European Journal Of Dental Education[JOURNAL]
Sun
200 papers
Noise Exposure in a Dental Teaching Hospital: Investigations and Recommendations for Dental Personnel.
Shea LO, El Refaie A, Moloney C … +1 more , Coffey N
Eur J Dent Educ · 2025 Oct · PMID 41164904 · Publisher ↗
INTRODUCTION: Exposure to excessive noise is a highly preventable occupational risk, with irreversible side effects that may negatively impact an individual's quality of life, such as noise-induced hearing loss and tinni...
INTRODUCTION: Exposure to excessive noise is a highly preventable occupational risk, with irreversible side effects that may negatively impact an individual's quality of life, such as noise-induced hearing loss and tinnitus. Dental personnel may be at particular risk due to their exposure to high levels of noise from dental equipment. Despite existing regulations and guidelines, there is limited understanding of cumulative noise exposure in dental teaching hospitals, particularly with respect to compliance with occupational standards. The aim of this study is to quantify the levels of noise exposure experienced by dental personnel at a dental teaching hospital. MATERIALS & METHODS: Data collection involved acoustic evaluations of five commonly used dental equipment and noise measurements in five distinct hospital locations in the Department of Restorative Dentistry. Reverberation time, ambient noise and noise emitted by equipment were assessed using calibrated instruments. Data analysis was carried out, and results were compared with regulatory guidelines. RESULTS: Reverberation times ranged from 0.3 to 0.6 s, and ambient noise ranged from 31 dB(A) to 43 dB(A), meeting acoustic design standards. Noise from dental equipment ranged from 53 dB(A) with the ultrasonic scaler to 83 dB(A) with the high-volume suction. Operational room noises ranged from 65 dB(A) in the dental hygiene clinic to 84 dB(A) in the plaster room. CONCLUSIONS: The teaching hospital examined is at low risk of excessive noise exposure due to compliance with both Irish and United Kingdom noise regulations. However, noise levels within the plaster laboratory and from the high-volume suction exceeded 80 dB. Dental teaching clinics should take measures to reduce noise levels in areas and with equipment where noise levels exceed recommended limits. Regular monitoring of noise exposure in such facilities is recommended.
Effectiveness of a Virtual Simulation Training System for Learning Lateral Approach Maxillary Sinus Floor Elevation Skill Among Dental Students: A Pilot Study.
Zhang M, Cao R, You L … +3 more , Xu B, Xu Y, Fan Z
Eur J Dent Educ · 2025 Oct · PMID 41157815 · Publisher ↗
INTRODUCTION: The complexity and limited visibility associated with the deep surgical area make learning lateral approach maxillary sinus floor elevation a significant challenge for dental students in the current circums...
INTRODUCTION: The complexity and limited visibility associated with the deep surgical area make learning lateral approach maxillary sinus floor elevation a significant challenge for dental students in the current circumstances. This study is aimed at evaluating the effectiveness of a virtual simulation training system specifically designed for learning lateral approach maxillary sinus floor elevation skills by comparing it to conventional teaching methods among dental students. METHODS: A total of 40 participants were randomly assigned to two groups: a test group (N = 20) that utilised the virtual simulation training system and a control group (N = 20) that underwent conventional course-based learning. Following the training period, all participants completed a knowledge test and operational assessment to evaluate their learning efficiency. A specific questionnaire was administered to an additional 50 students to facilitate the development of the virtual simulation training system. RESULTS: Scores obtained by the test group in the knowledge test were significantly higher than those of the control group (p < 0.05). Additionally, the subjective and objective criteria assessed through the operational assessment indicated a notable improvement in the use of the virtual simulation training system. The test group outperformed the control group in both aspects, and these differences were statistically significant (p < 0.05). The questionnaire survey showed all questions regarding overall understanding exhibited a significant improvement after utilising the virtual simulation training system (p < 0.05). CONCLUSION: The virtual simulation training system proves to be an effective tool for dental students to learn the lateral approach maxillary sinus floor elevation skill.
A Cross-Sectional Comparison of Oral Cancer Awareness Between First- and Fifth-Year Dental Students: A Questionnaire Study.
