European Journal Of Dental Education[JOURNAL]
Sun
200 papers
The Application and Effect of a Novel Oral Mirror Training Device Combined With BOPPPS Teaching Mode in Enhancing Hand-Eye Coordination Skills of Dental Students.
Feng F, Xia Z, Liu B … +4 more , Lei S, Liang Q, Wang C, Hou Y
Eur J Dent Educ · 2026 Feb · PMID 41681061 · Publisher ↗
INTRODUCTION: As a highly practical discipline, oral medicine requires students to possess strong hand-eye coordination skills particularly in the use of dental mirrors for indirect vision procedures. This study aims to...
INTRODUCTION: As a highly practical discipline, oral medicine requires students to possess strong hand-eye coordination skills particularly in the use of dental mirrors for indirect vision procedures. This study aims to explore the application and effectiveness of a novel oral mirror training device in cultivating hand-eye coordination among dental students, based on the BOPPPS teaching model. This device is a self-designed physical model with a three-dimensional adjustable mirror image. METHODS: A total of 60 third-year students majoring in Dental Medicine at Hunan University of Medicine in 2023 were selected as research participants and randomly assigned to an experimental group (oral mirror training technology combined with the BOPPPS teaching model, n = 30) and a control group (conventional BOPPPS teaching model, n = 30). Upon completion of the teaching sessions, all students underwent unified assessments of their practical oral operation projects using a digital evaluation system. Additionally, satisfaction surveys regarding the training were distributed via a WeChat mini-program immediately after the training and 1 year later. RESULTS: According to the digital evaluation system, the average practical operation scores of the experimental and control groups were 90.10 ± 4.20 and 83.40 ± 5.26. The score of the experimental group increased by 6.7 points. One year later, a follow-up assessment was conducted in accordance with the standards of the National Dental Licensing Examination, and the pass rate of the experimental group improved by 13%, respectively, with the experimental group scoring significantly higher than the control group (p < 0.01). The hand-eye coordination training satisfaction questionnaire revealed that the experimental group achieved significantly higher total scores both immediately after training (94.00 points) and 1 year later (89.33 points), compared to the control group (p < 0.01). CONCLUSION: The integration of oral mirror training technology with the BOPPPS model establishes an effective paradigm for clinically authentic skill acquisition in dental education. This study demonstrates significant improvements in students' mirror-involved operational competencies (e.g., posterior tooth preparations and indirect vision techniques) through structured simulation training. Future developments should prioritise: (1) technical refinement of the training apparatus to incorporate real-time digital assessment capabilities, enabling adaptive learning pathways; (2) longitudinal tracking of clinical performance outcomes to validate the transferability of the use of oral glasses. This dual focus on technological enhancement and outcome validation will further bridge the gap between simulated training and clinical practice in operative dentistry.
Gender and Leadership Trajectories in Academic Dentistry.
Madhu N, Kohli D, Sangalli L
Eur J Dent Educ · 2026 Feb · PMID 41678742 · Publisher ↗
OBJECTIVES: Despite increased number of women entering dental academia in the last decade, gender disparities persist in leadership roles. This study examined gender trends within administrative leadership across U.S. de...
OBJECTIVES: Despite increased number of women entering dental academia in the last decade, gender disparities persist in leadership roles. This study examined gender trends within administrative leadership across U.S. dental schools. MATERIALS AND METHODS: Data on gender, age, employment status, academic rank and administrative title were extracted from the ADEA Survey of Dental School Faculty. Prevalence ratios (PRs) and 95% confidence intervals (CIs) were calculated to assess gender representation in leadership over time, stratified by rank and age and adjusted for employment status (aPR). RESULTS: On average, women held fewer leadership roles than men (17.5% vs. 19.8%, p < 0.001), even after adjusting for employment status. Women were underrepresented in senior administrative positions such as department chairs (PRs = 0.57-0.81), division directors (PRs = 0.40-0.72) and deans (PRs = 0.46-0.62). Younger women were more likely to hold leadership roles than those aged ≥ 60. CONCLUSION: While overrepresented as allied program directors and other nonspecific directorships, women continue to be underrepresented in more senior leadership roles, underscoring the need for systemic reform. Women continue to hold fewer senior leadership roles than men, emphasising the need for systemic change in policies and institutional culture to facilitate gender equity in academic dentistry.
Mind Mapping in Orthodontic Education: A Two-Cohort Action-Research Study Exploring the Impact of Feedback on Student Learning and Perception.
Agou SH
Eur J Dent Educ · 2026 Feb · PMID 41677080 · Publisher ↗
INTRODUCTION: Mind mapping is a visual learning strategy that fosters critical thinking in health professions education, yet it remains underexplored in orthodontic curricula. With varying class sizes, increasing relianc...
