European Journal Of Dental Education[JOURNAL]
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200 papers
Longevity and Success of Restorative Treatments: Knowledge of Dentists and Laypeople.
Da Silva BAN, Souza JGS, Portella FF
Eur J Dent Educ · 2026 Mar · PMID 41797608 · Publisher ↗
OBJECTIVE: To describe the knowledge of dentists and laypeople regarding the longevity and success rate of various restorative treatments in dentistry. METHODS: This observational cross-sectional study was conducted in t...
OBJECTIVE: To describe the knowledge of dentists and laypeople regarding the longevity and success rate of various restorative treatments in dentistry. METHODS: This observational cross-sectional study was conducted in two phases. In phase 1, a guided interview assessing the longevity of various restorative treatments (including direct composite resin, ceramic veneers, indirect restorations, success of root canal treatments, and implant-supported prosthesis) was administered to 20 dental surgeons. Based on the analysis of the responses from phase 1, an objective questionnaire was developed and applied online to a convenience sample of dentists and laypeople. A descriptive analysis of the responses was performed, and the data were compared with the existing literature. Additionally, the association between the characteristics of the dentists and their responses was examined. RESULTS: Phase 1 revealed considerable disparity in the longevity values reported by professionals for the same treatments. This heterogeneity of responses was instrumental in formulating the answer choices for the objective questionnaire used in the next phase. In Phase 2, 212 dentists and 398 laypeople responded to the survey. Of the laypeople, 68.6% visited the dentist in the past year, and 11.1% based their responses on dentist guidance. At least 11.3% of professionals couldn't identify the best option for describing treatment success or longevity, and responses varied greatly. The percentage of responses aligned with reference literature were: 43.4% for the longevity of composite resin restorations, 60.8% for ceramic veneers, 62.3% for indirect restorations in posterior teeth, 67.9% for successful root canal treatments, and 53.3% for implant-supported prostheses. CONCLUSION: There is variability in the responses, with a significant portion of dentists demonstrating difficulty in providing accurate answers on the topic, while a considerable proportion of laypeople expect dental procedures to last a lifetime.
Professional Training and Clinical/Radiographic Factors Associated With Endodontic Decision-Making: A Before-and-After Study.
Peserico L, Lena IM, Liedke GS … +3 more , Antoniazzi RP, Scarparo RK, Morgental RD
Eur J Dent Educ · 2026 Mar · PMID 41792089 · Publisher ↗
INTRODUCTION: Endodontic decision-making is influenced by clinicians' professional training and by the clinical and radiographic characteristics of each case. This study aimed to assess the association of these factors w...
INTRODUCTION: Endodontic decision-making is influenced by clinicians' professional training and by the clinical and radiographic characteristics of each case. This study aimed to assess the association of these factors with treatment decisions and to determine whether the addition of clinical information modifies treatment choices compared with radiographic analysis alone. MATERIALS AND METHODS: Thirty clinical cases involving endodontically treated teeth were evaluated through electronic questionnaires by 56 participants with different educational backgrounds (undergraduate students, general practitioners, postgraduate endodontic students, and endodontists). In the first questionnaire (Q1), only periapical radiographs were provided. One month later, a second questionnaire (Q2) included additional clinical information. Participants selected the most appropriate treatment option for each case. Changes in decisions between Q1 and Q2 (categorised as wait-and-see vs. reintervention) were analysed using the McNemar test. Associations between examiner- and tooth-related factors and treatment decisions were assessed using multilevel binary logistic regression (α = 0.05). RESULTS: Wait-and-see and nonsurgical retreatment were the preferred options at both time points. Endodontists recommended reintervention more frequently in Q2 than in Q1. In Q1, older examiners were more likely to recommend reintervention. Decisions were also influenced by tooth-related factors, with altered periapical conditions and inadequate root canal fillings being associated with a higher likelihood of reintervention, whereas posterior teeth, iatrogenic errors, and inadequate coronal restorations/prosthetic crowns were associated with a lower likelihood. In Q2, specialty training in endodontics and prior reintervention decisions in Q1 were strong predictors of reintervention, along with selected clinical and radiographic factors. CONCLUSIONS: Conservative approaches were generally preferred. However, professional training and specific clinical and radiographic characteristics significantly influenced reintervention decisions.
Student Perceptions of 360 (3D) Imaged-Models Used for Fixed Prosthodontics Simulation Education: Enhancing Visualisation, Understanding and Self-Assessment.
Ablal M, Quinn B, Hearty E … +1 more , Aspden M
Eur J Dent Educ · 2026 Mar · PMID 41792049 · Publisher ↗
INTRODUCTION: This study evaluated and compared the effectiveness of a novel 3D imaged models (3D IMs) and physical reference models in supporting student learning of indirect tooth preparations. MATERIALS AND METHODS: F...