Yildirim O, Yildirim EB, Kilinc Y … +1 more , Mollaoglu N
Eur J Dent Educ · 2026 Feb · PMID 41157807 · Publisher ↗
OBJECTIVE: Early oral cancer (OC) detection reduces associated morbidity and mortality. As the primary healthcare providers, dentists are pivotal in identifying precancerous and cancerous lesions during oral examinations...
OBJECTIVE: Early oral cancer (OC) detection reduces associated morbidity and mortality. As the primary healthcare providers, dentists are pivotal in identifying precancerous and cancerous lesions during oral examinations. This study aimed to compare the knowledge, awareness, and clinical attitudes regarding OC between first-year and fifth-year dental students and to evaluate the effectiveness of dental education on OC awareness. METHODS: The study population consisted of 188 undergraduate dental students divided into two groups: 99 first-year students who had not yet received education on OC and 89 fifth-year students who had completed all relevant coursework. A face-to-face validated survey comprising demographic information, examination habits, knowledge of OC risk factors, symptom recognition, diagnostic methods, and management approaches was performed. Statistical analyses were carried out using SPSS v26.0 with a significance threshold of p < 0.05. RESULTS: Fifth-year students exhibited significantly higher awareness and knowledge in all domains than first-year students. Routine screening for OC was reported by 76.4% of fifth-year students versus 29.2% of first-year students (p < 0.001). Fifth-year students demonstrated superior recognition of clinical signs, including ulceration, red and white lesions, lymphadenopathy, and numbness (p < 0.001). Familiarity with diagnostic tools and appropriate referral behavior was significantly more common among senior students. CONCLUSION: The findings demonstrate that dental education significantly enhances students' knowledge, clinical awareness, and diagnostic behavior regarding OC. However, the lower awareness among first-year students underscores the need to integrate OC-related content earlier in the curriculum. These results support the integration of structured and comprehensive OC education early in the dental curriculum to enhance screening and diagnostic behaviors.
Evaluation of an Interprofessional Oral Healthcare and Nursing Care Programme for Dental and Nursing Students.
Haresaku S, Naito T, Aoki H … +10 more , Miyazono M, Monji M, Umezaki Y, Uchida S, Iwamoto R, Nakashima F, Masuzaki T, Yamanaka T, Akinaga K, Chishaki A
Eur J Dent Educ · 2025 Oct · PMID 41153000 · Publisher ↗
OBJECTIVES: The aim of this study was to evaluate an interprofessional education (IPE) programme including skill training and case presentation for dental and nursing students. MATERIALS AND METHODS: Sixty-four third-yea...
OBJECTIVES: The aim of this study was to evaluate an interprofessional education (IPE) programme including skill training and case presentation for dental and nursing students. MATERIALS AND METHODS: Sixty-four third-year dental and 94 fourth-year nursing students were included. They participated in an IPE programme consisting of three parts: joint lectures, skill training sessions and case presentations. After the lectures, they performed student-on-student oral healthcare and nursing care skill training in mixed professional groups. After the session, the mixed professional groups presented to other groups an allocated case of oral healthcare collaboration between dentists and nurses for a patient. Before and after the programmes, questionnaires regarding perceptions of healthcare team and oral healthcare collaboration were distributed to the participants to compare the changes in their perceptions. RESULTS: The comparison involved data from 59 dental students and 92 nursing students who completed both questionnaires. The perceptions of their ability to communicate positively with other people, the differences in the approaches to nursing care between different health professionals, their ability to consider a holistic approach for older patients, the roles of other professionals and the need for multiprofessional collaboration significantly improved among the dental and nursing students after the programmes. Additionally, after the programmes, the dental students' understanding of oral healthcare collaboration in the cases they presented significantly improved to the same level as that of the nursing students. CONCLUSION: Interprofessional education programmes for dental and nursing students may effectively improve their understanding of healthcare team and oral healthcare collaboration with patients.
Impact of Evidence-Based Dentistry Education on Dental Students' Critical Appraisal Skills: A Prospective Cohort Study.
de Mendonça CID, da Mata ADSP, da Costa Rosa BF … +3 more , Marques JROF, Silveira JML, da Silva Marques DN
Eur J Dent Educ · 2025 Oct · PMID 41152691 · Publisher ↗
OBJECTIVE: This study aimed to assess the impact of evidence-based dentistry (EBD) education on the critical appraisal abilities of dental students. METHODS: A prospective cohort study was conducted with students from th...
