European Journal Of Dental Education[JOURNAL]
Sun
200 papers
Assessing the Credibility of ChatGPT on Temporomandibular Disorders.
Yilanci H, Anjary A, Adleh M
Eur J Dent Educ · 2026 Mar · PMID 41906643 · Publisher ↗
INTRODUCTION: Large Language Models such as ChatGPT are increasingly used in dental education; however, their credibility in clinical contexts remains uncertain. This study is aimed to analyse the credibility and efficac...
INTRODUCTION: Large Language Models such as ChatGPT are increasingly used in dental education; however, their credibility in clinical contexts remains uncertain. This study is aimed to analyse the credibility and efficacy of responses given by ChatGPT about temporomandibular disorders among dentists and dental students. MATERIALS AND METHODS: Nine questions related to TMDs were posed to ChatGPT 3.5, and its responses were used to create an online survey. A total of 115 participants (60 dental students and 55 dentists) rated each response on a five-point Likert scale. Additionally, a Delphi panel of 14 TMD specialists assessed the same responses for accuracy, completeness, and guideline adherence based on DC/TMD and AAOP criteria. Consensus was defined as ≥ 70% agreement among panellists. The Mann-Whitney U test was used. A significance level of p < 0.05 was considered. RESULTS: The study indicates positive perceptions with median values for all questions scoring more than 4. Descriptive statistics, revealing mean scores ranging from 4.28 to 4.48. The score of each response did not show a significant difference between groups. Dental students demonstrated significantly higher total scores across all nine responses compared with the dentist group (p = 0.029). Delphi findings indicated strong expert consensus, with median scores ≥ 4 and interquartile ranges mostly equal to 1. CONCLUSION: ChatGPT 3.5 produced accurate and coherent responses about TMDs but should be used as a supplementary educational tool under professional supervision. Incorporating Delphi-based expert validation strengthened objectivity and demonstrated the value of combining user feedback with expert consensus when assessing AI-generated medical information.
Impact of Virtual Reality and Haptic Simulators in Dental Education and Training Among Dental Students: An Umbrella Review.
Luai AF, Zawawi NDA, Rusli F … +6 more , Lin GSS, Nagasawa M, Rani H, Park YS, Dom TNM, Kadir RA
Eur J Dent Educ · 2026 Mar · PMID 41906451 · Publisher ↗
OBJECTIVES: To synthesise and critically appraise systematic reviews evaluating the impact of virtual reality (VR) and haptic simulators on dental students' learning outcomes in preclinical and clinical education. METHOD...
OBJECTIVES: To synthesise and critically appraise systematic reviews evaluating the impact of virtual reality (VR) and haptic simulators on dental students' learning outcomes in preclinical and clinical education. METHODS: Three databases were searched from January 2011 to June 2025. Eligible evidence comprised only systematic reviews (with/without meta-analysis) published in English which focused on undergraduate or postgraduate dental students using VR, haptic, or integrated VR-haptic simulation for skills training. Two reviewers independently screened records, extracted data, appraised methodological quality using A MeaSurement Tool to Assess systematic Reviews 2 (AMSTAR 2), and calculated the Corrected Covered Area (CCA) to assess citation overlap. RESULTS: Six systematic reviews met the inclusion criteria; one included a meta-analysis reporting a significant performance advantage after haptic-simulator training, albeit with very high heterogeneity (I = 92%). Across reviews, VR-haptic training was consistently associated with improved preclinical performance (accuracy, error reduction, efficiency) and greater learner confidence, with the strongest evidence in restorative dentistry and supportive signals in endodontics, implantology, periodontics, paediatric dentistry, radiology and oral & maxillofacial surgery. Methodological confidence was limited: AMSTAR 2 ratings were low to critically low. Overlap analysis indicated moderate redundancy (CCA = 6.05%), suggesting some recirculation of primary trials across reviews. CONCLUSIONS: VR and haptic simulators confer meaningful advantages for preclinical acquisition and learner confidence in dental education, but certainty is tempered by methodological weaknesses and substantial heterogeneity. Their optimal role is as high-fidelity adjuncts within blended curricula.
Factors Affecting Student Experiences on Work-Integrated Placements-A Scoping Review of Trans-Tasman Studies.
Aulsebrook N, Sharma D, Higgins D … +1 more , James D
Eur J Dent Educ · 2026 Mar · PMID 41904658 · Publisher ↗
BACKGROUND: Work-integrated placements form a vital component of health programs across the world. This scoping review aimed to identify barriers and enablers to support the development of work-ready graduates on the pla...