INTRODUCTION: This study evaluated and compared the effectiveness of a novel 3D imaged models (3D IMs) and physical reference models in supporting student learning of indirect tooth preparations. MATERIALS AND METHODS: Fourth-year dental students from 2021 (N = 69) and 2022 (N = 54) received access to 3D IMs and real-sized plastic models featuring inlays, veneers and other restorations. A 5-point Likert scale questionnaire assessed the perceived impact of both resources on students' learning. Open-ended responses were thematically analysed to identify common themes in student perceptions. RESULTS: Mann-Whitney U test indicated clear differences between the two cohorts. The 2022 students rated the 3D IMs more positively for visualisation, understanding and self-assessment skills (p < 0.001). While both cohorts agreed that physical models aided hands-on learning, the 2022 cohort gave consistently higher ratings to 3D IMs. Spearman's rank correlations showed meaningful associations between Likert items. Thematic analysis showed mixed perceptions and access challenges in 2021, along with suggestions for improving physical models. In contrast, the 2022 cohort expressed more positive views and recommended enhancements such as annotations, measurement indicators and broader integration of 3D IMs into the curriculum. CONCLUSION: This study suggests that 3D IMs can support students' visualisation, understanding and self-assessment of tooth preparations, while physical models remain valuable for hands-on learners. Adapting teaching tools to accommodate diverse learning preferences and expanding access across the curriculum may further enhance learning outcomes. Further research with larger cohorts and longitudinal follow-up is needed to confirm these preliminary findings and assess their long-term educational impact.
Cross-Cultural Construct Validity of the Ageism Scale for Dental Students: A Narrative Review.
Izumi M, Akifusa S
Eur J Dent Educ · 2026 Mar · PMID 41777089 · Publisher ↗
INTRODUCTION: Ageism among dental and dental hygiene students is a barrier to appropriate oral healthcare for older adults. The 27-item Ageism Scale for Dental Students (ASDS) assesses dental-specific ageist attitudes. I...
INTRODUCTION: Ageism among dental and dental hygiene students is a barrier to appropriate oral healthcare for older adults. The 27-item Ageism Scale for Dental Students (ASDS) assesses dental-specific ageist attitudes. It has been translated into multiple languages, but its cross-cultural construct validity and optimal educational use remain unclear. The objective of this narrative review was to examine the cross-cultural construct validity of the ASDS and to clarify its implications for educational evaluation and intervention. METHODS: Using the original ASDS as a reference, we conducted a narrative review of international translation and validation studies. We included English-language peer-reviewed studies of undergraduate or postgraduate dental/dental hygiene trainees using the ASDS, and extracted factor structures, internal consistency and associations with external variables, and synthesised findings into recurring attitudinal domains. RESULTS: Across countries, items reflecting perceived non-compliance, clinical complexity and time burden, and cost-benefit or "worthwhileness" calculations for treating older adults showed substantial convergence and acceptable reliability, suggesting a shared core of dental ageism. In contrast, value-laden items and those assessing preparedness and training showed marked cultural variability and sometimes weaker subscales. ASDS scores were moderately associated with general ageism and with intention to provide care for older adults, and improved after structured geriatric teaching and positive contact, whereas unstructured, stressful exposure to highly dependent patients could worsen general ageism while ASDS scores remained stable. CONCLUSION: The ASDS combines cross-culturally stable and context-specific elements. Core items on compliance, complexity and treatment barriers support its use as an indicator of attitudinal obstacles to geriatric dental care, while value- and training-related items require cultural adaptation. When evaluating the impact of dental education, the ASDS may be most informative alongside a general ageism scale and if cross-national comparisons follow tests of measurement invariance.
Knowledge, Attitudes and Practical Experience With CAD/CAM Technology Among Dental Students in Croatia: A Cross-Sectional Study.
Kiršić SP, Rajčić P, Vujević M … +1 more , Udiljak Ž
Eur J Dent Educ · 2026 Mar · PMID 41777077 · Publisher ↗
INTRODUCTION: CAD/CAM (Computer-Aided Design/Computer-Aided Manufacturing) technology has become integral to modern dental practice, requiring structured integration into dental education. However, little is known about...
