European Journal Of Dental Education[JOURNAL]
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200 papers
Strategic Planning in Dental Education: A Case Study Adopting the Issue-Based Planning Model and SWOT Analysis Framework.
Lin GSS, Muhamad Halil MH, Che Musa MF … +4 more , Ismail AF, Ismail A, Lestari W, Azman SA
Eur J Dent Educ · 2025 Dec · PMID 41460932 · Publisher ↗
INTRODUCTION: This study describes a faculty development initiative through implementing the Issue-Based Strategic Planning Model and SWOT Analysis Framework to establish a sustainable strategic direction and strengthen...
INTRODUCTION: This study describes a faculty development initiative through implementing the Issue-Based Strategic Planning Model and SWOT Analysis Framework to establish a sustainable strategic direction and strengthen faculty governance. METHODS: A qualitative case study design was adopted, involving document reviews, stakeholder consultations, and anonymous surveys. The strategic planning process engaged faculty leadership and academic staff using a bidirectional approach, top-down and bottom-up. It involved six key steps: initial preparation, Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis, identification of strategic issues, reassessment of mission and vision, development of action plans, and execution with monitoring. Data sources included document reviews, management meetings, anonymous surveys, and thematic analysis of responses. RESULTS: The strategic planning process fostered unified understanding and engagement across departments. Twelve innovative ideas were consolidated into four strategic pillars guiding institutional transformation. The SWOT analysis identified key strengths (e.g., qualified faculty, accredited curriculum), weaknesses (e.g., lack of curriculum mapping, limited research funding), opportunities (e.g., international collaboration, faculty training), and threats (e.g., financial constraints, outdated research infrastructure). Four strategic goals were formulated: enhancing teaching and learning, promoting research, strengthening administration, and expanding clinical and community services. Implementation led to increased research output, coordinated international programs, and improved alignment of departmental Key Performance Indicators with institutional objectives. CONCLUSION: Adopting structured strategic planning models enabled the faculty to align institutional goals with broader educational priorities while reinforcing academic values. This case demonstrates that strategic planning is essential for fostering institutional resilience and continuous improvement in dental education, ensuring long-term relevance, sustainability, and impact.
A Content Analysis of Special Needs Curriculum in Australian Oral Health Programs.
Koh D, Leadbeatter D, Aley M … +2 more , Sohn W, Pradhan A
Eur J Dent Educ · 2025 Dec · PMID 41422425 · Publisher ↗
AIMS: This study aimed to investigate the extent to which special needs dentistry (SND) content is incorporated into Australian undergraduate oral health programs and to assess the depth and sufficiency of training provi...
AIMS: This study aimed to investigate the extent to which special needs dentistry (SND) content is incorporated into Australian undergraduate oral health programs and to assess the depth and sufficiency of training provided. METHODS: A comprehensive content analysis was conducted by reviewing publicly available information from the official websites of Australian oral health courses, including course handbooks and subject learning outcomes. The curriculum content was compared with the established learning domains and outcomes outlined by the International Association for Disability and Oral Health (iADH), which were accessed from publicly available documents on the organisation's website. RESULTS: The analysis revealed significant variation in the depth and scope of SND content across different institutions, indicating a lack of consistency in training standards. Some programs demonstrated coverage of theoretical and clinical components, while others offered minimal exposure to SND-related content. CONCLUSION: The findings highlight the need for enhanced education and training through curriculum development to improve the preparedness of the oral health workforce. Strengthening SND training can better equip graduates to meet the complex dental needs of people with disability and help reduce disparities in oral health care for this vulnerable population.
Knowledge and Perceptions of Preformed Metal Crowns and Pulpotomies in Primary Molars Amongst Dental Students in Amsterdam, the Netherlands-A Questionnaire-Based Cross-Sectional Study.
Ziouti A, Bonifacio CC, Manton DJ … +1 more , Hesse D
Eur J Dent Educ · 2025 Dec · PMID 41422420 · Publisher ↗
INTRODUCTION: Preformed metal crowns (PMCs) and pulpotomies are established treatments for carious lesions in primary molars. Despite their effectiveness, variability in knowledge and clinical experience amongst dental s...
INTRODUCTION: Preformed metal crowns (PMCs) and pulpotomies are established treatments for carious lesions in primary molars. Despite their effectiveness, variability in knowledge and clinical experience amongst dental students has been reported. This study aimed to evaluate the knowledge and perceptions of Dutch dental students at the Academic Centre for Dentistry in the dental school of Amsterdam (ACTA). Regarding PMCs and pulpotomies in primary molars. MATERIALS AND METHODS: A cross-sectional questionnaire study was conducted amongst second-to-final year dental students at Academic Centre for Dentistry in the dental school of Amsterdam (ACTA). The 23-item questionnaire addressed knowledge, perceived curriculum coverage, and clinical/preclinical experience. Descriptive statistics and Spearman correlation tests were used (α = 0.05). RESULTS: Out of 120 invited students, 98 (81.6%) responded. While 75.5% of students considered the curriculum adequate for teaching PMCs, 84.7% felt that pulpotomies were insufficiently addressed. All students were familiar with the Hall Technique, and 50% had placed a PMC preclinically. Fewer students had clinical experience: 19.4% had placed a PMC and 9.2% had performed a pulpotomy. A positive correlation was found between preclinical and clinical PMC placement (Spearman's rho = 0.33, p = 0.0007). DISCUSSION: Whilst students received appropriate training regarding the use of PMCs, both in theory and practice, exposure to pulpotomy procedures remains limited. CONCLUSIONS: Most dental students in Amsterdam demonstrated appropriate knowledge, preclinical experience and understanding of indications for PMCs compared to performing a pulpotomy. Therefore, greater emphasis should be placed on both the theoretical and practical aspects of pulpotomy.