BACKGROUND: Work-integrated placements form a vital component of health programs across the world. This scoping review aimed to identify barriers and enablers to support the development of work-ready graduates on the placements within the dental programs. METHODS: This scoping review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-Scr) framework. Databases (Medline, CINAHL, Embase and Web of Science) were searched, and the studies from Australia, New Zealand and Fiji were screened for eligibility based on the inclusion/exclusion criteria. RESULTS: Initial search yielded 115 studies out of which five studies were eligible for inclusion in this scoping review. The included studies highlighted enablers, such as improved confidence, competence and working independently, as well as the development of social capital through positive relationships with the clinical educators. Barriers identified ranged from harassment, infrastructure and accommodation issues, and the impact of being away from family or city life. CONCLUSIONS: This scoping review provides insights into the factors affecting student experiences on work-integrated placements in dental programs. The findings suggest the need for supportive supervision, training to address harassment and resources to support students who may face challenges during placements. Further research is needed to explore these themes and evaluate interventions to improve student experiences on clinical placements.
Comparative Assessment of Forensic Odontology Awareness Among Dental and Medical Students in Turkey.
Kahraman EN, Yılmaz B
Eur J Dent Educ · 2026 Mar · PMID 41904602 · Publisher ↗
INTRODUCTION: This study aimed to assess and compare the awareness and knowledge of forensic odontology among dental and medical students in Turkey with a focus on identifying educational gaps and evaluating interdiscipl...
INTRODUCTION: This study aimed to assess and compare the awareness and knowledge of forensic odontology among dental and medical students in Turkey with a focus on identifying educational gaps and evaluating interdisciplinary readiness. MATERIALS AND METHODS: A cross-sectional web-based survey was conducted with 234 students (144 dental and 90 medical students) in their clinical years. The questionnaire covered five domains: demographics, exposure to forensic education, conceptual familiarity, terminology recognition and professional responsibilities. Associations between survey responses and demographic variables were analysed using Pearson's chi-square test and Cramér's V. RESULTS: Dental students reported higher frequencies of forensic exposure, with 67.4% completing coursework and 86.8% attending workshops, compared to 28.9% and 50.0% of medical students, respectively. Conversely, medical students demonstrated higher recognition rates in specific domains, such as lip print terminology (24.4% vs. 4.9%) and the utility of teeth as a DNA source (33.3% vs. 12.5%). Senior students and female participants exhibited significantly higher indices of awareness and ethical sensitivity. Notably, a marked dissonance was observed between participants' high self-rated sufficiency (> 80%) and their limited technical familiarity with specific forensic parameters. CONCLUSIONS: Despite having greater curricular exposure, dental students did not consistently demonstrate superior forensic knowledge compared to medical students, highlighting a disconnect between educational quantity and professional proficiency. Widespread deficits in critical medicolegal areas suggest that current instructional models are insufficient.
A Randomised Study of ChatGPT-4o vs. Written Materials for Teaching Periodontal-Systemic Relationships in Dental Education.
Keles M
Eur J Dent Educ · 2026 Mar · PMID 41904115 · Publisher ↗
INTRODUCTION: The bidirectional relationship between periodontal and systemic diseases (particularly diabetes and cardiovascular diseases) is central to contemporary dental curricula. However, the effectiveness of Large...
INTRODUCTION: The bidirectional relationship between periodontal and systemic diseases (particularly diabetes and cardiovascular diseases) is central to contemporary dental curricula. However, the effectiveness of Large Language Model (LLM) tools compared to traditional written materials remains unclear. MATERIALS AND METHODS: In this study, 70 fourth-year dental students were divided into two equal groups: Group 1-Learning with written materials (n = 35) and Group 2-Learning supported by ChatGPT-4o (n = 35). Two 20-item tests (Test A pre-test; Test B post-test) developed from international consensus documents were administered to both groups. Prior to implementation, a pilot item analysis was conducted with 35 fifth-year students to assess the appropriateness of the A/B test questions. After the intervention, a 7-item, 5-point Likert questionnaire evaluated student perceptions. The primary outcome was the post-test total knowledge score (Test B), analysed between groups using ANCOVA with the pre-test total score (Test A) as a covariate. Appropriate parametric and nonparametric tests were applied for secondary analyses (α = 0.05). RESULTS: Both groups showed pre-post improvement in knowledge scores. After adjustment for baseline knowledge using ANCOVA, there was no significant difference between the groups in the primary outcome (Test B total score). According to survey data, Group 2 scored higher in terms of accessibility/ease of information and motivation, while Group 1 reported better concentration/focus (p < 0.05); no significant between-group differences were observed for the other items. CONCLUSION: ChatGPT-4o-supported interactive learning was comparable to written materials in terms of short-term knowledge acquisition for periodontal-systemic relationships. Both methods offered different advantages: ChatGPT-4o supported increased accessibility and motivation, while written notes supported sustained concentration. A blended approach integrating ChatGPT-4o with traditional resources may be pragmatic for teaching complex interdisciplinary topics.