INTRODUCTION: CAD/CAM (Computer-Aided Design/Computer-Aided Manufacturing) technology has become integral to modern dental practice, requiring structured integration into dental education. However, little is known about how well dental students in Croatia understand and engage with these technologies. This study aimed to quantitatively assess the level of knowledge, attitudes and practical experience with CAD/CAM among dental students in Osijek, and to explore the influence of academic year, gender and family background in dentistry on these dimensions. MATERIALS AND METHODS: A cross-sectional survey was conducted at the Faculty of Dental Medicine and Health in Osijek, including 102 students from the 3rd to 6th year., with 44 (44.88%) in preclinical and 58 (55.12%) in clinical training. A 21-item questionnaire assessed theoretical knowledge, practical exposure and attitudes. Data were analysed using descriptive statistics, ANOVA, t-tests and chi-square tests (p < 0.05). RESULTS: While 88.24% of students had heard of CAD/CAM, only 45.10% had practical experience and just 11.76% had attended extracurricular CAD/CAM training. Nonetheless, 90.20% believed CAD/CAM should be more thoroughly taught, and 85.29% expressed interest in further education. Clinical-year students and those with family in dentistry showed significantly higher knowledge and more positive attitudes (p < 0.001), whereas no significant gender differences were observed (p = 0.222). CONCLUSION: The findings indicate a gap between theoretical familiarity and practical competence among Croatian dental students regarding CAD/CAM technology. To address this, we recommend the development of a structured undergraduate CAD/CAM module that includes theoretical instruction, digital simulation and supervised clinical training across all study years. Such curriculum development is essential to prepare future dentists for the demands of digital clinical practice.
Foreign-Trained Dentists' Experiences of the Swedish Proficiency Test for Recognition of Dental Qualifications.
Dalum J, Brodén J, Johannsen A … +1 more , Sandborgh-Englund G
Eur J Dent Educ · 2026 Feb · PMID 41757573 · Publisher ↗
BACKGROUND: Dentists educated outside the EU/EEA can undergo a national proficiency test to obtain a Swedish dental licence. These assessments aim to ensure competence and patient safety, but little is known about how fo...
BACKGROUND: Dentists educated outside the EU/EEA can undergo a national proficiency test to obtain a Swedish dental licence. These assessments aim to ensure competence and patient safety, but little is known about how foreign-trained dentists experience the process. This study aimed to describe the experiences of dentists undertaking the theoretical and clinical skills examinations included in the Swedish proficiency test for dentists educated outside EU/EEA. METHODS: Written responses to open-ended questions from post-examination online surveys were analysed, using systematic text condensation. Surveys were collected after six theoretical examinations (n = 486) and four clinical skills examinations (n = 190) between 2022 and 2024. Respondents represented 54 countries. RESULTS: Participants' experiences were summarised in one core theme: challenges in demonstrating competence, divided into four subthemes: (a) preparing for the exams, (b) relevance of assessments, (c) language barriers and (d) stress. DISCUSSION: Participants described several challenges in demonstrating competence during the recognition process, mirroring experiences previously reported by dentists and other health-care professionals in similar high-stakes contexts. Participants also expressed a need for preparatory guidance, language support and tasks closely aligned with professional practice, which may be useful in the future development of recognition processes for dentists and health professionals seeking to work under a licence within the European Union. CONCLUSION: Participants confirmed known challenges in the recognition process while also highlighting a novel concern: they described the theoretical and clinical examinations, modelled on undergraduate assessments, as designed for students and as non-representative of real clinical situations, which they described as hindering their ability to demonstrate competence in professional practice.
Trends and Research Hotspots in Technology-Enhanced Dental Education: A Bibliometric Analysis.
Hamid NFA, Lim TW, Yudin ZM
Eur J Dent Educ · 2026 Feb · PMID 41747017 · Publisher ↗
INTRODUCTION: Digital transformation has reshaped dental education over the past decade, driving a shift from traditional, instructor-centred teaching toward technology-driven training. This study aimed to map research h...
INTRODUCTION: Digital transformation has reshaped dental education over the past decade, driving a shift from traditional, instructor-centred teaching toward technology-driven training. This study aimed to map research hotspots, trends, and conceptual structures related to educational technologies in dental education between 2015 and 2025. METHODS: A bibliometric analysis was conducted using the Scopus database. Articles published between 2015 and 2025 were retrieved and analysed using Bibliometrix (R) and VOSviewer. Publication trends, trend topics, keyword co-occurrence, citation patterns, and thematic and conceptual structure maps were examined to identify dominant research areas and emerging themes. RESULTS: A total of 749 publications were included, showing an annual growth rate of 12.47%, indicating an emerging yet expanding field. Trend topic analysis revealed that early studies (2015-2018) focused on teaching methods and assessment, whereas post-2020 research shifted toward digital and simulation-based learning, coinciding with the COVID-19 pandemic. The top three high-impact keywords based on average citation are "deep learning", "computer simulation" and "augmented reality". Conceptual structure mapping revealed four main domains: Technological innovation, pedagogy, clinical skill learning, and adaptive education, reflecting a shift toward digitally integrated and technology-supported teaching approaches in dental education. The thematic map identified e-learning and online learning as key motor themes driving digital transformation, with foundational themes such as simulation, VR, and digital dentistry supporting this shift. CONCLUSION: This study highlights a decade of pedagogical and technological evolution in dental education. Bibliometric mapping reveals growing scholarly engagement with digital and simulation-based learning, supporting a transition toward student-centred, competency-based, and technology-integrated curricula.