Loss of Tooth Structure After Successive Removal of Temporary Restorative Materials by Dental Students Between Endodontic Treatment Sessions: An In Vitro Study.
Cunha M, Dos Santos AG, Zimmer R … +3 more , Arruda FZ, Arossi GA, Portella FF
Eur J Dent Educ · 2025 Dec · PMID 41420129 · Publisher ↗
OBJECTIVE: The aim of this study was to evaluate the loss of tooth structure after the removal of temporary restorative materials between endodontic treatment sessions performed by undergraduate students. METHODS: Twenty...
OBJECTIVE: The aim of this study was to evaluate the loss of tooth structure after the removal of temporary restorative materials between endodontic treatment sessions performed by undergraduate students. METHODS: Twenty human molar teeth underwent endodontic coronal access and were randomly divided into two groups. One group received a temporary restoration with zinc oxide and calcium sulfate-based temporary cement (ZNO) alone, while the other group was restored with a combination of zinc oxide and calcium sulfate-based cement at the base of the restoration, and conventional glass ionomer cement as the outer layer (GIC). Every week, four trained undergraduate dental students performed the coronal reopening of the teeth. The teeth were individually weighed after the coronal access and after each removal of the temporary restoration. This process was carried out for 4 weeks. After the fourth week, two specialists in restorative dentistry fully removed any remaining temporary materials and finished the cavity. RESULTS: The average tooth mass variation was calculated at each removal stage. Linear regression analysis was performed to assess the variation in tooth mass as a function of the interventions. The final percentage mass variation was -1.946 (±1.096) for the teeth restored with ZNO, and -1.841 (±0.918) for those restored with ZNO + GIC. Every temporary filling removal presented a negative variation in tooth mass of 0.37% for ZNO, and of 0.63% for teeth restored with ZNO + GIC, respectively. CONCLUSIONS: Successive removals of temporary restorative materials led to loss of dental structure. When comparing temporary restorations made with ZNO + GIC and ZNO, no differences in the lost mass were observed.
Enhancing Perceived Relevance and Motivation in Microbiology: A Hands-On Workshop on Oral Nitrate-Reducing Bacteria.
Pérez-Leal M, Estornut C, Rosier BT … +8 more , Roger I, Pellín-Carcelén A, Serna-García M, Carceller MC, Ribera P, Sánchez-Herrera G, Almudever P, Flacco N
Eur J Dent Educ · 2025 Dec · PMID 41351241 · Publisher ↗
BACKGROUND: Basic science subjects such as microbiology are essential to dental education but are often perceived by students as abstract or disconnected from clinical practice, which may reduce motivation and engagement...
BACKGROUND: Basic science subjects such as microbiology are essential to dental education but are often perceived by students as abstract or disconnected from clinical practice, which may reduce motivation and engagement. Educational strategies based on Self-Determination Theory (SDT) and active learning can help bridge this gap by promoting autonomy, competence and relatedness. METHODOLOGY: We developed and implemented an experiential microbiology workshop focused on nitrate-reducing oral bacteria, selected for their direct relevance to oral and systemic health and their involvement in the well-characterised nitrate-nitrite-NO pathway. First-year dental students participated in a two-session intervention that included salivary nitrite measurements before and after beetroot juice intake, and culturing of oral bacteria using a colorimetric nitrate-reduction assay. A post-workshop survey assessed students' perceptions and motivation. RESULTS: Survey results indicated a significant increase in the students' perceived relevance (mean score from 3.66 to 4.15; p < 0.0001). Most students rated the activity as highly useful (73.4%) and interesting (77.5%), and 55.1% reported increased motivation to study microbiology. Qualitative feedback emphasized the value of applying theoretical knowledge in a clinically meaningful and personally relevant context. CONCLUSIONS: The hands-on workshop enhanced dental students' motivation and perception of microbiology's relevance by integrating active learning with clinically contextualized content. The direct connection between oral microbiota, biochemical processes and health outcomes supports the use of similar experiential strategies in early dental curricula to foster engagement and deepen conceptual understanding.
Choosing Wisely: Key Feature Examinations as a Powerful Approach to Foster Clinical Reasoning in Dental Education.