INTRODUCTION: Mind mapping is a visual learning strategy that fosters critical thinking in health professions education, yet it remains underexplored in orthodontic curricula. With varying class sizes, increasing reliance on technology, and fragmented delivery of core orthodontic concepts, there is a need for pedagogical tools that support integrative and meaningful learning. This study evaluates how instructional support significantly impacts students' perceptions and learning gains when mind mapping is introduced in an undergraduate orthodontics course. MATERIALS AND METHODS: An opportunistic comparison action-research study was conducted with two student cohorts (n = 187). Cohort I received structured orientation, guided instruction, and individualised feedback on their mind maps, while Cohort II completed the activity independently due to limited faculty availability. A 14-item perception questionnaire was used to assess students' views of the mind mapping experience. Reliability testing (Cronbach's α), t-tests, ANOVA, and regression models examined the impact of instructional support and learning styles on student perceptions. RESULTS: The perception scale demonstrated strong internal consistency (α = 0.81). Cohort I reported significantly higher scores in 11 out of 14 perception items. Regression analysis identified cohort membership as a significant predictor of students' ability to perceive "the big picture" and recognise inter-topic links, suggesting a positive effect of structured feedback. DISCUSSION: The findings align with literature on feedback-enhanced learning and highlight the value of guided visual tools in complex clinical domains. The differences between cohorts underscore the influence of faculty scaffolding on student engagement and conceptual integration. CONCLUSION: When embedded within structured instructional guidance, proper scaffolding, and formative feedback, learning tools can support meaningful integration of orthodontic concepts, an increasingly important safeguard against fragmented surface learning, especially in the AI era.
Stress and Resilience Development in German Dental Students.
Lin LX, Keul C, Fischer MR … +1 more , Kiesewetter J
Eur J Dent Educ · 2026 Feb · PMID 41670271 · Publisher ↗
INTRODUCTION: The study evaluated the effectiveness of a resilience training for dental students as a preventive measure for mental health and stress management, with consideration for its long-term integration into dent...
INTRODUCTION: The study evaluated the effectiveness of a resilience training for dental students as a preventive measure for mental health and stress management, with consideration for its long-term integration into dental education. METHODS: A 2-day online resilience training was tailored to address specific stressors experienced by dental students in Munich, Germany. Data were collected via online questionnaires from both participants (pre and posttraining) and nonparticipant controls over a 6-month period. Outcomes included resilience development, health behaviour, perceived stress and life satisfaction, utilising an online questionnaire. Statistical analysis (t-tests and mixed ANOVA) was performed using IBM SPSS Statistics. RESULTS: Training participants showed significantly increased resilience F(1.54) = 4.93, p = 0.031, η = 0.084 (medium effect), reduced subjective stress and higher overall satisfaction. Qualitative feedback indicated enhanced social support, though the effect on physical health behaviour remained inconclusive. Differences in resilience and satisfaction were observed between preclinical and clinical students, and between sexes. DISCUSSION: This resilience training demonstrated preventive benefits for dental students' mental health. Limitations include selection bias, self-reported measures, lack of long-term data and confounding societal influences. Integrating such training into dental curricula may be a valuable strategy with potential for broader application in other institutions as well.
Assessment of Different Technologies in the Fabrication of 3D Printed Tooth Models for Dental Education.
Bereza S, Carluccio D, Novak J … +3 more , Khadembaschi D, Batstone M, Ivanovski S
Eur J Dent Educ · 2026 Feb · PMID 41670173 · Publisher ↗
BACKGROUND: 3D printing has emerged as a practical method for fabricating customisable, accurate and affordable dental training models. Numerous 3D printing technologies exist, though there is no standardised comparison...
BACKGROUND: 3D printing has emerged as a practical method for fabricating customisable, accurate and affordable dental training models. Numerous 3D printing technologies exist, though there is no standardised comparison to inform their implementation in dental education. This study aimed to evaluate and compare the qualities of various 3D printed dental models against the current standard model used in tertiary dental education. METHODOLOGY: Five maxillary molar tooth models were fabricated using selective laser sintering (SLS), fused filament fabrication (FFF), material jetting (MJ), stereolithography (SLA) and digital light processing (DLP). A standard Ivorine tooth model (One Dental, Australia) was also evaluated. Eighteen participants performed cavity preparations and assessed each model based on haptic feedback, visual appearance, anatomical accuracy and overall suitability using a 5-point Likert scale. RESULTS: FFF was the most economical per unit ($0.06), followed by DLP ($0.30). MJ was the most expensive ($1.87), though it offers high resolution and complexity. In terms of enamel haptics and dentine haptics, MJ (3.11, 3.28), SLA (3.00, 3.33) and DLP (3.11, 3.44) were assessed as comparable to Ivorine (3.67, 3.44). Similarly, overall suitability of MJ (3.33), SLA (3.33) and DLP (3.44) was comparable to Ivorine (4.17). FFF and SLS were rated significantly inferior to Ivorine in all domains. CONCLUSIONS: Current 3D printed models do not fully simulate dental tissue and should be used to supplement the limitations of standard models and improve self-learning. Future research is warranted to develop models with improved haptic feedback and realistic surface anatomy.