Teaching Undergraduate Special Care Dentistry in the UK and Ireland: What? How? When? How Much? Who?
Mac Giolla Phadraig C, Curtin C, Fitzgerald R … +7 more , Heidari E, Gall L, Wassall R, Halliwell YM, Sims C, Kwasnicki A, Beacher N
Eur J Dent Educ · 2026 Feb · PMID 41746759 · Publisher ↗
INTRODUCTION: New dental graduates are expected to have acquired the skills and behaviours to provide dental care for the population they serve. An ageing population and advances in medicine mean that there are increasin...
INTRODUCTION: New dental graduates are expected to have acquired the skills and behaviours to provide dental care for the population they serve. An ageing population and advances in medicine mean that there are increasing numbers of patients who may require Special Care Dentistry. Special Care Dentistry is the branch of dentistry concerned with access to equitable oral healthcare for people with disabilities and those who are disadvantaged. This study aimed to explore the teaching of Special Care Dentistry (SCD) within undergraduate (UG) dental curricula in the UK and Ireland. MATERIALS AND METHODS: A cross-sectional online survey was distributed to all SCD teaching leads within 18 universities delivering undergraduate dental curricula in the UK and Ireland. Respondents described their curriculum, teaching and assessment, as well as the barriers and facilitators they faced. Qualitative responses were collected as open-ended text within the survey and coded independently by two authors. RESULTS: From 12 respondents (67% response rate), the average time given to SCD during training over the whole UG programme was reportedly 47.4 h. While 83% (n = 10) reported that students observed treatment delivery for special care patients, only 50% (n = 6) reported actual student-delivered care. Almost all (n = 10) applied the International Association of Disability and Oral Health curriculum, as recognised by the Association of Dental Education Europe (ADEE). Attitudes towards SCD from academic staff outside of the specialty were seen as the biggest barrier to SCD teaching, whereas the availability of academic staff and emphasis on SCD within the curriculum were facilitators. DISCUSSION: The teaching of SCD in dental schools in the UK and Ireland is markedly varied, with respondents highlighting barriers to the delivery of teaching and learning in this area. CONCLUSIONS: There is a persistent need to standardise undergraduate exposure to patients requiring Special Care Dentistry across Ireland and the UK. This will equip the future dental profession to adequately and equitably care for the whole of society, regardless of ability.
Threshold Effects of Empathy on Self-Compassion in Dental Hygiene Students: A Segmented Regression Analysis.
Izumi M, Liu HY, Akifusa S
Eur J Dent Educ · 2026 Feb · PMID 41733107 · Publisher ↗
PURPOSE/OBJECTIVES: Empathy is a crucial component in healthcare, contributing to improved patient outcomes. However, excessive empathy may lead to emotional exhaustion and reduced self-compassion. This study examined th...
PURPOSE/OBJECTIVES: Empathy is a crucial component in healthcare, contributing to improved patient outcomes. However, excessive empathy may lead to emotional exhaustion and reduced self-compassion. This study examined the relationship between empathy and self-compassion among dental hygiene students. METHODS: A cross-sectional survey was conducted among 520 dental hygiene students from four schools in Fukuoka Prefecture, Japan. Empathy was assessed using the Japanese version of the Jefferson Scale of Empathy (JSE), while self-compassion was measured using the Japanese version of the Self-Compassion Scale (SCS). Additional data on academic year and self-rated health status were collected. Segmented regression analysis was performed to examine a potential nonlinear relationship between JSE and SCS scores. RESULTS: A total of 454 respondents were included in the final analysis. No significant correlation was found between JSE and SCS scores (r = 0.016, p = 0.739). However, segmented regression identified a breakpoint at JSE = 121.0 (95% CI: 119.2-122.8). Below this threshold, no significant association was observed, but above it, JSE was significantly negatively associated with SCS (β = -0.875, p < 0.01), suggesting that excessive empathy may reduce self-compassion. Additionally, students with higher perceived health status had greater self-compassion, while third-year students scored higher in empathy than lower-year students. CONCLUSION: This study revealed an online a relationship between empathy and self-compassion, with self-compassion significantly declining in students with exceptionally high empathy levels. Additionally, self-compassion was positively associated with perceived health status, while third-year students exhibited higher empathy scores.
A Comparative Study of Perception, Knowledge and Attitudes Toward Patient Safety Among Dental Residents With and Without Infection Control and Patient Safety Training.
Ghoreyshi Y, Kharazifard MJ, Moosavi MS
Eur J Dent Educ · 2026 Feb · PMID 41725519 · Publisher ↗
INTRODUCTION: Patient safety is a critical yet underemphasized aspect of dental education. This study compared the perception, knowledge and attitudes toward patient safety among postgraduate dental residents at Tehran U...