Ackermann MA, Becker T, Biji NG … +2 more , Meyer T, Sennhenn-Kirchner S
Eur J Dent Educ · 2025 Nov · PMID 41315017 · Publisher ↗
INTRODUCTION: Clinical reasoning is considered a core skill for physicians, and its training should already be addressed in undergraduate medical education. At the University Medical Center Göttingen, students have been...
INTRODUCTION: Clinical reasoning is considered a core skill for physicians, and its training should already be addressed in undergraduate medical education. At the University Medical Center Göttingen, students have been able to engage in formative key feature examinations since 2013. Recent studies have shown that these assessments can improve students' clinical reasoning skills. Such a teaching format was not previously existing in the study of dentistry. This study aims to evaluate the feasibility and efficacy of formative key feature examinations in dental education. MATERIALS AND METHODS: In this prospective, randomised, controlled, crossover study, fourth-year dental students participated in six weekly computer-based seminars in which complex dental patient cases were presented, and the underlying theoretical knowledge was taught. In alternate weeks, groups of students were invited to either read specially prepared text formats (control condition) or solve key feature cases (intervention) that covered the same theoretical content. Each case contained on average six key feature questions (items) referring to the diagnostic procedure and treatment of the patient presented. RESULTS: Feedback from the evaluation questionnaire indicated that dental key feature cases were generally well received. In addition, key feature cases can be successfully integrated into dental education in the form of e-seminars. Learning growth self-assessment of participants showed a significant improvement in the overall learning objectives. Iterative work with key feature cases was clearly associated with significantly greater improvements in exit and retention test scores compared to text-based learning. CONCLUSION: Repeated formative key feature examinations can be effectively implemented in dental education and dental students' clinical reasoning skills can benefit from working on these cases. In addition, strengthening clinical reasoning skills in undergraduate dental education can help to avoid unnecessary dental interventions in future practice, as outlined in the Choosing Wisely recommendations.
Mental Health Matters: A Multi-Institution Study on the Mental Health of Undergraduate Dental Students.
Al-Maweri SA, Ali K, Zahra D … +6 more , Khurshid Z, Alkhuraiji AA, Aly NM, Shamala A, Almashraqi AA, Daud A
Eur J Dent Educ · 2025 Nov · PMID 41294097 · Publisher ↗
PURPOSE: This study aims to explore the prevalence of mental health issues among dental students in the Arabic-speaking countries and identify the contributing factors. METHODS: A cross-sectional survey was conducted amo...
PURPOSE: This study aims to explore the prevalence of mental health issues among dental students in the Arabic-speaking countries and identify the contributing factors. METHODS: A cross-sectional survey was conducted among dental students at multiple dental institutions from four Arabic-speaking countries namely, Saudi Arabia, United Arab Emirates, Yemen, and Egypt. The survey questionnaire consisted of five sections: Consent to participate; Demographics of the participants; The Depression Anxiety Stress Scale (DASS-21); the Patient Health Questionnaire (PHQ-9); and open-ended items. RESULTS: Of the 508 responses received, 429 provided complete PHQ-9 and DASS-21 scales, forming the basis of the analyses. Results indicated a high prevalence of depression, anxiety, and stress among dental students, with 34.27% self-reporting moderate depression and 9.86% severe depression. Additionally, significant gender differences were observed, with female students reporting higher levels of mental health symptoms for both DASS-21 and PHQ-9. The study also highlights the lack of significant association between year of study and severity of mental health symptoms, suggesting that mental health challenges are pervasive across all academic years. CONCLUSION: These findings underscore the need for targeted interventions to support the mental well-being of dental students, with particular attention to academic stress, gender differences, and cultural considerations. By addressing these challenges, dental education programs can foster a healthier, more supportive learning environment for students.
Beyond the Drill: Can Digital Gadgets Redefine the Future of Dental Education?
Felszeghy S, Kada A, Jackson A … +36 more , Didilescu A, Quinn B, Meisha D, Pasqualini D, Valenzuela DAP, Adanir N, Cuellar EC, Spagnuolo G, Rederiene G, Gul G, Duncan H, Ahmed HMA, Pesce JAT, Ahmed K, Andriukaitiene L, Zadrozny Ł, Ponto-Wolska M, Cox MJ, Pino MFS, Hopp MPR, Nagasawa M, Pang M, Liukkonen M, Mutluay M, Manchorova N, Flacco N, Arrouf NE, Barakat NW, Huhtela O, Lingström P, Byrne S, Zafar S, Bencharit S, Bergman S, Örtengren U, Chau RCW
Eur J Dent Educ · 2025 Nov · PMID 41267424 · Publisher ↗
BACKGROUND: The integration of artificial intelligence (AI), virtual reality (VR) and haptic technologies is revolutionising dental education, offering transformative opportunities to enhance skill acquisition, ergonomic...