Game-Based Learning Versus Model Arm Training for Intravenous Cannulation in Dental Education.
Vural Ç, Kocamaz ÖF, Yurttutan E … +2 more , Ocak M, Üçok C
Eur J Dent Educ · 2026 Feb · PMID 41645643 · Publisher ↗
INTRODUCTION: Peripheral intravenous catheterisation is a complex procedure that is primarily performed by nurses in healthcare services. Peripheral intravenous catheterisation (PIVC) is also part of the updated 2024 Cor...
INTRODUCTION: Peripheral intravenous catheterisation is a complex procedure that is primarily performed by nurses in healthcare services. Peripheral intravenous catheterisation (PIVC) is also part of the updated 2024 Core Program in the National Dental Education catalogue. This study aimed to implement this practice and to evaluate the approach and compliance of students with IV catheterisation. METHOD: This study included 122 final-year dentistry students with no previous experience of intravenous catheterisation. The volunteers were randomly divided into three groups: model arm group, game-based learning group and combined group. A questionnaire was completed by the students after the training sessions. In addition, the success of the model arm group and the combined group was compared. RESULTS: The training appeared beneficial across all groups. In particular, combined methods (game-based learning and model arm application) and hands-on teaching methods (model arm) were perceived by students to be more effective. The majority of students (77.5%) stated that both methods (game-based learning and model arm practice) contributed equally. After the training, all groups were most likely to say that they could do this practice again with a supervisor. Participants in all groups indicated that they had sufficient or partially sufficient knowledge after the training. CONCLUSION: Most participants reported that training increased their confidence in performing intravenous cannulation. This finding highlights the success of the training programme in enhancing the practical skills of students.
AI-Generated MCQs for Pre-Doctoral Oral and Maxillofacial Radiology: Acceptable Efficiency With Cognitive-Level Limitations.
Elkersh NM, Saif N, Samir W … +2 more , Hussein GA, G Hassan M
Eur J Dent Educ · 2026 Feb · PMID 41645441 · Publisher ↗
INTRODUCTION: The use of large language models (LLMs) such as ChatGPT to generate multiple-choice questions (MCQs) for medical and dental education is rapidly increasing. However, the educational validity, cognitive dept...
INTRODUCTION: The use of large language models (LLMs) such as ChatGPT to generate multiple-choice questions (MCQs) for medical and dental education is rapidly increasing. However, the educational validity, cognitive depth, and practical usability of AI-generated questions remain underexplored in dental education. This study aimed to evaluate the performance of ChatGPT-4o in generating MCQs for pre-doctoral oral and maxillofacial radiology curricula. METHODS: ChatGPT-4o was prompted to generate 100 multiple-choice questions based on lecture materials from a pre-doctoral oral and maxillofacial radiology course. A panel of expert oral radiologists independently evaluated the quality of the questions, answers, and explanations. Additionally, a randomised subset of 64 MCQs was assessed by human experts and an AI-detection tool to determine the accuracy of source identification. RESULTS: Experts rated 43% of AI-generated questions and 65% of their corresponding answers as correct and usable with minor adjustments. Most questions focussed on knowledge recall, with few assessing higher order thinking skills. Both human experts and AI-detection tools struggled to accurately differentiate between AI-generated and human-created questions. CONCLUSION: While ChatGPT-4o can generate MCQs, its output often requires refinement. Future research should explore ways to improve the quality and cognitive level of AI-generated questions for dental education.
Integrating ADDIE and Gagne's Nine Event of Instructions Models in the Design of Special Care Dentistry Educational Activity- Perceptions of Undergraduate Students.
Ahmad MS, Mokhtar IW, Omar AF … +3 more , Ismail MI, Ayoub AA, Kamaruddin AA
Eur J Dent Educ · 2026 Feb · PMID 41635018 · Publisher ↗
INTRODUCTION: Special care dentistry (SCD) education involves acquiring knowledge, skills, and attitudes in managing patients with special healthcare needs (SHCN). This study reports the development of a 2-h face-to-face...