INTRODUCTION: Patient safety is a critical yet underemphasized aspect of dental education. This study compared the perception, knowledge and attitudes toward patient safety among postgraduate dental residents at Tehran University of Medical Sciences who had completed the Infection Control and Patient Safety course and those who had not. METHODS: A cross-sectional study was conducted among 62 s and third-year postgraduate dental residents during the 2021-2022 academic year. A validated questionnaire, adapted from previous studies, was used to assess participants' perceptions, knowledge and attitudes. Data were analysed using SPSS version 21, with the Mann-Whitney U test employed for comparisons. RESULTS: Significant differences were observed between the two groups. Residents who completed the course demonstrated higher levels of knowledge, more accurate perceptions and more positive attitudes toward patient safety. Key findings included greater awareness of error reporting systems, stronger support for transparency in error management, and a deeper understanding of the importance of patient safety education. However, both groups showed limited knowledge of national and international statistics on preventable adverse events. CONCLUSION: The Infection Control and Patient Safety course positively influenced residents' understanding and attitudes toward patient safety, highlighting the importance of formal education. These findings suggest that integrating patient safety training into dental curricula, particularly at the undergraduate level, could significantly improve the quality of dental care. Further studies with expanded and more diverse populations are recommended to validate these results and explore broader implications.
Embracing Haptic Technology in Dental Education.
Wesselink P, Vervoorn M
Eur J Dent Educ · 2026 Feb · PMID 41725510 · Publisher ↗
Abstract loading — click title to view on PubMed.
The Dental Misinformation Epidemic: An Evaluation of Quality, Accuracy and Educational Impact in Youtube's Tooth Bleaching Content.
de Azevedo Lima Silva L, da Silva Rolim HJ, da Silva GR … +2 more , Sette-de-Souza PH, Costa MJF
Eur J Dent Educ · 2026 Feb · PMID 41725494 · Publisher ↗
INTRODUCTION: The proliferation of inaccurate information about tooth bleaching on the internet poses a growing risk to oral health, promoting potentially harmful practices while undermining evidence-based professional g...
INTRODUCTION: The proliferation of inaccurate information about tooth bleaching on the internet poses a growing risk to oral health, promoting potentially harmful practices while undermining evidence-based professional guidance. OBJECTIVE: Evaluate the quality, reliability, and educational impact of tooth bleaching videos on YouTube, specifically examining disparities between viewer engagement and scientific rigour. METHODOLOGY: An analysis was conducted on videos selected from the most searched terms on Google Trends. The assessment used the modified DISCERN, Global Quality Score (GQS) for overall quality, standardized audiovisual criteria and engagement metrics, analysed by two independent researchers. RESULTS: 71.4% of videos demonstrated low reliability (scores ≤ 2/5), while only 4.7% achieved maximum quality (5/5 GQS). Non-professional content garnered 3.5 × greater engagement than videos produced by health professionals despite 30.2% scoring minimally for reliability (1/5). Audiovisual production quality was prioritized over accuracy, with 100% of videos rated as having high/moderate technical standards despite frequent misinformation. DISCUSSION: YouTube's. algorithms disproportionately amplify sensationalized, unverified content over evidence-based professional guidance. This promote clinical risks like predominant promotion of unproven methods (e.g., charcoal, lemon) may lead to enamel damage and hypersensitivity. CONCLUSION: It's urgent a call to action for dental professionals to actively create and disseminate scientifically validated digital content. Healthcare platforms and regulatory bodies must collaborate to develop strategies that prioritize quality and accuracy in dental health communication.
Profession-Specific Ageism Changes Following a Two-Day Long-Term Care Placement in Dental Students.
Izumi M, Mizutani S, Fujimoto A … +3 more , Kashiwazaki H, Suzuki N, Akifusa S
Eur J Dent Educ · 2026 Feb · PMID 41722041 · Publisher ↗
BACKGROUND: Ageism among dental students can impede equitable geriatric care. Developing educational interventions to reduce profession-specific and general ageist attitudes is an urgent priority in aging societies. OBJE...