BACKGROUND: The integration of artificial intelligence (AI), virtual reality (VR) and haptic technologies is revolutionising dental education, offering transformative opportunities to enhance skill acquisition, ergonomic awareness and student well-being. These tools offer immersive, repeatable and personalised learning experiences, addressing challenges such as underdeveloped manual dexterity in digitally literate students and post-COVID disruptions in hands-on training. AIM: This letter aims to highlight the transformative potential of AI-driven adaptive feedback paired with VR and haptic simulators in creating risk-free environments for mastering complex procedures, while advocating for strategies to reduce clinical errors and promote sustainability by minimising reliance on physical resources. DISCUSSION: Despite their potential, barriers such as high costs, resistance to change, logistical complexities and insufficient longitudinal evidence hinder widespread adoption. These challenges perpetuate educational disparities, particularly in low-resource regions, and necessitate targeted strategies such as cost-effective models, faculty retraining and international collaboration. The rise of digitally native educators and global initiatives, such as the Digital, VR-Haptic Thinkers network, signals a shift toward future-ready curricula that prioritise equity, sustainability and innovation. As mandated by the EU's 2024 directive, digital dentistry knowledge is now a fundamental component of basic dental training. CONCLUSION: To fully harness these technologies, stakeholders must address evidence gaps, validate cognitive benefits and align curricula with modern learner expectations. This letter calls for urgent collaboration among educators, institutions and industry to overcome barriers, ensuring dental education evolves to meet 21st-century demands for equitable, high-quality oral healthcare delivery.
Global Citizenship in Clinical Training: A Qualitative Study Evaluating a Co-Creation Approach to Community Oral Health Interventions.
Hussaini M, Rodriguez A, Seeballuck C
Eur J Dent Educ · 2025 Nov · PMID 41237303 · Publisher ↗
INTRODUCTION: Oral health plays a crucial role in overall well-being, impacting general health, psychological health and quality of life. Vulnerable groups often face higher rates of oral health problems, exacerbating in...
INTRODUCTION: Oral health plays a crucial role in overall well-being, impacting general health, psychological health and quality of life. Vulnerable groups often face higher rates of oral health problems, exacerbating inequalities. This study evaluates the effectiveness of student-delivered oral health interventions with these groups using a co-creation approach. MATERIALS AND METHODS: A qualitative study was conducted with 19 participants comprising dental students from the Dundee Dental Connect (DDC) project, their supervisors and third sector practitioners/managers working with vulnerable populations in Scotland. Online focus groups were conducted followed by thematic analysis with the assistance of NVivo software. RESULTS: Seven major themes emerged from the analysis: enhanced student competence and confidence, support structures and training, evolving attitudes towards marginalised groups, community interaction, student engagement, challenges in community engagement and project sustainability. Students reported improved communication skills, confidence and clinical application, with co-creation fostering empathy and emphasizing preventive dentistry. DISCUSSION: The findings highlight the benefits of co-creation in student-delivered oral health interventions and dental education, enhancing student self-efficacy and professional competencies when engaging with underserved populations. Challenges including language barriers were addressed through adaptability and mentorship. The study also underscores the importance of sustainable resource management and broader outreach to tackle health inequalities. CONCLUSION: The DDC project demonstrates the positive impact of co-creation in dental education, fostering competencies and empathy among students, and preparing them to address oral health disparities in different settings. This approach strengthens community partnerships and equips future professionals with the skills to promote sustainable, equity-driven oral healthcare.
Scoping Literature Review of Digital Empathy Games in Healthcare Education and Training.
Dall R, Bond P, Cherukara G … +2 more , Abbott D, Jayasinghe J
Eur J Dent Educ · 2025 Nov · PMID 41224717 · Publisher ↗
INTRODUCTION: The study of serious games and their ability to develop empathy in users is a developing area of research. Empathy is recognised as being important to the practice of patient-centered healthcare and is asso...
INTRODUCTION: The study of serious games and their ability to develop empathy in users is a developing area of research. Empathy is recognised as being important to the practice of patient-centered healthcare and is associated with improved treatment outcomes. Understanding the breadth of information available on the relationship between serious game use and empathy within healthcare education and training may help reveal the suitability of the medium for further refinement in dental education. METHODS: A scoping review of the literature was undertaken to find relevant publications. The following databases were searched using keywords related to empathy, games and healthcare: APA PsycInfo, Embase, IEEExplore, Google Scholar, OVID Medline, and Web of Science. RESULTS: 2587 search results were returned and 21 publications were identified for inclusion in the review. DISCUSSION: Patient experience simulations are a popular method for digital games to show healthcare personnel the lives of their patients, and games can be used to simulate empathic communication in clinical settings. Commercial digital games can be utilised to develop empathy in healthcare trainees, and exposure to violent digital games or playing in an unethical style does not negatively impact the empathy of healthcare trainees. No studies were found related to dental education. CONCLUSION: Digital games have a potential role in increasing the empathy of users in healthcare training and education, but more research is indicated.
Prevalence of Musculoskeletal Disorders in Dental Students and Dentists, and Its Relationship With Extra-Occupational Factors.