Bridging Borders, Bridging Barriers: Artificial Intelligence for Dental Education.
Schönwetter DJ, MacDonald LL, Reynolds PA … +1 more , Eaton KA
Eur J Dent Educ · 2026 Mar · PMID 41877355 · Publisher ↗
The rapid convergence of Artificial Intelligence (AI), Information and Communication Technologies (ICT), and Assistive Technologies (AT) is transforming education, especially its accessibility and inclusivity. This comme...
The rapid convergence of Artificial Intelligence (AI), Information and Communication Technologies (ICT), and Assistive Technologies (AT) is transforming education, especially its accessibility and inclusivity. This commentary resulted from a think-tank during a colloquium of academics and practitioners from Europe, Africa, and North America, who came together for two intensive days of keynote presentations, thematic panels, and collaborative workshops to examine AI's promise in healthcare education. Participants highlighted three interwoven themes: employing universal design principles to AI-driven learning experiences; balancing innovation with digital equity; and crafting policy frameworks that encourage adoption while guarding against algorithmic bias. Yet significant hurdles persist-ethical dilemmas around data privacy, bias in machine learning models, and a digital division between resource-rich and resource-poor groups and countries. To address these challenges, the following recommendations emerged: foster interdisciplinary research partnerships, establish transparent AI governance structures, and invest in scalable assistive technologies. Ultimately, continued international collaboration is needed to ensure AI becomes a force for narrowing, not widening, educational disparities-and to secure a future where accessible learning is a reality for all.
How Undergraduate Students Perceive Postgraduate Training and Continuing Education: A French Survey.
Queney M, Petit C, Gegout PY … +1 more , Huck O
Eur J Dent Educ · 2026 Mar · PMID 41874393 · Publisher ↗
INTRODUCTION: The practice of Continuing Dental Education (CDE) serves as a fundamental requirement for lifelong learning but there is limited knowledge about how dental students handle CDE during their final educational...
INTRODUCTION: The practice of Continuing Dental Education (CDE) serves as a fundamental requirement for lifelong learning but there is limited knowledge about how dental students handle CDE during their final educational period. This study examined how final-year French dental students perceive CDE through their expectations, motivation and their decision-making methods. METHODS: In 2024 and 2025, an online questionnaire was distributed to final year students from all French dental faculties. The survey contained 45 questions categorized into three sections that assessed: (1) self-evaluation of participants' knowledge across all dental fields, (2) participants' objectives regarding future clinical practice and (3) awareness of existing CDE. RESULTS: One hundred and seventy one students responded to the survey which represented a response rate of 13.5%. Only 36.2% of the respondents were fully satisfied with undergraduate training, and the disciplines most often perceived as insufficient (implantology, oral surgery, fixed prosthodontics) were also those most desired for CDE or specialization. Students demonstrated trust in university-based programs while selecting diploma-granting courses but only 10.5% of them had selected a specific educational path. Students primarily used the Internet for information retrieval, but they prefer in-person interactive and clinical training courses over digital courses. CONCLUSION: For French dental students, CDE is seen both as lifelong learning and a way to fill training gaps, highlighting the need for clearer guidance and practice-oriented, evidence-based courses.
Orthodontic Treatment Documentation by Postgraduate Students: A Comprehensive Audit and Peer Review.
Tan XY, Lau KL, Dino J … +4 more , Syed Mohamed AMF, Ashari A, Ahmad N, Liew AKC
Eur J Dent Educ · 2026 Mar · PMID 41873015 · Publisher ↗
BACKGROUND: Complete and well-documented orthodontic records reflect clinician proficiency and ensure smooth care transitions, especially in educational settings. AIM: This clinical audit evaluates the quality of orthodo...