BACKGROUND: Ageism among dental students can impede equitable geriatric care. Developing educational interventions to reduce profession-specific and general ageist attitudes is an urgent priority in aging societies. OBJECTIVE: To determine whether a community-based extramural placement in long-term care reduces profession-specific ageism and to identify which students benefit. METHODS: Single-arm pre-post study at two universities. Surveys were administered at the start of the 10th and the end of the 11th semester (September 2024-August 2025). Ageism was measured with ASDS-J and FSA-J; willingness to treat older adults was a 6-level item. Primary analyses used Wilcoxon signed-rank tests with Hodges-Lehmann (HL) median paired differences and effect size r. An ANCOVA modelled post-ASDS-J, adjusted with baseline ASDS-J and FSA-J and demographics. A binary logistic regression modelled improvement in ASDS-J. RESULTS: ASDS-J decreased after the placement (HL: 1.5, 95% CI -3.0 to 0.0), while FSA-J did not change. Within FSA-J, only Antilocution showed a small nominal shift; Discrimination, Avoidance and willingness were unchanged. In ANCOVA, post-ASDS-J levels aligned with baseline dispositions (higher pre-ASDS-J and pre-FSA-J), with other covariates not contributory. Binary logistic regression showed that higher baseline ASDS-J predicted improvement. CONCLUSIONS: A brief community-based placement in a long-term care facility was associated with reduced profession-specific ageism among dental students, whereas general ageism remained unchanged. Improvement was more likely among students starting higher on ASDS-J, indicating preferential benefits for those with stronger profession-specific ageism at entry.
A 15-Year Case Study of the Structures and Outcomes in a Blended Learning Postgraduate Master Programme for Periodontology and Implant Therapy.
Ratka-Krüger P, Arslan D, Isailov-Schoechlin M … +1 more , Woelber JP
Eur J Dent Educ · 2026 Feb · PMID 41721640 · Publisher ↗
AIM: The master's program in Periodontology and Implant Therapy at the University of Freiburg, Germany, is one of the first continuing professional development (CPD) programs in periodontology delivered through a blended...
AIM: The master's program in Periodontology and Implant Therapy at the University of Freiburg, Germany, is one of the first continuing professional development (CPD) programs in periodontology delivered through a blended learning format. With over 15 years of successful operation, this study aimed to identify key factors contributing to its establishment and long-term success. MATERIALS AND METHODS: Data were collected through demographic analysis, an alumni survey, interviews with key individuals, and a review of publications, master theses, and academic awards. A multiperspective qualitative approach was used, addressing sociodemographic, user experience, pedagogical, technical, and scientific aspects. Responses from surveys and interviews were analysed using qualitative content analysis (Mayring's method) and systematically categorised. RESULTS: The study analysed data from 106 master graduates, conducted a survey among 30 alumni, held 3 interviews and reviewed 24 publications, 96 master theses and 4 awards. The analysis showed that the blended learning program supported access to CPD for diverse groups, including participants from a broad range of age groups, students from rural areas, individuals with family responsibilities, and full-time or self-employed professionals. Personalised support and flexible structure were highlighted as major success factors, allowing learners to balance education with work and family life. Scientific output was also notable, with 24 publications (median Journal Impact Factor: 2.85). CONCLUSION: The integration of online learning, coordinated personal support, and in-person phases were instrumental in the long-term, successful establishment of the master's program in periodontology. These findings underscore the importance of flexible educational models, potentially serving as a model for future curricular CPD initiatives in dentistry.
Evaluating a Predoctoral Dental Educational Intervention for Temporomandibular Disorders: A Prospective Pre-Post Study.
Sangalli L, Manning E, Brzozowski-Sawicki P … +3 more , Alabsy M, Palatinus S, Prodoehl J
Eur J Dent Educ · 2026 Feb · PMID 41721579 · Publisher ↗
OBJECTIVE: Clinical readiness in predoctoral dental students in the United States regarding screening and management of Temporomandibular Disorders (TMD) is lacking. This study evaluated the impact of a novel educational...
OBJECTIVE: Clinical readiness in predoctoral dental students in the United States regarding screening and management of Temporomandibular Disorders (TMD) is lacking. This study evaluated the impact of a novel educational activity focused on TMD screening, palpatory clinical examination, and trigger point injections (TPIs) on dental students' confidence and intention to incorporate skills into future clinical practice. METHODS: A hands-on educational activity consisting of peer-based practice of TMD screening, palpatory clinical exam, and manikin-based TPIs was incorporated in a predoctoral dental curriculum. Pre- and post-assessment surveys measured change in confidence across TMD-related skills (0-100 numerical rating scale) and anticipated clinical behaviours (TMD screening and intention to incorporate TPIs in future practice), with changes assessed using independent t-tests and McNemar tests. RESULTS: Of 148 participants, 10.8% had previously observed TPIs on patients, and 32% had never been exposed to TMD patients. At post-intervention, perceived confidence significantly increased across all TMD-related domains (all p's < 0.001), with the greatest magnitude of change occurring for performing diagnostic injections to confirm a diagnosis and among students without prior TMD exposure. The proportion of students intending to screen every patient for TMD increased from 78.9% to 82.7% (p = 0.040) and those planning to incorporate TPIs into practice increased from 42.2% to 69.4% (p < 0.001). CONCLUSIONS: A hands-on educational activity conducted on peers and manikins significantly enhanced students' perceived confidence and intent to integrate TMD screening and TPIs into clinical care, especially among those lacking prior patient exposure. Dental schools may benefit from integrating structured, small-group practical and simulated training, supervised by trained-faculty, to address gaps in TMD education.