INTRODUCTION: Special care dentistry (SCD) education involves acquiring knowledge, skills, and attitudes in managing patients with special healthcare needs (SHCN). This study reports the development of a 2-h face-to-face workshop, designed based on the ADDIE and Gagne's nine events of instruction (GNEI) models, which were integrated to provide undergraduate-level SCD training. MATERIALS AND METHODS: The ADDIE model was applied to plan and create a learning activity fulfilling the learning objectives of this subject. This process involved analysing (A), designing (D), developing (D), and implementing (I) the instruction based on standardised guidelines and approved curriculum content. The GNEI model was incorporated at the design (D) stage to enhance students' learning experiences via various stimuli and exercises. The learning activity was evaluated (E) through students' written reflections on their learning experiences. Qualitative data on students' reflections was analysed via thematic analysis. RESULTS: A workshop comprising case-based discussion, demonstration, simulation exercises, and practical training involving six scenarios relating to patients with SHCN was developed. Students found that the session was beneficial in improving their understanding of SCD as it supplemented what was taught in the lectures. The cases discussed were relevant to their daily practice, and the resources developed were useful and reliable. The demonstration, practical, and simulation exercises provided hands-on learning experiences and helped instil disability awareness. Students felt prepared for examinations and clinical practice following this activity. CONCLUSION: Applying the integrated model ensures effective and structured teaching of SCD for undergraduate students.
Breaking the Glass Ceiling? Gender Dynamics in Turkish Dental Faculty Leadership.
Balkanlıoğlu E, Ozdemir ZM
Eur J Dent Educ · 2026 Jan · PMID 41618714 · Publisher ↗
INTRODUCTION: Despite the increasing representation of women in the dental profession, gender inequality remains in academic leadership roles. This study aimed to evaluate the gender distribution of academics and deans w...
INTRODUCTION: Despite the increasing representation of women in the dental profession, gender inequality remains in academic leadership roles. This study aimed to evaluate the gender distribution of academics and deans working in dental faculties in Türkiye. MATERIALS AND METHODS: A retrospective cross-sectional analysis was conducted using publicly available data from 154 dental faculties (73 state and 81 foundation) between January and March 2025. Information was collected from 3061 academics, including their gender, academic title, specialty, and university affiliation. Gender classification was confirmed using the records of the Council of Higher Education and cross-validated using the Gender API and NamSor software. Statistical analyses were conducted using SPSS Statistics (version 23). RESULTS: Among participants, 62.3% were women and 37.7% were men. Notably, women outnumbered men in nearly all academic ranks, with the highest proportion observed among lecturers (76.5%). Most professors were also women (51.5%), highlighting a remarkable shift in traditional academic gender dynamics. The gender distribution varied across disciplines: women were predominant in pedodontics (80.5%) and restorative dentistry (70%), while men were predominant in oral surgery (62.5%) and implantology (83.3%). In contrast, only 25.8% of deans were women, indicating persistent underrepresentation in high-level administrative positions. Gender detection tools showed high concordance with the actual data (Cohen's κ > 0.91). CONCLUSION: Although women represent the majority of academics in Turkish dental faculties, a significant gender gap remains in the top leadership roles. Institutional policies and targeted mentorship programs are needed to promote gender equity in academic advancement and decision-making.
Assessment of Knowledge Levels in a Blended-Learning CPD Programme in Periodontology: A Cross-Sectional Comparative Study.
Peikert SA, Wiegel SV, Blank J … +2 more , Woelber JP, Ratka-Krüger P
Eur J Dent Educ · 2026 Jan · PMID 41578679 · Publisher ↗
INTRODUCTION: Medicine is evolving rapidly, requiring continuous education for dentists, particularly in periodontology. Particularly due to the high prevalence of periodontal diseases, treatment needs remain high. While...
INTRODUCTION: Medicine is evolving rapidly, requiring continuous education for dentists, particularly in periodontology. Particularly due to the high prevalence of periodontal diseases, treatment needs remain high. While several continuing education programmes are available, outcome assessments are rarely reported. This study compared the knowledge levels of participants from different continuing education formats in periodontology. MATERIALS AND METHODS: An exploratory study was conducted with postgraduate Master Periodontology students (group 1) and Curriculum graduates (group 2). Participants completed a fictive patient case covering key periodontal topics. Eleven topics were covered, addressing all areas of treatment. A total of 53 points could be achieved, with one point given for each correct answer. Data were analysed using one-way ANOVA and Scheffé-method (p < 0.05). RESULTS: A total of 58 dentists with 32 Master graduates (20 male, 12 female) and 26 Curriculum graduates (11 male, 15 female) could be recruited. Master graduates scored significantly higher than Curriculum graduates in patient case questions regarding anamnesis (p = 0.001), link of periodontitis and general diseases (p < 0.001), oral microbiology (p < 0.001), non-surgical therapy (p = 0.034), adjunctive therapy (p = 0.001), oral mucosal disease (p = 0.002) and implant therapy (p < 0.001). CONCLUSION: The results demonstrate that the blended-learning approach effectively enhanced participants' knowledge, facilitating the transfer of theory to practice. The additional effort led to better therapeutic decisions, underscoring its impact on clinical practice.