OBJECTIVE: This study aimed to assess the impact of evidence-based dentistry (EBD) education on the critical appraisal abilities of dental students. METHODS: A prospective cohort study was conducted with students from the Faculty of Dental Medicine in Lisbon. After Local Ethics Committee approval and participants' informed consent, they completed the Cochrane Collaboration's Tool Assessment Risk of Bias 5.1.0 for two pre-selected articles, previously appraised by experts (reference answers). Questionnaires were administered at two time points, T0 (baseline) and T1 (post-training), with either 4.5 or 16 h of EBD instruction in between. Intra-student and inter-operator agreement were assessed using the Fleiss multirater kappa coefficient. Changes in the proportion of correct responses between T0 and T1 were evaluated using the McNemar-Bowker test, with significance set at p < 0.05. RESULTS: Recruitment began in January 2022, and 81 students enrolled (13.6% male, 86.4% female; mean age 26.84 ± 6.51 years). Response rates were 100% at T0, and 97.53% (paper A) and 98.77% (paper B) at T1. The Fleiss multirater kappa coefficient indicated slight agreement between T0 and T1 responses, with increased inter-operator agreement following training. A statistically significant improvement in critical appraisal performance was observed post-training (McNemar-Bowker Test = 395.450, df = 6, p = 0.001). Subgroup analysis based on training duration and students' self-reported prior EBD education revealed no significant differences in outcomes. CONCLUSIONS: EBD education significantly improves the critical appraisal abilities of dental students, emphasising the positive impact of EBD training.
Assessing Clinical Competence of Postgraduate Dental Specialty Trainees: A Scoping Review.
Amir-Rad F, Morison S, Prasad S … +2 more , Zary N, McKenna G
Eur J Dent Educ · 2025 Oct · PMID 41127970 · Publisher ↗
BACKGROUND: Assessment is essential to ensure that trainees meet competency standards in delivering patient care. However, a comprehensive summary of the literature on clinical assessment in postgraduate dental education...
BACKGROUND: Assessment is essential to ensure that trainees meet competency standards in delivering patient care. However, a comprehensive summary of the literature on clinical assessment in postgraduate dental education is largely absent. Filling this gap is essential for developing effective assessment processes to help support competency-based education at the postgraduate level. To address this gap, this scoping review aims to map the published literature on the assessment of clinical competence for postgraduate dental specialty trainees to identify knowledge gaps and future research areas. METHODS: Guided by Arskey and O'Malley's framework, a comprehensive search was conducted across four databases (MEDLINE, EMBASE, SCOPUS and Google Scholar) from 2005 until March 2025. The search was focused on subheadings related to assessment and postgraduate dental specialty training. Two researchers independently screened the literature for eligibility using inclusion/exclusion criteria, extracted key data and analysed data thematically. The research report strategy followed the most recent PRISMA guidelines for scoping reviews. RESULTS: Thirty-three articles met the inclusion criteria, with almost equal distribution between Asia, the United States and Canada and Europe. The articles covered diverse aspects of assessment in postgraduate dental specialty training, such as individual assessment tools, WBA, assessment systems, EPA and assessment format. The number of published articles on this topic increased over fourfold in the 2015-2025 decade compared to the previous decade. Qualitatively, four themes were identified in the analysis: (1) assessment concept: the why, what and who? (2) methods and tools used in assessment; (3) challenges, opportunities and areas for future research and (4) users' perceptions of assessment. CONCLUSION: Research on clinical competence assessment in postgraduate dental education is currently limited, particularly in terms of synthesis of assessment information for making progression decisions on individual trainees. Future research should focus on assessment systems that align with competency-based education principles, leverage digital enhancements and are contextually relevant. This review underscores the complexities involved in designing and implementing a competency-based assessment system within a clinical context and the need for user involvement and feedback to improve the effective utility of assessments and ensure engagement of all stakeholders.
Development of a Quantitative Method to Assess Dental Students' Manual Dexterity in Tooth Cavity Preparation.