Assessing the Most Important Professional Values in Undergraduate Dental Education From the Perspectives of Educators.
Nafea ET
Eur J Dent Educ · 2026 Feb · PMID 41712404 · Publisher ↗
PURPOSE: Professional values shape the identity and ethical practice of dental educators. Understanding how these values are perceived can inform curriculum development and faculty training. This study examines the ranki...
PURPOSE: Professional values shape the identity and ethical practice of dental educators. Understanding how these values are perceived can inform curriculum development and faculty training. This study examines the ranking of professional values among dental educators and explores differences based on gender and teaching experience. METHODS: This cross-sectional study targeted dental educators from two Saudi institutions. Participants ranked four domains of professional values: Self-Enhancement, Self-Transcendence, Openness-to-Change and Conservation by their importance in dental education. Data were analysed using the Mann-Whitney U test (gender differences) and the Kruskal-Wallis test (experience differences), with post hoc Dunn's test for significant results. RESULTS: Among 153 educators, 99.35% agreed on the importance of teaching professional ethics, though perceptions of institutional practices varied. Openness-to-Change and Conservation values were ranked highest, while Self-Enhancement values received the lowest priority. Male educators ranked Self-Enhancement values significantly lower than females. More experienced educators (10+ years) prioritised Self-Transcendence values over mid-career educators. Early-career educators (1-5 years) ranked Openness-to-Change values higher than senior educators. CONCLUSIONS: The study highlights the need to align educational strategies with professional values. Gender and career stage influence value perceptions, offering insights for curriculum development and faculty training in dental education.
Student Perception and Performance in Using Digital Surveying for Removable Partial Denture Design: A Pilot Study.
Eric J, Gupta N, Al Hamad KQ … +1 more , Ali K
Eur J Dent Educ · 2026 Feb · PMID 41712365 · Publisher ↗
INTRODUCTION: Despite the growing use of digital technologies in clinical dentistry, traditional methods for designing removable partial dentures (RPDs) still dominate undergraduate education, potentially limiting studen...
INTRODUCTION: Despite the growing use of digital technologies in clinical dentistry, traditional methods for designing removable partial dentures (RPDs) still dominate undergraduate education, potentially limiting students' readiness to adopt digital workflows. This pilot study aimed to evaluate the learning experience and performance of dental students in using a digital surveying tool for designing RPDs. MATERIAL AND METHODS: A paired comparative design study was conducted with fourth-year undergraduate students, who were divided into two groups: Group 1, which used digital surveying, and Group 2, which used conventional surveying to design an RPD. Blinded assessors evaluated the denture designs, while participants completed a questionnaire regarding their perceptions of digital surveying. Performance differences between the two groups were analysed using the Wilcoxon Signed-Rank test. RESULTS: Of 58 invited students, 50 participated, yielding an 86.2% response rate. The participants generally found digital surveying somewhat challenging to learn as beginners. In contrast, 72.0% and 74.0% of students reported that identifying the undercuts on the abutment teeth and determining the most desirable path of insertion were easier with the digital than with the conventional surveyor, respectively. RPD designs created by students using digital and conventional surveyors were deemed clinically acceptable for 68.0% and 64.0% of participants, respectively, with no significant difference between the groups (p > 0.05). CONCLUSION: Digital surveying is a promising and effective alternative to conventional surveying, providing similar educational benefits, while introducing students to essential digital tools. No significant difference was observed in students' RPD design performance between the digital and conventional surveying methods.
Assessing the Role of Clinical Photography Education in Dentistry: A Study on Self-Perceived Competency and Practice Relevance.
Nik Azis NM, Kalaiarsu VK, Goh MY … +3 more , Mohamed Khan KA, Nik Mhd Abdul Nasser NFS, Baharin B
Eur J Dent Educ · 2026 Feb · PMID 41712364 · Publisher ↗
INTRODUCTION: Dental photography serves as a valuable adjunct in dental examination and diagnosis, patient communication and dentolegal documentation. Despite its growing importance, the effectiveness of educational appr...