Awareness and Knowledge of Dental Advertising Guidelines Among Recent Dental Graduates in Malaysia.
Ong V, Kamarudin Y, Sivarajan S … +3 more , Nor NAM, Cheong JM, Adnan MAMZ
Eur J Dent Educ · 2026 Jan · PMID 41566925 · Publisher ↗
INTRODUCTION: Dental institutions often include advertising ethics as part of the undergraduate curriculum to instil professional standards. However, there is limited evidence on graduates' awareness and understanding of...
INTRODUCTION: Dental institutions often include advertising ethics as part of the undergraduate curriculum to instil professional standards. However, there is limited evidence on graduates' awareness and understanding of advertising guidelines in their subsequent practice. OBJECTIVE: To assess the awareness and knowledge of dental advertising guidelines among recent dental graduates in Malaysia and to compare the outcomes between those from public and private universities. MATERIALS AND METHODS: This cross-sectional study was conducted in 2024 involving recent dental graduates from eight Malaysian universities. A newly designed and validated questionnaire was used to assess awareness and knowledge across seven domains of dental advertising ethics, including online professionalism, product recommendations, and the promotion of clinic facilities and treatments. Descriptive and inferential statistics were used to compare responses between graduates from public and private universities. RESULTS: In total, 253 participating graduates completed the online questionnaire. Awareness among public university graduates was significantly higher than that of their private counterparts (p-value < 0.05). The mean knowledge score was 61.80%. The domain with the highest knowledge score was 'online professionalism' (71.30%), whereas the lowest-scoring domain was 'recommendation of specific products' (46.77%). Public university graduates scored significantly higher in the domains of 'description of clinic facilities' and 'advertisement of specific treatment' (p-value < 0.05). CONCLUSION: Participants from public universities reported significantly higher awareness and performed better in specific domains related to dental advertising ethics. These findings highlight the importance of a standardised and comprehensive education on ethical advertising practices across all dental institutions.
Structured Approaches to Reflection: Models and Applications for Clinical Educators' Professional Development.
Orsini C, Soto-Faúndez N, Taha MH
Eur J Dent Educ · 2026 Jan · PMID 41566918 · Publisher ↗
BACKGROUND: Reflective practice is essential for dental educators' professional development, academic and clinical performance, decision-making and problem-solving skills. It bridges the gap between theory and practice,...
BACKGROUND: Reflective practice is essential for dental educators' professional development, academic and clinical performance, decision-making and problem-solving skills. It bridges the gap between theory and practice, fostering competency development and encouraging a deeper approach to learning. Reflective practice offers educators an opportunity to reflect on how their actions impact both teaching and learning. However, without proper guidance on how to reflect effectively, reflection often becomes anecdotal and lacks meaningful insights, which can lead to reluctance in engaging with the process. FOUR STRUCTURED REFLECTIVE PRACTICE MODELS FOR THE CLINICAL EDUCATOR: Recognising the significance of reflection for dental educators' professional development and the necessity of facilitating the process, this commentary explores the importance of reflective practice and highlights the value of structured models in enhancing teaching practice. We focus on four widely used models-Gibbs' reflective cycle, Kolb's experiential learning cycle, Schön's reflection in and on action, and Rolfe's framework for reflective practice-discussing their structure, applicability, and strengths and limitations for dental educators and practitioners. Practical resources and examples are provided to help educators integrate these models into their practice, aiming to enhance both teaching and clinical skills while fostering continuous professional growth. CONCLUSION: The models offer structured frameworks that educators can use to engage in a reflective process, allowing them to critically assess both positive and negative experiences, examine their actions, and deepen their understanding of educational practice. By utilising these models, educators can refine their teaching methods and contribute to the ongoing improvement of the clinical learning environment.
Hand Hygiene Accuracy of Students and Staff at a Dutch Dental School.
Persoon IF, Volgenant CMC
Eur J Dent Educ · 2026 Jan · PMID 41566879 · Publisher ↗
INTRODUCTION: Oral health care professionals continuously come into contact with bodily fluids containing many pathogens. Hand hygiene should be used to prevent cross transmission. We aimed to examine the accuracy of app...