Lloro Boada V, Manzanares MC, López-López J … +2 more , Pérez Ventura A, Giovannoni ML
Eur J Dent Educ · 2025 Nov · PMID 41224715 · Publisher ↗
INTRODUCTION: Dentistry is a demanding profession, in which the oral health team is subjected to conditions, both intra-occupational to the profession (extreme and repetitive postures and movements during the working day...
INTRODUCTION: Dentistry is a demanding profession, in which the oral health team is subjected to conditions, both intra-occupational to the profession (extreme and repetitive postures and movements during the working day) and extra-occupational, related to the demands of the profession (lack of time for basic needs such as diet, physical exercise, free time, sleep, social relations given the need for continuing education) that put health at risk. As a consequence, dentists and students have a very high prevalence of musculoskeletal disorders (MSDs). OBJECTIVE: To determine the relationship between the MSDs of dental students and dentists and extra-occupational factors. MATERIALS AND METHOD: In order to be able to analyze the different study factors, a survey was conducted using validated and accepted questionnaires: Pittsburgh Sleep Quality Index, Maslash Burnout Inventory, Exercise, Nordic Questionnaire, Mediterranean Diet, Musculoskeletal Pathology Nordic Musculoskeletal Symptom Questionnaire, Pemberton Happiness Index and Diaz et al. questionnaire. RESULTS: A total of 178 participants were enrolled in the study. The sample consisted of 56 second-year students and 39 fifth-year students, and 74 dentists. The prevalence of musculoskeletal disorders (MSDs) among second-year students is 83.93%, while it is 87.18% and 91.46% among fifth-year students and dentists, respectively. The neck is the most common area of concern in all three groups, followed by the lower back and shoulder. Adherence to the Mediterranean diet was low in all three cohorts, and there was no evidence of burnout, a moderate level of physical activity, but decreasing with age, happiness on average, with mild sleep disturbance (moderate in second-year medical students). CONCLUSIONS: MSDs in dentistry are a multifactorial consequence. Our study has determined that physical activity is the most relevant extra-occupational factor in modulating the pathology. However, further research is required to gain a full understanding of the relationship between MSDs and different extra-occupational factors.
Relationship Between Inspirational Teaching and Self-Directed Learning in Health Professions Students-A Mixed-Method Study.
Pau A, Chong JA, Shyam S … +5 more , Ong JJ, Manocaran S, Sagineedu SR, Leong CO, Patil PG
Eur J Dent Educ · 2025 Nov · PMID 41212901 · Publisher ↗
PURPOSE: Students skilled in self-directed learning (SDL) are likely to develop into lifelong learners. Inspirational teaching (IPT) is hypothesised to motivate independent SDL. This study investigated the relationship b...
PURPOSE: Students skilled in self-directed learning (SDL) are likely to develop into lifelong learners. Inspirational teaching (IPT) is hypothesised to motivate independent SDL. This study investigated the relationship between IPT and SDL quantitatively among final year health professions students and explored their experience of IPT and perceptions of SDL qualitatively. METHODS: Final year students studying medicine, dentistry, pharmacy and dietetics and nutrition programmes completed questionnaires on socio-demographics, IPT and SDL. Sex and programme-related IPT and SDL scores were compared. Correlation between IPT and SDL was analysed. Qualitative data on IPT experience and SDL perceptions were collected through a focus group discussion. RESULTS: Of 240 respondents, the mean IPT and SDL scores did not differ by sex or programme. Overall IPT and SDL scores showed a moderate positive correlation (r = 0.46; p = 0.001). Qualitative data suggested that SDL was related to perceptions of learning needs, learning activities/environment, teachers' role in reflection and feedback, and teachers as role models. CONCLUSION: IPT is associated with SDL. Teachers inspire SDL through reflection, feedback and role modelling. SDL is influenced by students perceiving a learning need. Learning activities involving patient contacts, problem-solving, or case histories were more likely to promote SDL.
Evaluating the Efficacy of an Innovative Dental Intern Program in a Public Dental Service.
Shankumar R, Goode D, Mariño R
Eur J Dent Educ · 2025 Nov · PMID 41208117 · Publisher ↗
OBJECTIVE: This study aims to evaluate the effectiveness of a Dental Intern Program (DIP) at Monash Health, focusing on the experiences of mentors, dental interns (DI) and patients. It seeks to identify strengths and wea...