INTRODUCTION: Dental photography serves as a valuable adjunct in dental examination and diagnosis, patient communication and dentolegal documentation. Despite its growing importance, the effectiveness of educational approaches and challenges in achieving competency in clinical photography remain underexplored. This study aims to evaluate the self-perceived competency of postgraduate dental students and alumni following structured clinical photography training and to assess its relevance in clinical practice. MATERIALS AND METHODS: A cross-sectional study was conducted at the Faculty of Dentistry, Universiti Kebangsaan Malaysia (UKM), involving postgraduate students and alumni who had completed a faculty-developed clinical photography course within the past 5 years. A questionnaire consisting of 25 skills across five competency domains was distributed to current students and alumni from the 2019 to 2024 cohorts. Additionally, three open-ended questions explored participants' perceptions regarding course strengths, barriers to learning and areas for improvement. RESULTS: The course contributed to self-perceived competency across multiple domains. A majority of respondents reported high proficiency in theoretical knowledge (88.2%-92.1%), chairside photography skills (73.7%-89.5%), practical application (82.9%-94.7%) and overall satisfaction with the curriculum design (77.6%-96.1%). Significant associations were observed between the place of practice and digital single-lens reflex camera handling (p = 0.050), as well as the role of practical sessions in developing competency (p = 0.048). Hands-on training and expert supervision were frequently cited as key strengths. CONCLUSION: The study highlights the value of structured clinical photography education in enhancing self-perceived competency. Tailored workshops, practical sessions, and mentorship can improve technical skills, confidence, and ethical application across specialities.
A Scoping Review of Global Postgraduate Gerodontology Education.
Pittayapiboolpong P, Kettratad-Pruksapong M, Madiloggovit-Lower J … +1 more , Kulvanich S
Eur J Dent Educ · 2026 Feb · PMID 41693226 · Publisher ↗
INTRODUCTION: Given the lack of updated information on postgraduate gerodontology (GD) education, this study aimed to explore postgraduate GD education worldwide, focusing on competencies, content topics and teaching met...
INTRODUCTION: Given the lack of updated information on postgraduate gerodontology (GD) education, this study aimed to explore postgraduate GD education worldwide, focusing on competencies, content topics and teaching methods. MATERIALS AND METHODS: This scoping review followed Joanna Briggs Institute (JBI) guidance, with the protocol registered on the Open Science Framework (https://osf.io/wzvxa/). Searches were conducted in three databases (Academic Search Ultimate, ERIC and MEDLINE). Additional sources were identified through citation searching, direct contact with programme directors and dental organisations, and reviews of university and national dental association websites. Data were analysed using quantitative content analysis. RESULTS: Twenty-one articles and 40 grey literature sources were included, covering 19 countries and three programme types (GD-specific, general practice residency and special care dentistry), although only 12 countries provided sufficient detail for further analysis. Competencies and content topics were categorised into seven domains, with the domains of 'Clinical Dental Science', 'Oral Healthcare Planning and Teamwork', 'Gerontology' and 'Medical and Psychological Science' consistently emphasised across all countries. Programmes primarily targeted older adults with medical complexity, although varied patient characteristics were also considered. Teaching methods included both theoretical and practical sessions with diverse clinical practice settings. CONCLUSIONS: This study highlights key areas for postgraduate GD education. Further research is warranted to address educational gaps, particularly by establishing standardised competency frameworks to guide curriculum content, incorporating vital but underrepresented topics, and developing effective interprofessional education models and comprehensive clinical exposure in diverse settings.
Structure of AI Responses With Complex Patient Analysis for Patient Alternatives and Patient Modifiers.
Johnsen DC, Marchini L, Vo K … +2 more , Young LB, Dabdoub SM
Eur J Dent Educ · 2026 Feb · PMID 41689243 · Publisher ↗
BACKGROUND: Artificial intelligence (AI) is already a powerful tool that is rapidly growing within the dental sector. Reports of structure and characteristics of AI responses to patient scenarios are limited. PURPOSE: To...
BACKGROUND: Artificial intelligence (AI) is already a powerful tool that is rapidly growing within the dental sector. Reports of structure and characteristics of AI responses to patient scenarios are limited. PURPOSE: To analyse characteristics and structure of AI responses to prompts for treatment planning alternatives and patient alternatives for complex patients. The project is seen as a prelude to exploring the interface between AI information and responsibility for patient decisions, patient privacy and credibility of AI information. METHODS: Microsoft Copilot from July 2025 was prompted for a hypothetical patient scenario to develop treatment alternatives. In addition to treatment alternatives, patient analysis factors were prompted and three were analysed in the manuscript: patient modifying factors, patient capacity to subscribe to professional recommendations and prognoses. RESULTS: Qualitative analyses for AI responses were extensive, in categories, amenable to table format, informational and not recommendational. For each treatment alternative AI generated goal, phases, pros and cons. AI offered ten modifying factors affecting dental treatment, including age, medical conditions, medications, etc. For patient capacity, AI generated seven responses under headings of positive indicators and limitations. For prognoses, AI generated short-and long-term prognoses with key indicators. Treatment alternatives remained largely unchanged before and after sequential inclusion of patient modifying factors. CONCLUSIONS: AI can offer extensive categorised information on patient care to reinforce the dentist of considerations in patient care without making recommendations. Responsibility for patient decisions, patient privacy and soundness of information remains with the dentist.
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