BACKGROUND: Complete and well-documented orthodontic records reflect clinician proficiency and ensure smooth care transitions, especially in educational settings. AIM: This clinical audit evaluates the quality of orthodontic practice, focusing on documentation, attendance, emergency handling, and financial management at the orthodontic postgraduate clinic. METHODS: This clinical audit included 110 patients who completed their orthodontic treatment care under postgraduate students from April 2023 to June 2024. The audit checklist was adapted from the available standards and guidelines. The audit was divided into two parts: details of the tenth criteria for the examination and diagnosis (ED) form and six assessment attributes, namely, treatment progress records. The level of compliance was measured as the percentage of records meeting the criteria. The data were statistically analysed with SPSS. RESULTS: Out of the records reviewed, 80 (72.7%) were found to be fully documented, although radiographic findings and supervisor signatures were frequently missing. Additionally, 64.5% of patients had non-attendance exceeding 8 weeks, which was strongly correlated with longer treatment times (r = 0.744, p < 0.01). A small proportion had multiple emergency appointments, but notably, no adverse events were reported. Treatment duration differed by IOTN (p = 0.003), with patients having an IOTN score of 5 experiencing the longest treatment duration. On average, patients completed their payments in 23.74 ± 14.24 months. The strengths of this audit included a structured checklist and actionable recommendations. CONCLUSION: The clinical audit showed high compliance with ED form and treatment progress documentation, highlighting strengths, identifying gaps, and emphasizing accuracy, confidentiality, and improvement.
The Effect of Dental Education on Students' Oral and Dental Health Attitudes and Behaviours.
Ozer ED, Karacaoglu F, Güner ZD … +4 more , Cinar E, Dogru AG, Eryilmaz S, Cakir D
Eur J Dent Educ · 2026 Mar · PMID 41872988 · Publisher ↗
INTRODUCTION: The attitudes of dental students, expected to serve as role models for patients, have the potential to enhance their oral health. Therefore, it is essential to reinforce students' oral care attitudes throug...
INTRODUCTION: The attitudes of dental students, expected to serve as role models for patients, have the potential to enhance their oral health. Therefore, it is essential to reinforce students' oral care attitudes throughout dental education. This study aims to assess the impact of dental education on students' oral care attitudes and behaviours, as well as the effectiveness of tooth brushing and plaque removal. MATERIALS AND METHODS: The study was conducted at the Department of Periodontology, Ankara University Faculty of Dentistry, with a study group consisting of 35 first-year and 35 fifth-year students from the 2023-2024 academic year. The Hiroshima University Dental Behaviour Inventory (HU-DBI) was used to evaluate participants' attitudes towards oral health and their oral health habits. The Rustogi Modified Navy Plaque Index was used to assess the participants' tooth brushing efficiency and plaque scores. RESULTS: The overall mean HU-DBI score among students was 7.00 ± 1.39. First-year students had a mean score of 6.51 ± 1.52, whereas fifth-year students had a significantly higher mean score of 7.49 ± 1.07 (p < 0.05). Plaque scores significantly decreased after brushing in both first-year and fifth-year students (p < 0.05), but no significant difference was found when comparing plaque index values between the classes. Although there was no statistically significant correlation between total questionnaire scores and plaque index values, a tendency was observed in which plaque values decreased as questionnaire scores increased. CONCLUSION: This study indicates that dental education has a positive effect on students' attitudes and behaviours regarding oral health.
Acting It Out: A Classroom Activity to Improve Knowledge and Visualisation of Space Management Principles in Paediatric Dental Education.
Speer JE, Rosel MM, Creech JC … +1 more , Williams BL
Eur J Dent Educ · 2026 Mar · PMID 41859947 · Publisher ↗
INTRODUCTION: The preclinical dental curriculum has a heavy emphasis on the care of adults and permanent dentition. Students have less exposure to the care of the child and topics pertaining to primary and transitional d...
INTRODUCTION: The preclinical dental curriculum has a heavy emphasis on the care of adults and permanent dentition. Students have less exposure to the care of the child and topics pertaining to primary and transitional dentition as well as developing occlusions. Therefore, students often struggle to understand the impact of premature loss of primary teeth, the concepts of space management, and clinical applications of this knowledge. To address this challenge, an active learning experience was developed and integrated into the D2 Paediatric Dentistry lecture series (December 2023). MATERIALS AND METHODS: Students used dental models made from foam board to physically act out scenarios where different primary teeth were prematurely lost and simulated the effect the missing tooth had on the occlusion, with and without space management. The activity also allowed selection of the appropriate space maintenance appliances. Pre- and post-tests were used to understand learning gains and students' experiences. RESULTS: Data confirmed that most students (55/64) had no or limited exposure to space management concepts prior to the module. Additionally, students' knowledge and confidence increased as a function of the training (the activity and lecture). The majority of students indicated that the active demonstration was helpful (m = 3.47/4) and engaging (m = 3.41/4); they also confirmed that it helped visualise space management processes (m = 3.43/4). CONCLUSIONS: Overall, these data suggest that this easy-to-implement activity is a helpful tool for teaching space management in paediatric dentistry modules and could be adapted to aid students in visualising other dental processes or concepts in the health sciences.
Attitudes, Experiences and Educational Gaps in Dental Care for Patients With Intellectual and Learning Disabilities: A Cross-Sectional Study Among Postgraduate Dentists in Thailand.