OBJECTIVE: This study aims to evaluate the effectiveness of a Dental Intern Program (DIP) at Monash Health, focusing on the experiences of mentors, dental interns (DI) and patients. It seeks to identify strengths and weaknesses within the programme and its impact on clinical skills, judgement and patient satisfaction. METHODS: Qualitative feedback was collected from mentors and DI through interviews and discussions, while quantitative data were gathered from patient surveys before and after the implementation of the DIP. The analysis focused on themes related to confidence levels, skill development, mentor support and patient satisfaction. RESULTS: Mentors emphasised the need for tailored tutorials and more practical opportunities for skill development. They noted gaps in DIs' skills in specific areas due to limitations in clinical exposure. DIs reported a positive experience, highlighting the importance of individualised learning goals and the supportive mentor-intern relationship, which fostered confidence and clinical judgement. Patient feedback indicated high satisfaction levels, with significant improvements in care quality and staff confidence post-programme implementation. Quantitative data revealed a statistically significant increase in DIs' confidence (p < 0.05) and a notable rise in patient compliments and decrease in complaints after the implementation of the DIP (p < 0.001). CONCLUSION: This study emphasises the critical role of tailored mentoring and a structured DIP in enhancing clinical proficiency and patient care for a DI in their first year of career development. The findings contribute valuable insights into the dynamics of dental graduates' training and their implications for the recruitment of local graduates and their retention in the public sector.
The Impact of Restructuring Dentistry Studies on Student Stress and Satisfaction Regarding the Curriculum and Educational Methods.
Bergoin C, Sabourin C, Bossouf A … +2 more , Francois C, Inquimbert C
Eur J Dent Educ · 2025 Nov · PMID 41188695 · Publisher ↗
OBJECTIVES: This study aimed to evaluate the potential impact of the hospital-university restructuring implemented since 2016 on students' stress levels and their satisfaction with teaching, while considering other facto...
OBJECTIVES: This study aimed to evaluate the potential impact of the hospital-university restructuring implemented since 2016 on students' stress levels and their satisfaction with teaching, while considering other factors that might influence the results. A secondary goal was to identify persistent causes of dissatisfaction to guide future improvements. MATERIALS AND METHODS: A cross-sectional survey was conducted among 182 clinical students (Years 4-6) at the Faculty of Dentistry between January and February 2023. Students completed an anonymous questionnaire covering socio-demographic data, perceived stress (Dental Environmental Stress scale), and satisfaction with clinical and theoretical teaching (selected items from the Student Course Experience Questionnaire). Descriptive statistics were used for data analysis. The Mann-Whitney U test was applied to compare current results with those from 2016. RESULTS: Stress levels significantly increased compared to 2016 (p < 0.001). Major stressors included increased clinical quotas, reduced chair time, and difficult interactions with teaching staff. These were reported consistently across all academic years. Students who repeated a year or felt overwhelmed experienced significantly higher stress (p ≤ 0.04). Satisfaction with clinical teaching dropped significantly across all levels (p < 0.001), especially regarding supervision, clinical case access, and feedback. Theoretical teaching satisfaction also declined. Overall student satisfaction was significantly correlated with stress levels and satisfaction with both theoretical and clinical teaching, with key factors including repeating a year, feeling overwhelmed, and fears about the future (all p ≤ 0.04). CONCLUSION: The findings highlight a clear deterioration in student well-being and satisfaction since 2016, emphasising the need for structural reform and enhanced teacher training in student support and stress management.
Changes in Ageism Among Dental Hygiene Students Following a Didactic Geriatric Dentistry Course: A Pre-Post Study.
Izumi M, Liu HY, Akifusa S
Eur J Dent Educ · 2026 Feb · PMID 41188586 · Publisher ↗
BACKGROUND: With Japan's rapidly ageing society, dental hygienists must be prepared to address older adults' complex needs. Despite the recognised importance of geriatric dentistry, the impact of didactic instruction on...
BACKGROUND: With Japan's rapidly ageing society, dental hygienists must be prepared to address older adults' complex needs. Despite the recognised importance of geriatric dentistry, the impact of didactic instruction on ageism remains unclear. OBJECTIVE: This study investigated whether a Geriatric Dentistry course affects peculiar and general ageism among second-year dental hygiene students. METHODS: A single-arm pre-post design was conducted in four dental hygiene schools in Fukuoka, Japan. Participants completed two validated questionnaires before and after the course: the 16-item Ageism Scale for Dental Students (ASDS-J) and the Fraboni Scale of Ageism (FSA-J). Statistical analyses included the Wilcoxon signed-rank sum test and Spearman's rank correlations. RESULTS: Of 152 eligible students, 119 (78.3%) completed both surveys. Overall, neither ASDS-J [55 (21-66) to 56 (21-75), p = 0.061] nor FSA-J [32 (6-55) to 33 (6-54), p = 0.161] changed significantly. Based on the median score on the ASDS-J at baseline (median = 55), the participants were divided into a low-ageism group and a high-ageism group. Students in the high-ageism group showed a significant reduction in ASDS-J [58 (55-66) to 56 (21-75), p = 0.046], while those in the high-ageism group exhibited an increase in both ASDS-J [51 (21-54) to 56 (41-64), p < 0.001] and FSA-J [29 (6-55) to 33 (16-51), p = 0.006]. CONCLUSION: Didactic geriatric dental education alone may have a limited overall impact on ageism but can differentially affect students based on their initial attitudes.
Arabian Nights or English Days? Accuracy of Large Language Models in Answering Bilingual Dental Multiple-Choice Questions.
