transformative paradigm in oral healthcare, integrating scientific evidence, clinical expertise, and patient values. This narrative review synthesizes current evid...
PURPOSE: Evidence-Based Dentistry (EBD) has emerged as a transformative paradigm in oral healthcare, integrating scientific evidence, clinical expertise, and patient values. This narrative review synthesizes current evidence and international experiences to analyse the status, challenges, and future directions of EBD teaching in dental schools worldwide. METHODS: A comprehensive literature search was conducted using PubMed and Google Scholar databases, focusing on English and Spanish publications from the last 15 years. The PICO framework examined whether EBD curriculum implementation, compared to traditional dental education, improves clinical competence, critical thinking, and scientific evidence application among undergraduate and postgraduate dental students globally. RESULTS: EBD education significantly enhances dental students' knowledge, attitudes, and skills related to evidence-based clinical practice. The most effective instructional models integrate EBD throughout curricula using multifaceted approaches combining active learning, problem-based learning, digital technologies, and collaborative strategies. However, substantial challenges persist, including curricular implementation heterogeneity, inadequate faculty training, resource disparities, and a lack of standardized assessment tools. International variations in EBD teaching approaches reflect differences in accreditation standards, institutional resources, and educational policies. CONCLUSION: Evidence strongly supports EBD education effectiveness in improving dental students' competencies. To maximize impact, dental schools should adopt vertically integrated curricular models, invest in faculty development, standardize assessment tools, and promote international collaboration.
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