Intagun N, Wanichsaithong P, Chinadet W
Eur J Dent Educ · 2026 Mar · PMID 41858261 · Publisher ↗
OBJECTIVES: This study aimed to assess postgraduate dental students' attitudes, experiences, and educational preparedness in providing care to individuals with intellectual and learning disabilities (ILD), while identify...
OBJECTIVES: This study aimed to assess postgraduate dental students' attitudes, experiences, and educational preparedness in providing care to individuals with intellectual and learning disabilities (ILD), while identifying institutional and systemic barriers. MATERIALS AND METHODS: A cross-sectional survey was conducted among 195 postgraduate dental students at a dental school between April and October 2024. A validated self-administered questionnaire evaluated demographics, clinical experience, training background, and perceived confidence. Descriptive statistics were used for analysis. RESULTS AND DISCUSSION: Among 102 respondents, 76.5% reported experience treating patients with ILD, although 63.7% had treated fewer than ten per year. The most cited challenges were behavioural and communication difficulties (90.2%). Only 7.8% received both theoretical and clinical training at the undergraduate level, and 82.4% viewed postgraduate training as insufficient. Despite these gaps, 66.7% were willing to provide care if referral systems and infrastructure improved. Additionally, 63.7% expressed interest in short, non-degree training, and 78.4% believed improved physical environments would increase their confidence. These findings reflect widespread educational and systemic limitations that undermine preparedness and contribute to treatment hesitancy. CONCLUSIONS: Postgraduate dental students in Thailand report limited preparedness and confidence in treating patients with ILD due to educational and institutional deficits. Targeted improvements in curriculum, infrastructure and referral systems are essential to enable equitable access to dental care for this underserved population.
Comparison and Review of Different Versions of OpenAI ChatGPT, Anthropic Claude and Google Gemini Large Language Models' Performance on Endodontics Questions in the Turkish Dentistry Specialization Exam.
Karatekin AO
Eur J Dent Educ · 2026 Mar · PMID 41858087 · Publisher ↗
INTRODUCTION: This study compares the performance of five major large language models (LLMs)-OpenAI ChatGPT 4o and o1, Anthropic Claude 3.5 Sonnet, Google Gemini Advanced 1.5 Pro and Google Gemini Advanced 2.0 Experiment...
INTRODUCTION: This study compares the performance of five major large language models (LLMs)-OpenAI ChatGPT 4o and o1, Anthropic Claude 3.5 Sonnet, Google Gemini Advanced 1.5 Pro and Google Gemini Advanced 2.0 Experimental Advanced-on endodontics-related questions from the Turkish Dentistry Specialization Entrance Exam (DUS) from 2017 to 2024. METHOD: A total of 93 text-based questions were used to evaluate each model's accuracy in answering specialized dental knowledge queries. RESULTS: The results revealed significant differences among the models, with GPT o1 achieving the highest success rate (89.2%) and Gemini Advanced 1.5 Pro the lowest (67.7%). Performance varied by language, with GPT-4o and GPT o1 showing improved accuracy post-2022. Additionally, query repetition influenced model responses, with some models exhibiting self-correction abilities, while others consistently maintained incorrect answers. CONCLUSION: The study highlights the strengths and limitations of current LLMs in domain-specific assessments, emphasizing the role of reasoning-based architectures like GPT o1's Chain of Thought (CoT) methodology. These findings underscore the need for continued advancements in AI-driven education, particularly in dental specialization exams. While LLMs show potential as supplementary tools in dental education, their integration into real-world applications requires further validation to ensure reliability and domain-specific proficiency.
Knowledge, Attitudes, and Perceptions of Evidence-Based Dentistry Among Final-Year Dental Students: A Multinational Study Across 6 Countries and 8 Universities.
Juras DV, Brailo V, López-Pintor RM … +19 more , Brzak BL, Fricain JC, Naveau A, Alqarni AA, López JL, Moreno SE, Freitas MD, Posse JL, Monteiro L, Silva LM, Lodi G, Lombardi N, Varoni E, Ariyaratnam R, Riordain RN, Escudier M, Carey B, Harte M, Albuquerque R
Eur J Dent Educ · 2026 Mar · PMID 41848653 · Publisher ↗
INTRODUCTION: Evidence-based dentistry (EBD) refers to the use of the best available evidence in combination with clinical expertise and patient values to guide clinical decision-making. Whilst evidence-based medicine (E...