Lee JK, Lee J, Park JK … +3 more , Son SA, Shin HS, Kim JH
Eur J Dent Educ · 2025 Oct · PMID 41123554 · Publisher ↗
PURPOSE: This study aims to develop a novel method for objectively assessing dental students' manual dexterity in tooth cavity preparation using 3D technology. MATERIALS AND METHODS: An artificial tooth model compatible...
PURPOSE: This study aims to develop a novel method for objectively assessing dental students' manual dexterity in tooth cavity preparation using 3D technology. MATERIALS AND METHODS: An artificial tooth model compatible with traditional dental simulators was created using 3D scanning and printing technology. The model was designed with a simplified cavity to assess students' manual dexterity in cavity preparation. To validate the new assessment model, it was tested on 10 undergraduate dental students. After the students prepared the cavities, the models were scanned again, and the resulting 3D data were analyzed using open-source software. The assessment score was calculated based on the volume of over-prepared and under-prepared areas. RESULTS: The 3D-printed tooth model was successfully integrated with traditional dental simulators, providing stability and consistency during cavity preparation practice. The assessment results revealed a range of performance levels, with scores ranging from 41.6 - 78.1, and an average score of 60.5. This variation highlights differences in students' manual dexterity and precision in cavity preparation. CONCLUSION: The newly developed tooth model and analysis method successfully enabled the objective evaluation of students' manual dexterity in cavity preparation. This approach offers a standardised and cost-effective alternative to existing evaluation systems, enhancing the consistency and accuracy of assessments in dental education.
Student Learning Performance and Satisfaction With a Flipped Classroom in Undergraduate Dental Pharmacology Education.
Galvin S, Lucitt M
Eur J Dent Educ · 2025 Oct · PMID 41123129 · Publisher ↗
INTRODUCTION: The flipped classroom (FC) model of blended learning has become more feasible with the advancement of digital technology platforms. Monitoring a FC approach in curriculum delivery provides an opportunity to...
INTRODUCTION: The flipped classroom (FC) model of blended learning has become more feasible with the advancement of digital technology platforms. Monitoring a FC approach in curriculum delivery provides an opportunity to evaluate its impact on student exam outcomes and satisfaction. Presented here are examination performances and learning experiences in undergraduate dental students taking pharmacological course material using a FC approach compared to that of a traditional classroom (TC) model. METHOD: Ninety-seven students experiencing a FC delivery are compared to 129 students taking a TC approach over 2 academic years. Course lecture topics, scheduling, and assessment are consistent across both modes of delivery. At the end of each academic year, an anonymous student survey with a closed-end question was conducted to gain student feedback regarding course satisfaction. RESULTS: The FC positively improved student examination performances compared to the TC approach with a 7% increase in the percentage mean exam grade and a 15% increase in the number of students obtaining exam grades greater than 50%. An increase in the proportion of students achieving higher grades overall is seen in the FC versus the TC approach from the frequency distribution of exam results. The students also rated the FC more positively in the feedback satisfaction compared to the TC student cohort. CONCLUSION: In summary, the student exam grades and feedback here indicate that the FC has a positive impact on student outcomes and experience compared to the TC approach. These findings provide evidence to dental pharmacological educators that an FC curriculum delivery can lead to an improvement in student performances in this subject area.
Disparities in Oral Health Attitudes and Health Responsibility: A Cross-Sectional Comparison of Dental and Vocational Students Utilising the Hiroshima University-Dental Behavioural Inventory and the Health-Promoting Lifestyle Profile II.
Dayan E, Emiroğlu S
Eur J Dent Educ · 2025 Oct · PMID 41123111 · Publisher ↗
AIM: The goal of this study is to examine the relationship between the Health-Promoting Lifestyle Profile II and the Hiroshima University-Dental Behavioural Inventory among dental and vocational school students in terms...