INTRODUCTION: Oral health care professionals continuously come into contact with bodily fluids containing many pathogens. Hand hygiene should be used to prevent cross transmission. We aimed to examine the accuracy of application of alcohol-based hand rub (ABHR) according to the WHO hand hygiene steps at a dental school. MATERIALS AND METHODS: Students and staff filled out a short questionnaire to obtain demographic data and answered questions on their perceived efficacy and knowledge of their hand hygiene. Participants rubbed their hands as they usually do when working in the clinic using an ABHR supplemented with a fluorescent marker, after which the dorsal and palmar sides of both hands were photographed. Photographs were scored according to the steps of the WHO guideline. Parts of the hands were scored as completely or insufficiently covered with ABHR. RESULTS: The average hand hygiene accuracy of Dutch dental students and staff was 59%. Only 2.8% of them had excellent accuracy of hand hygiene. The most inefficiently performed steps were rubbing the thumb and rubbing the backs of the fingers to opposing palms. No differences could be observed according to student training year or being student or staff. CONCLUSION: Overall, hand hygiene accuracy at a Dutch dental school was comparable to that observed in other health care sectors. Only a few participants demonstrated excellent technique and performance was not associated with educational level. These findings highlight the need for greater emphasis on hand hygiene in dental curricula as well as complementary strategies for improving hand hygiene.
Perceptions of Malaysian Clinical Healthcare Students About People With Disabilities and Correlation With Educational Experience.
Omar AF, Ahmad MS, Sokri SNSM … +5 more , Sofri NNM, Omar E, Camalxaman SN, Wahab MSA, Baharuddin IH
Eur J Dent Educ · 2026 Jan · PMID 41559757 · Publisher ↗
BACKGROUND: The acquisition of knowledge, skills and positive attitudes in managing people with disabilities (PWD) is essential to ensuring the provision of high-quality professional services. OBJECTIVES: This study was...
BACKGROUND: The acquisition of knowledge, skills and positive attitudes in managing people with disabilities (PWD) is essential to ensuring the provision of high-quality professional services. OBJECTIVES: This study was undertaken to determine perceptions of PWD among Malaysian students enrolled in clinical healthcare programmes and its correlation with educational experiences. METHODOLOGY: A self-administered online survey, utilising a content- and face-validated questionnaire, developed from previous literature, was conducted on all final year medical, dental, pharmacy, physiotherapy, occupational therapy, nursing, medical laboratory technology, medical imaging, optometry and nutrition/dietetics students of a Malaysian institution. Quantitative data was analysed via ANOVA, Chi-Square and Fischer's exact tests (significance value p < 0.05). RESULTS: The majority of students have previously managed patients with physical, intellectual and mental/psychological disabilities, but not those with visual and hearing impairments. There was an insignificant difference in contact with and attitude towards PWD among students representing the different programmes. Students of various programmes noted significant differences in experiences in managing patients with physical, intellectual, visual and hearing disabilities, as well as comfort level in managing patients with physical, intellectual and mental/psychological disabilities. Most dental, physiotherapy, occupational therapy and nursing students felt that they received adequate training in managing PWD. Students who perceived that they received adequate training noted positive experience and comfort in managing all of the different PWD groups (p < 0.05). CONCLUSION: The findings of this study provide useful information for the various programmes in developing an effective curriculum that prepares its graduates to manage PWD in a competent manner.
Opinions, Attitudes and Beliefs Regarding Spirituality and Religiosity in the Clinical Practice of Dental Students: A Cross-Sectional Study.
de Almeida Nunes AP, Lucchetti ALG, de Oliveira RG … +3 more , de Figueiredo Firmino AJ, da Silva Ezequiel O, Lucchetti G
Eur J Dent Educ · 2026 Jan · PMID 41548111 · Publisher ↗
OBJECTIVES: To investigate the opinions, attitudes and beliefs of dental students regarding the role of spirituality and religiosity (S/R) in clinical practice. METHODS: This cross-sectional study was conducted in a Braz...
OBJECTIVES: To investigate the opinions, attitudes and beliefs of dental students regarding the role of spirituality and religiosity (S/R) in clinical practice. METHODS: This cross-sectional study was conducted in a Brazilian dental school. The Brazilian-Portuguese version of the Network for Research Spirituality and Health (NERSH) questionnaire was used. Descriptive analyses were conducted to report data and logistic regression models were constructed to identify the factors associated with students' opinions, attitudes and beliefs about S/R. RESULTS: A total of 336 undergraduate dental students (response rate = 83.1%) were included, predominantly females (66.4%) and mean age of 22.2 (SD: 3.6) years. Most students identified as moderately/very spiritual (69.6%) and religious (64.9%), considered it appropriate to address S/R when a patient/relative brings them up (69%), and agreed that beliefs could greatly influence a patient's health (61%). This influence was also noted for dental conditions such as temporomandibular joint dysfunction (68.5%), periodontal disease (63.4%) and dental caries (50.4%). However, most (78.0%) had never addressed S/R during consultations and did not receive formal training (84.8%). Seven out of ten students reported barriers that discourage them from discussing S/R, including fear of offending patients, professional neutrality and subject discomfort. Generally, older students, male students, those at more advanced stages of the programme, and those with stronger S/R beliefs tended to have more positive opinions and attitudes toward the subject. CONCLUSION: Although most dental students hold positive opinions and attitudes toward S/R in clinical practice, structured training and systematic approaches remain lacking. These findings underscore the importance of non-biological factors in dentistry.