INTRODUCTION: Evidence-based dentistry (EBD) refers to the use of the best available evidence in combination with clinical expertise and patient values to guide clinical decision-making. Whilst evidence-based medicine (EBM) is widely adopted in medicine, EBD is much less frequently used in dentistry. Research into dental students' views towards EBD is limited. Understanding the views of this group is essential to increasing adoption of EBD among the dental profession. AIM: This study assessed final-year undergraduate dentistry students' knowledge, perception, and attitudes towards EBD, and identified barriers to its routine use. METHODS: A 3-month cross-sectional study was conducted among 276 final-year dental students from eight European universities. Data were collected using an online questionnaire. RESULTS: Students demonstrated good understanding of the principles of EBD and reported positive attitudes towards EBD, recognising its value in clinical decision-making and professional development. Significant differences in knowledge around EBD were observed between countries. The most frequently reported barrier to the use of EBD was insufficient training (61.6%), followed by a lack of confidence in interpreting research findings (59.4%), and limited access to relevant journals (47.8%). CONCLUSION: Dental students acknowledge the importance of EBD, but their knowledge and skills in this area are limited. Insufficient training is the primary barrier, pointing to an urgent need for curriculum change. EBD should be integrated into undergraduate dental curricula, emphasising skills in literature search, critical appraisal, and applying evidence to clinical scenarios. Dedicated educational programmes are essential to prepare future dentists for evidence-based care.
Rethinking the Integration of AI in Learning and Assessment in Health Professions Education.
Ali K
Eur J Dent Educ · 2026 Mar · PMID 41839807 · Publisher ↗
This perspective highlights the urgent need to rethink how academia in health professions education (HPE) engages with artificial intelligence (AI), moving away from a reactive, enforcement-driven mindset toward a more f...
This perspective highlights the urgent need to rethink how academia in health professions education (HPE) engages with artificial intelligence (AI), moving away from a reactive, enforcement-driven mindset toward a more forward-looking, educationally sound approach. The current culture, shaped by suspicion, moral panic, and unreliable detection technologies risks undermining fairness, student trust, and meaningful learning. The current assessment models built for a pre-AI world may no longer be fit for purpose, and universities must redesign assessments to prioritise real-time demonstration of competence, higher-order skills, and authentic learning experiences that AI cannot replicate. Central to this shift is the development of robust AI literacy for both students and faculty to promote responsible and authentic use of AI, and enable learners to critique and verify its outputs, and how to integrate it as a legitimate learning partner rather than a prohibited shortcut. By embracing AI with clarity and purpose, HPE can move from policing to empowering, ensuring that assessments remain credible and learning remains relevant in an AI-driven future clinical environment.
Code Blue Awareness in Dental Students: A Pilot Project to Develop Awareness in the Clinic.
Oluş F, Babun H
Eur J Dent Educ · 2026 Mar · PMID 41833538 · Publisher ↗
INTRODUCTION: The "Code Blue" system is a standardised emergency response protocol designed to ensure rapid intervention in critical medical situations, particularly cardiopulmonary arrest. Although mandatory in Türkiye...
INTRODUCTION: The "Code Blue" system is a standardised emergency response protocol designed to ensure rapid intervention in critical medical situations, particularly cardiopulmonary arrest. Although mandatory in Türkiye since 2011, inappropriate activations still occur, often due to limited awareness among healthcare staff, including dental students. This pilot project aimed to assess dental students' knowledge and awareness regarding Code Blue and to examine whether these outcomes differ according to the level of clinical training. MATERIALS AND METHODS: A cross-sectional survey was conducted among 186 dental students at Akdeniz University, including 3rd-year (preclinical) and 5th-year (clinical) students. A structured 10-item multiple-choice questionnaire was used to evaluate participants' knowledge of Code Blue indications, activation procedures, and response expectations. Descriptive and comparative statistical analyses were performed. RESULTS: Of the 186 students analysed, 53.2% were female and 46.8% were male. The most recognised emergency code was Code White (82.26%), followed by Code Blue (70.43%). Code Blue awareness was significantly higher among fifth-year students (77.3%) than third-year students (62.9%) (p < 0.05). Fifth-year students also demonstrated greater knowledge of Code Blue indications and were less likely to choose "don't know." However, common misinterpretations were observed: 70.49% incorrectly identified vasovagal syncope as a Code Blue condition, and only 7.38% correctly rejected all non-indicated scenarios. Knowledge of basic life support (BLS) content did not significantly differ between groups (p = 0.8153). CONCLUSIONS: Code Blue knowledge and awareness were higher among students with greater clinical exposure; however, overall awareness remained limited. These findings support earlier and more structured integration of institutional emergency code training, simulation-based reinforcement, and practical emergency preparedness training within the dental curriculum. Further multi-center studies are recommended to enhance generalizability and guide educational interventions.