AIM: The goal of this study is to examine the relationship between the Health-Promoting Lifestyle Profile II and the Hiroshima University-Dental Behavioural Inventory among dental and vocational school students in terms of healthy lifestyle habits and attitudes toward oral hygiene. MATERIAL AND METHODS: This cross-sectional study was conducted with 373 participants (113 dental students and 260 vocational students) from Istanbul Kent University, using the Hiroshima University-Dental Behavioural Inventory (HU-DBI) and the Health-Promoting Lifestyle Profile II (HPLP II) scales. Responses to the HU-DBI questionnaire were analysed via chi-square tests, while scale scores were evaluated using Kruskal-Wallis and Mann-Whitney U tests. RESULTS: Dental students exhibited significantly higher HU-DBI scores compared to vocational students. A significant difference in HU-DBI scores was observed between 1st and 5th-year dental students. Notable disparities were identified between dental and vocational students in HU-DBI, total HPLP II, HPLP 1 (Health Responsibility) and HPLP 5 (Interpersonal relationships) scores. CONCLUSION: While dental education enhances students' dental awareness, no corresponding improvement was observed in healthy lifestyle scores. Curricular reforms are recommended to strengthen dental awareness education for non-dental students, alongside initiatives promoting holistic health practices across university populations.
Active Teaching-Learning and Digital Technologies in Undergraduate and Postgraduate Dentistry Courses in Brazil.
Ferreira IV, Póvoa LSDD, de Souza BA … +4 more , Faé DS, Verner FS, Lemos CAA, de Aquino SN
Eur J Dent Educ · 2025 Oct · PMID 41123054 · Publisher ↗
INTRODUCTION: Traditional methods versus active teaching-learning and new technologies have become increasingly important in health education, especially for training healthcare professionals for modern challenges. In de...
INTRODUCTION: Traditional methods versus active teaching-learning and new technologies have become increasingly important in health education, especially for training healthcare professionals for modern challenges. In dental education, active learning and digital technologies are recognised worldwide, but there is a lack of comprehensive analysis on their implementation in Brazilian undergraduate and postgraduate curricula. MATERIALS AND METHODS: Data were collected from the official websites of undergraduate and postgraduate dentistry programs in Brazil. Descriptive and statistical analyses were performed using JASP software, with a significance level of p < 0.05. Chi-square, Fisher's exact, and Mann-Whitney tests were applied to evaluate relationships between active methods, digital technologies, and course characteristics. RESULTS: The study revealed low formal adoption of active learning methods and digital technologies in dental education. No significant association was found between active learning methods and general course characteristics. However, technology use was significantly associated with active learning methods in postgraduate and undergraduate courses. CONCLUSION: This study underscores the need for a more structured approach to preparing educators in both undergraduate and postgraduate dentistry programs to integrate active learning methods and digital technologies effectively. A clear framework for educator training is essential to meet modern educational demands and improve the quality of dental education in Brazil.
Reliability of Various Depth Guiding Methods in Preparation of Full Crowns Used by Dental Undergraduates.
Luo T, Fan L, Xie C … +2 more , Shui Y, Yu H
Eur J Dent Educ · 2025 Oct · PMID 41074499 · Publisher ↗
INTRODUCTION: This study compares the effects of different depth guiding techniques used by undergraduates on improving the reliability of full crown tooth preparation. MATERIALS AND METHODS: A primary virtual model was...
INTRODUCTION: This study compares the effects of different depth guiding techniques used by undergraduates on improving the reliability of full crown tooth preparation. MATERIALS AND METHODS: A primary virtual model was designed by making a 3-dimensional print of a scanned standard artificial tooth #11 and the base. Thirty undergraduate students were divided into three groups based on different depth guiding techniques tested: depth groove group (G), silicone indices group (S) and depth hole group (H). The participants prepared the teeth 10 times after being informed of the required amount of preparation at different sites. The prepared models were matched virtually with the primary model. The preparation depth of three groups at twenty-nine sites per tooth was measured and compared against the recommendation. Additionally, curves showing the relationship between preparation depth and preparation count were obtained. RESULTS: The depth guiding technique and preparation count had different effects on the preparation depth in different sites. Excluding the finish line, the different methods had a significant impact on the preparation depth at other measured sites (p < 0.05). Comparing the actual preparation depth for each group with the recommendation, the qualified ratio was 45.29% in group H, 38.00% in group S and 26.57% in group G. The preparation count also had a significant impact on the preparation depth (p < 0.05). CONCLUSION: The depth hole method was the most effective in controlling the preparation depth for undergraduate dental students, while the depth groove method performed the least effectively. In the finish line area, the operators' proficiency in tooth preparation appeared to be more dominant than the guiding method for the reliability of its preparation.