Competences for Providing Oral Health Care to Care-Dependent Older Adults-Defining Learning Objectives for the German Undergraduate Dental Curriculum Through a Delphi Study.
Hillebrecht AL, Barbe AG, Krämer S … +8 more , Auerbacher M, Semper-Hogg W, Spies BC, Linde P, Erfurt-Berge C, Kossioni A, Farin-Glattacker E, Bitter K
Eur J Dent Educ · 2026 Jan · PMID 41545325 · Publisher ↗
BACKGROUND/AIM: One of the largest unmet dental care needs in Germany concerns dependent older people (DOP). The aim of this Delphi study was to define learning objectives (LOs) for the dental curriculum, specifying the...
BACKGROUND/AIM: One of the largest unmet dental care needs in Germany concerns dependent older people (DOP). The aim of this Delphi study was to define learning objectives (LOs) for the dental curriculum, specifying the skills, abilities, and attitudes necessary to enable and motivate future dentists to provide oral health care to DOP. METHOD: LOs from international guidelines for special care dentistry and gerodontology were mapped and aligned with the current guidelines of the German dental curriculum. Based on this alignment, comprehensive LOs were formulated and ranked through a Delphi process. The target group consisted of dental education experts from German universities (14 in first round/12 in second round), all of whom had expertise in gerodontology or special care dentistry. RESULTS: A framework consisting of six competence areas was established: (1) Care dependency in older individuals, (2) Access & barriers to oral health, (3) Legal aspects, (4) Communication, (5) Effects of medical and functional condition on oral health, (6) Clinical management of DOP. The participants agreed on a total of 43 LOs. After refinement, a graduate profile for dental students in Germany with 21 LOs with a focus on the oral health of DOP was developed. DISCUSSION: The results of this study can be used to provide standardised education about dental care of DOP in Germany. By implementing the LOs and the graduate profile to the undergraduate dental curriculum, students should be prepared for the requirements of dental care for DOP after graduation.
Early Clinical Experiences for Dental Students Using Near Peer Assisted Learning (NPAL).
Senior A, Starchuk C, Araujo AW … +2 more , Patterson S, Sharmin N
Eur J Dent Educ · 2026 Jan · PMID 41490367 · Publisher ↗
INTRODUCTION: This paper describes Doctor of Dental Surgery students' perspectives on participating in NPAL sessions at the School of Dentistry at the University of Alberta. NPAL provides early clinical experiences (ECE)...
INTRODUCTION: This paper describes Doctor of Dental Surgery students' perspectives on participating in NPAL sessions at the School of Dentistry at the University of Alberta. NPAL provides early clinical experiences (ECE) for junior students (mentees) assisted by senior students (mentors). METHOD: A convergent, parallel mixed method of concurrently collecting and analysing quantitative and qualitative data was used. Junior students completed daily forms and a written reflective assignment. Senior students completed an end-of-year survey and participated in a focus group. RESULTS: Most junior students found their NPAL sessions useful and their interactions with senior peers very positive. Benefits included an enhanced sense of the importance of patient care and the opportunity to apply concepts in practice. Senior students appreciated the collegiality and support provided by the mentees. The majority of senior students reported that their NPAL experiences as mentees themselves during the early years of the program helped with their transition to fully immersive comprehensive patient care in the third year. Recommendations for improvement included ensuring all mentees are exposed to a wide range of patient cases and have more opportunities to perform procedures. CONCLUSION: ECE using NPAL enabled junior students to become comfortable in the clinical environment and perform simple procedures on patients as their skill set developed. Senior students also benefited from the experiences as they provided opportunities to develop mentorship and leadership skills. This strategy may be useful for other institutions interested in implementing early clinical experiences to ease the pre-clinical-clinical transition for students.
Training Program for the Use of Magnification Loupes in Dentistry.
Pazos JM, Silva JKA, Garcia PPNS
Eur J Dent Educ · 2025 Dec · PMID 41472520 · Publisher ↗
INTRODUCTION: Although magnification loupes offer well-documented advantages, their initial adaptation can be challenging, often deterring widespread adoption. Without sufficient training during this critical period, stu...