Evaluation of 4 Different Suture Threads in A Sample of Dentistry Suture-Naïve Students: A Randomised Controlled Trial.
Davide S, Domenico M, Fabio C … +3 more , Francesco T, Giorgia LM, Enrico M
Eur J Dent Educ · 2026 Mar · PMID 41830126 · Publisher ↗
INTRODUCTION: Suturing is a crucial step in oral surgery, directly affecting wound healing quality. Simple interrupted suture is widely used in dentistry, often performed by novices using silk sutures due to their ease o...
INTRODUCTION: Suturing is a crucial step in oral surgery, directly affecting wound healing quality. Simple interrupted suture is widely used in dentistry, often performed by novices using silk sutures due to their ease of use and low cost. However, several alternatives could also be suitable for less experienced practitioners. METHODS: Dental students attending the University of L'Aquila with no prior suturing experience were assigned to use each of the four suture materials on pig hemi-mandibles in a random order. Silk, Polyamide, Polyglycolic acid and Polytetrafluoroethylene were tested. Subjective feedback was collected through Likert-scale questionnaires assessing handling, knot security and ease of removal from 101 subjects (study A). Objective performance was evaluated using a structured OSCE-based assessment, focusing on key suturing phases such as needle handling, suture passage, knot formation and flap approximation in a population of 60 students randomly selected among the considered subjects (study B). RESULTS: Statistically significant differences (p < 0.05) were found in specific aspects as tissue passage resistance, suture manoeuvrability, first knot execution and flap approximation, favouring some materials over silk. Although many other parameters did not reach statistical significance, the data consistently showed that silk did not outperform the alternative materials in any domain, suggesting that its common use is not supported by superior handling or performance. CONCLUSION: Silk does not provide superior handling compared to the other tested materials. Universities' training programmes should incorporate alternative suture materials to improve students' technical skills and the overall quality of suturing.
Academic Engagement Among First-Year Dental Students in Online Learning: A Structural Equation Modelling Approach.
Brito-Ortiz JF, Nava-Gómez ME, Contreras-Preciado MA … +3 more , Plascencia H, González-Torres V, Vargas-Jiménez R
Eur J Dent Educ · 2026 Mar · PMID 41817292 · Publisher ↗
OBJECTIVE: This study aimed to assess the psychometric properties and structural relationships among dimensions of academic engagement (AE) in fully online dental courses within a traditional dental education program for...
OBJECTIVE: This study aimed to assess the psychometric properties and structural relationships among dimensions of academic engagement (AE) in fully online dental courses within a traditional dental education program for first-year students. METHODS: A cross-sectional design was employed involving 593 dental students from a public university in Mexico, each enrolled in at least one fully online course. AE was measured using the 9-item Spanish version of the Utrecht Work Engagement Scale (UWES), culturally adapted and validated for Mexican populations. Internal consistency was examined using Cronbach's alpha, while interrelationships among AE dimensions, "Vigour", "Dedication", and "Absorption", were analysed using structural equation modelling (SEM). Model fit was evaluated using standard indices (CFI, RMSEA, SRMR). RESULTS: Internal consistency was strong across dimensions (α = 0.77-0.88) and excellent for the total scale (α = 0.92). SEM analysis revealed optimal model fit (χ(24) = 69.51; CFI = 0.98; RMSEA = 0.03), with "Vigour" significantly predicting "Dedication" (β = 0.65) and "Absorption" (β = 0.60), while "Dedication" also predicted "Absorption" (β = 0.58). These findings validated the multidimensional structure of AE in virtual learning. CONCLUSION: The results support the relevance of AE constructs in online dental education and confirm "Vigour" as a key driver of engagement. These findings suggest that online learning, when well structured, can foster meaningful academic involvement early in dental training. Importantly, this early engagement may contribute to improved academic persistence and preparedness for subsequent clinical training, reinforcing the role of digital education in preparing future dental professionals.
Widening Participation in Dentistry: A Quantitative Study of Changing Demographics at a South West UK Dental School (2014-2021).
Glanville R, Bryce M, Hanks S … +2 more , Mills I, Zahra D
Eur J Dent Educ · 2026 Mar · PMID 41808277 · Publisher ↗
INTRODUCTION: Access to National Health Service (NHS) dental care in the UK, particularly in rural and coastal regions such as the South West, remains a significant concern. Increasing socio-economic diversity in the den...