Alanazi H, Altalhi L, Alanazi N … +3 more , Al Ghamdi R, Aboalela AA, Shujaat S
Eur J Dent Educ · 2026 May · PMID 41185096 · Publisher ↗
BACKGROUND: While large language models (LLMs) perform well in medical education, their ability to accurately interpret and answer English and Arabic dental multiple-choice questions (MCQs) remains underexplored. AIMS: T...
BACKGROUND: While large language models (LLMs) perform well in medical education, their ability to accurately interpret and answer English and Arabic dental multiple-choice questions (MCQs) remains underexplored. AIMS: This study evaluated the performance of advanced LLMs in answering dental MCQs in both languages, identifying language-specific challenges and assessing their applicability in multilingual dental education. MATERIALS AND METHODS: A total of 300 MCQs from ten dental specialties were sourced from question banks. The MCQs were translated into Arabic and reviewed for linguistic and technical accuracy. Four LLMs, ChatGPT-4o, ChatGPT-4, Gemini, and Claude, were tested separately on Arabic and English datasets. Accuracy was the primary metric, along with specialty-specific performance, question type differentiation, and cross-language consistency. RESULTS: Claude achieved the highest accuracy in English (89%), while Gemini performed best in Arabic (80%). Most models showed better performance in English, with notable translation inconsistencies, particularly for ChatGPT models. Specialty-wise, Claude and Gemini excelled in endodontics and operative dentistry. No significant differences were observed between knowledge-based and clinical questions, but Arabic interpretation posed challenges. Statistical analysis confirmed significant differences between models and across languages. DISCUSSION: Gemini demonstrated robust performance in Arabic, while Claude excelled in English. ChatGPT models exhibited limitations, particularly in Arabic datasets. Performance varied across specialties, highlighting the need for improved multilingual adaptability and specialty-specific training. CONCLUSION: Expanding specialised and culturally relevant datasets is essential for optimising LLMs' educational utility. This study provides key insights into LLM performance in bilingual dental education, supporting future advancements in AI-driven learning tools.
Simulation-Based Training in Dental Radiography: The Impact of Qbion Software on Learning Outcomes for Dentistry Students.
Krzyżanowska M, Łabno D, Smala K … +3 more , Miazek W, Piskórz M, Różyło-Kalinowska I
Eur J Dent Educ · 2025 Nov · PMID 41178017 · Publisher ↗
INTRODUCTION: Enhancing the quality of radiographic imaging is crucial for minimising patient exposure to ionising radiation resulting from repeated X-rays. Addressing technical errors during patient positioning is vital...
INTRODUCTION: Enhancing the quality of radiographic imaging is crucial for minimising patient exposure to ionising radiation resulting from repeated X-rays. Addressing technical errors during patient positioning is vital for obtaining accurate extraoral radiographs. Radiological simulation offers dentistry students a unique opportunity to refine their skills and gain experience in taking intraoral and extraoral X-rays without ionising radiation. MATERIALS AND METHODS: A survey was conducted among 98 dental students. Half of them comprised the control group which had taken a course in radiography, and the other 50% were the study group who additionally underwent Qbion training. Respondents answered 13 single- and multiple-choice questions concerning one correct and 12 panoramic radiographs with one, two or three positioning errors. The students were asked to identify the reason for the occurrence of a technical error. The results were analysed descriptively. RESULTS: A correctly taken panoramic X-ray was recognised by 79 students (80.6%). Among them, 44 students (55.7%) used the Qbion software. The most commonly identified error was asymmetrical patient positioning, identified by 78 of 98 respondents (79.6%)-43 (55.1%) in the study group and 35 (44.9%) in the control group. The most difficult question concerning the too forward position of the patient was correctly answered only by 34 students. DISCUSSION: Students utilising Qbion software demonstrated a higher accuracy in answering questions related to radiographic errors, indicating the software's effectiveness in enhancing practical skills. The analysis of multiple-choice questions showed that the higher the degree of difficulty, the lower the percentage of correct answers. CONCLUSIONS: The results suggest that integrating radiological simulation tools, like Qbion, significantly improves learning outcomes for students. However, further research with larger sample sizes is warranted to validate these findings.
Applying Progress Testing to Undergraduate Periodontal Courses-A First Evaluation After 2 Years of Use in a German University.
Kollster AL, Cyris M, Conrad J … +3 more , Mekhemar M, Dörfer CE, Graetz C
Eur J Dent Educ · 2025 Oct · PMID 41172121 · Publisher ↗
BACKGROUND: The Progress Test in Periodontology (PTP) has been implemented at Kiel University to gain an impression of students' learning process in this specific subdiscipline of periodontology within the dental curricu...