INTRODUCTION: Although magnification loupes offer well-documented advantages, their initial adaptation can be challenging, often deterring widespread adoption. Without sufficient training during this critical period, students may feel inadequately prepared, limiting their ability to benefit from loupes and contributing to reluctance in their use. To address this issue, this study designed and evaluated a training program focused on the use of Galilean loupes, aiming to enhance the ergonomic posture of dental students. METHODS: Thirty-one second-year dental students were divided into an experimental group and a control group. Response variables were compliance with ergonomic posture requirements, neck angular deviation, muscle contraction of the back and neck and self-reported perception of pain/discomfort. The independent variables were training program and timing of evaluation (T0, before the program; T1, 1 week after the program). Data analysis used mixed repeated-measures ANOVA and nonparametric mixed repeated-measures ANOVA (α = 5%). RESULTS: For posture compliance, the experimental group showed improved scores at T1 (p = 0.044), while the control group showed no change. Angular deviation was smaller at T1. No significant interaction was found for muscle contractions. Pain/discomfort perception significantly decreased over time (p = 0.006). DISCUSSION: The training program significantly improved students' compliance to ergonomic posture requirements, though it had no measurable effect on the other variables assessed. These findings are noteworthy, as they indicate that targeted training in the use of magnification loupes can effectively improve students' compliance to ergonomic posture standards. Notably, changes in neck angular deviation and reported pain or discomfort were associated with the timing of assessment rather than the training itself. This suggests that the use of magnification loupes may contribute to reducing angular deviation in the neck as students gain confidence and become more accustomed to magnification. Overall, the training program demonstrated a clear benefit in supporting ergonomic compliance among dental students.
Comparative Study of 3D-Printed and Banana Model for Suture and Biopsy Training in Dental Education: A Randomised Controlled Trial.
Bertout F, Louisy A, Chaux AG … +3 more , Hascoët E, Lesclous P, Cloitre A
Eur J Dent Educ · 2025 Dec · PMID 41472505 · Publisher ↗
OBJECTIVE: To determine which model - the banana or the 3D-printed anatomical model - is most effective for teaching sutures and biopsies to third-year dental students, considering both non-technical and technical aspect...
OBJECTIVE: To determine which model - the banana or the 3D-printed anatomical model - is most effective for teaching sutures and biopsies to third-year dental students, considering both non-technical and technical aspects. MATERIALS AND METHODS: A total of 74 students participated in this two-arm parallel randomised controlled trial (RCT). Non-technical effectiveness was evaluated by assessing students' reactions to the pedagogical models after the practical work (PW), as well as by measuring their perceived competence, confidence and anxiety both before and after the training. Technical effectiveness was objectively assessed by scoring sutures and biopsies using a criteria grid. RESULTS: Students in the 3D-printed anatomical group were more satisfied than those in the banana group across all assessed criteria, including ease of handling, realism and suitability for clinical preparation (p < 0.0001). After the PW, both groups showed improved competence (p < 0.001) and confidence (p < 0.001), as well as reduced anxiety (p < 0.001), with no significant intergroup differences. Objective suture assessment scores were higher in the 3D-printed anatomical group than in the banana group (17.68/20 vs. 12.97/20, p < 0.0001), while for biopsies, no significant difference was demonstrated (8.60/10 vs. 8.17/10; ns). CONCLUSION: The 3D-printed anatomical model was superior to the banana model in both non-technical aspects (e.g., satisfaction) and in technical aspects for suture practicing. This superiority could be attributed in particular to the improved mechanical properties and realism. For biopsies, both models were technically equally effective, suggesting that tissue fidelity may be less critical for this procedure.
An Evaluation of a Trauma-Informed Care Training Programme Within a Dental Hospital.
O'Donald F, Smith M, Sevier-Guy LJ … +1 more , Heffernan A
Eur J Dent Educ · 2025 Dec · PMID 41467311 · Publisher ↗
PURPOSE: As evidence continues to accumulate for the association between psychological trauma and poor oral health outcomes, the need for Trauma-Informed Care (TIC) approaches in dental settings has become increasingly a...
PURPOSE: As evidence continues to accumulate for the association between psychological trauma and poor oral health outcomes, the need for Trauma-Informed Care (TIC) approaches in dental settings has become increasingly apparent. Training initiatives represent one promising approach to promoting TIC practices within dental settings. This study evaluated a training programme designed to improve TIC practices among Dental Hospital staff. METHODS: The training program comprised an interactive session covering understanding psychological trauma, how to respond to this in dentistry, and self-care for dental staff, administered over 3 hours. Dental, nursing, and administrative staff completed measures to evaluate their confidence and attitudes toward TIC practice before training, immediately after training, and approximately 1 year after the final training session. RESULTS: Analysis revealed that participants consistently rated the session as highly relevant and useful. Furthermore, participants' self-reported confidence toward TIC showed significant improvement following attendance at the training (p < 0.001), with average confidence levels increasing by approximately 30% after the training. Additionally, there was a significant difference in staff attitudes toward TIC between those who had completed the training and those who had not, approximately 1-year post-training. CONCLUSIONS: These findings suggest that training programs such as ours can positively impact staff confidence and attitudes related to psychological trauma, potentially enhancing the dental experience for people with a history of psychological trauma.
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