INTRODUCTION: Access to National Health Service (NHS) dental care in the UK, particularly in rural and coastal regions such as the South West, remains a significant concern. Increasing socio-economic diversity in the dental workforce has previously been reported to improve access to care in underserved areas. Widening Participation (WP) initiatives aim to address this by encouraging applications from underrepresented groups. METHODS: This study analysed admissions data from the University of Plymouth's Bachelor of Dental Surgery (BDS) programme for cohorts between 2014 and 2021. Metrics included entry qualifications, age, gender, ethnicity, disability and socio-economic markers. Statistical analyses included chi-squared tests and ANOVA to identify demographic shifts over time. RESULTS: Data from 512 students revealed significant changes in entry profile (p < 0.001), gender distribution (p = 0.003), school type (p = 0.003) and age at entry (p < 0.001). The proportion of students applying with predicted grades increased, while graduate applicants declined. Socio-economic diversity remained limited, with most students from areas of high participation in higher education and low deprivation. CONCLUSION: Over the study period, the demographic profile of dental students remained largely unchanged, even though this period coincided with enhancements to widening participation initiatives. Without greater representation from diverse backgrounds, the dental workforce may struggle to meet the needs of underserved communities.
Curriculum Gaps in Periodontal Knowledge Among Medical Students: A Cross-Sectional Study.
Sarioglu A, Kirtiloglu T
Eur J Dent Educ · 2026 Mar · PMID 41804580 · Publisher ↗
INTRODUCTION: Periodontal disease is a major public health concern with well-established systemic implications. Despite the increasing emphasis on the periodontal-systemic health connection, the extent to which periodont...
INTRODUCTION: Periodontal disease is a major public health concern with well-established systemic implications. Despite the increasing emphasis on the periodontal-systemic health connection, the extent to which periodontal disease is integrated into medical education is still unclear. This study aims to assess the knowledge, oral hygiene practices and attitudes of first-year and final-year medical students regarding periodontal disease, while also evaluating its inclusion in the medical curriculum. MATERIALS AND METHODS: A cross-sectional study was conducted among first- and final-year medical students at Ondokuz Mayis University Faculty of Medicine, Samsun, Turkey. Data were collected using a self-administered questionnaire comprising 32 items across four domains: oral hygiene behaviours, periodontal education, knowledge of periodontal disease and awareness and attitudes toward periodontal health. Data were analysed using IBM SPSS v.21. RESULTS: A total of 596 medical students participated in the study, consisting of 281 first-year and 315 final-year students. Final-year students reported significantly higher rates of receiving periodontal education during medical school (41.3%) compared to first-year students (22.4%). In four out of five knowledge-based questions, final-year students demonstrated significantly higher correct response rates than first-year students (p < 0.001). Additionally, in the attitude and awareness section, final-year students showed significantly greater agreement with statements linking periodontal disease to diabetes (p < 0.001). CONCLUSIONS: Although final-year students performed significantly better than first-year students in both knowledge and awareness regarding periodontal health, the overall level of knowledge remained insufficient. These findings highlight the need for more structured and integrated periodontal education within undergraduate medical curricula to support early diagnosis, interdisciplinary collaboration and improved patient outcomes.
Caries Café: A Method for Consolidating and Co-Constructing Knowledge of Caries.
Wakeling L, England L, Freeman Z … +2 more , Rogers H, Taylor G
Eur J Dent Educ · 2026 Mar · PMID 41797667 · Publisher ↗
INTRODUCTION: Dental caries is multifaceted and requires dental undergraduates to receive training in underlying science, risk factors, disease prevention, and treatment. Caries content features at many different points...
INTRODUCTION: Dental caries is multifaceted and requires dental undergraduates to receive training in underlying science, risk factors, disease prevention, and treatment. Caries content features at many different points in a Bachelor of Dental Surgery (BDS) programme, making it a large task to consolidate and assimilate in clinical practice. The study aim is to investigate how effective a collaborative educational intervention is in consolidating taught content on dental caries and integrating related clinical experience through co-construction. METHODS: A collaborative idea generation tool was adapted using social constructivist principles as an educational intervention to consolidate and co-construct pre-clinical and early clinical caries content. Students visit a series of tables, answering questions through divergent thinking around aspects of caries. A qualitative study aligned to utilisation focused evaluation was conducted through four focus groups: two with students who recently received the intervention, and two with final-year students. Transcripts were analysed using reflexive thematic analysis. RESULTS: Thematic analysis generated themes: Consolidation and co-construction of knowledge of caries; Learning opportunities within Caries Café, Delivery of Caries Café, and Improvements to Caries Café. The café promoted collective working, while permitting individuals to ask questions. Overall confidence in caries identification increased, but further clinical reference is preferred by students for potential longer-term benefits. CONCLUSION: The Café format served as a method to consolidate and co-construct caries knowledge in a programme where content is dispersed and experiences varied. It provided holistic exposure to a multi-faceted subject, with question topics aligned to domains of a proposed standardised caries curriculum.
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