BACKGROUND: The Progress Test in Periodontology (PTP) has been implemented at Kiel University to gain an impression of students' learning process in this specific subdiscipline of periodontology within the dental curriculum. METHODS: The PTP has been designed following internationally established standards and has been adapted into the context of periodontology. From July 2020 to February 2022, it has been applied to undergraduate students. The PTP consists of 30 single-best answer questions including an 'I don't know' option, drawn from a newly created question bank and weighted by an adapted blueprint. Descriptive analysis and statistics to test validity and reliability have been performed. RESULTS: The mean score shows a significant growth over the semesters (42.4% ± 11.7% after the first semester, 61.5% ± 13.8% after the second semester, 76.9% ± 12.8% after the third semester, 69.9% ± 12.7% after the fifth semester). Reliability expressed by Cronbach's α ranges from 0.646 to 0.798. The 'I don't know' option has mainly been used by first semester students. CONCLUSION: Within the limitations of the study, the PTP is a valid and reliable tool to evaluate students' gain of knowledge, even if it is limited to one subject within a curriculum. Due to pandemic restrictions several other challenges in the adaptation of the test format to the educational setting at a German university had to be solved.
A Cross-Sectional Survey of Final Year Dental Students' Opinions on Professionalism and Dental Board of Australia Tribunal Outcomes.
Meade MJ, Ju X, Hunter D … +1 more , Jamieson L
Eur J Dent Educ · 2025 Oct · PMID 41164990 · Publisher ↗
BACKGROUND: Students undertaking clinical dental training in an educational program in Australia are required to be registered with the Australian Health Practitioner Regulation Agency and are expected to conform with th...
BACKGROUND: Students undertaking clinical dental training in an educational program in Australia are required to be registered with the Australian Health Practitioner Regulation Agency and are expected to conform with the professional standards described in the Dental Board of Australia's (DBA) Code of Conduct. The DBA can refer a dentist to a tribunal for alleged professional misconduct. The aim of the study was to survey Bachelor of Dental Surgery (BDS) students at the University of Adelaide (UofA) about their opinions on professionalism and DBA tribunal outcomes. METHODS: Sixty-six final year UofA BDS students were invited to participate in a three-part electronic survey. Part 1 concerned respondent demographics. Parts 2 and 3 requested responses to nine statements about professionalism and the outcomes of 10 'real life' DBA tribunal hearings. RESULTS: A response rate of 69.7% (n = 46) was recorded. Eight (17.4%) students were not aware of the DBA's Code of Conduct. Ten (26.3%) responded that being bound by the Code meant they could not fully value the student university experience. DBA outcomes regarding infringement of patient autonomy were considered lenient/very lenient by 59.1% (n = 26) and an outcome regarding an employment dispute harsh/very harsh by 54.5% (n = 24). CONCLUSIONS: The students generally agreed with statements regarding professionalism. Variation in opinion about DBA outcomes was observed. Outcomes regarding infringement of patient autonomy and protection of the dentist title were considered harsh whereas outcomes not otherwise directly related to patient care were considered lenient.
Academic Freedom in Dentistry Is Quietly Eroding.
Benzian H
Eur J Dent Educ · 2026 Feb · PMID 41164957 · Publisher ↗
BACKGROUND: Academic freedom is under increasing pressure across higher education, yet its erosion in dentistry has remained largely unnoticed. Dentistry rarely features in discussions about academic freedom, despite fac...
BACKGROUND: Academic freedom is under increasing pressure across higher education, yet its erosion in dentistry has remained largely unnoticed. Dentistry rarely features in discussions about academic freedom, despite facing a unique blend of institutional, cultural and political forces that narrow the space for independent thought and inquiry. OBJECTIVE: This guest editorial aimed to highlight the quiet but profound erosion of academic freedom in dentistry. It examines how structural incentives, professional expectations and institutional dynamics are reshaping what can be thought, said and studied within dental schools. KEY ARGUMENTS: Structural incentives and precarious work: The decline of tenure-track positions and the rise of contingent employment undermine the conditions for academic independence. Economic pressures, clinical productivity targets and tuition-driven business models reward conformity over curiosity. Metrics and research agendas: An excessive focus on performance metrics privileges what can be counted over what matters. Research funding structures reinforce this by prioritising clinical and basic sciences while sidelining public health and interdisciplinary perspectives. The 'triple threat' trap: The traditional expectation of excellence in teaching, research and service, now compounded by clinical revenue generation, has become a structural contradiction. It leaves little space for reflection, critical engagement or dissent. Internalized pressures: Political interference compounds the problem, but the deeper erosion comes from within. Institutional risk aversion, reputational control and self-censorship operate silently, narrowing the scope of academic discourse before external pressures even arrive. IMPLICATIONS FOR DENTAL EDUCATION AND SCHOLARSHIP: When academic freedom is curtailed, scholarship contracts. Public engagement becomes riskier, critical enquiry fades, and the profession's ability to interrogate itself diminishes. This weakens dentistry's intellectual and societal role. CONCLUSION: Academic freedom is not a privilege or a romantic ideal; it is a shared responsibility. It must be practiced, protected and supported through valuing critical engagement, creating institutional space for intellectual risk and recognizing dissent as integral to scholarship. Defending this freedom is essential if dentistry is to remain a space for curiosity, reflection and meaningful contributions to public health.
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