Evaluating Dental Students' Perspectives on Artificial Intelligence (AI)-Driven Large Language Models in Education in Saudi Arabia.
Al-Khalifa KS, Ahmed WM, Azhari AA … +5 more , Ibrahim AIO, Al-Saljah RS, Ali RMM, Ainoosah S, Alfaraj A
Eur J Dent Educ · 2025 Sep · PMID 41014093 · Publisher ↗
OBJECTIVES: This study explores the perspectives of dental students in Saudi Arabia regarding the integration of large language models (LLMs) in dental education. It aims to understand their familiarity, utilisation and...
OBJECTIVES: This study explores the perspectives of dental students in Saudi Arabia regarding the integration of large language models (LLMs) in dental education. It aims to understand their familiarity, utilisation and perceptions of these tools, while addressing the potential benefits, risks, and ethical considerations associated with their use. METHODS: A cross-sectional survey was conducted between January and March 2024, involving 1370 dental students from various institutions across Saudi Arabia. The survey included multiple-choice questions and Likert scale items, assessing familiarity, usage patterns, and perceptions of LLMs. Statistical analyses were performed to identify significant associations between demographic variables and students' familiarity, utilisation, and perceptions of LLMs. RESULTS: The survey revealed broad familiarity with LLMs, with 58.1% of participants being aware of their capabilities. Usage patterns varied, with high engagement in tools like ChatGPT and Google Translate. Significant gender, educational level and regional differences were observed, with males and postgraduate residents showing higher familiarity and utilisation rates. However, ethical concerns, including the potential for plagiarism and academic dishonesty, were prevalent, with only 15% of students reporting that their institutions had specific guidelines for LLM use. CONCLUSION: The study highlights the need for a controlled and ethically informed approach to integrating LLMs into dental education. While LLMs offer potential benefits, their use must be regulated to prevent misuse and ensure that educational outcomes are enhanced rather than compromised. Institutions should develop clear guidelines, provide ethical training and emphasise the importance of critical evaluation when using LLMs.
Comparison of Human and Artificial Intelligence (AI) in Writing and Rating Restorative Dentistry Essays.
Al-Zain AO, Alghamdi AA, Alansari B … +3 more , Alamoudi A, El-Deeb H, Ismail EH
Eur J Dent Educ · 2025 Sep · PMID 40999558 · Publisher ↗
AIM: This study compared the writing quality of AI- and student-authored essays, evaluated faculty members' reliability to differentiate between essays authored by AI and students, and assessed the scoring accuracy betwe...
AIM: This study compared the writing quality of AI- and student-authored essays, evaluated faculty members' reliability to differentiate between essays authored by AI and students, and assessed the scoring accuracy between human and AI raters using a standardised rubric. METHODS: Four topics were selected from a preclinical operative and aesthetic dentistry course. Each topic was presented as four essays authored by two students and two AI tools (ChatGPT4 and Gemini) (N = 48). Then, the 16 essays were evaluated either by three blinded experts and two AI tool raters (ChatGPT4 and Gemini) using a modified Universal Science Writing Rubric. The Shapiro-Wilk W test assessed data normality. Kruskal-Wallis, Dunn's Pairwise, Wilcoxon Signed-rank, and Friedman tests analysed the writing performances and inter-rater reliabilities with a significance level of (α = 0.05). RESULTS: Significant differences were found in evaluating scientific content (Z = 9.28, p = 0.005) and interpreting scientific content (Z = 6.74, p = 0.021) between AI- and student-authored essays. ChatGPT4-authored essays differed significantly in scientific content from both Gemini- and student-authored essays, with further differences in interpretation between ChatGPT4- and student-authored essays (p = 0.011). Faculty members correctly identified 75% of essay authors. No significant differences were found between raters using ChatGPT4 or Gemini, while a marginally significant difference was observed between human raters in the overall score, though not in specific parameters. CONCLUSIONS: Gemini's scores closely matched those of human-authored essays, aligning more with human raters than ChatGPT-4. AI's capacity emulated human writing, though differences are noticeable to trained faculty members. There are evident disparities in content quality and organisation between AI- and human-authored work.
Bridging Theory and Practice in Periodontal Education: Implementation and Evaluation of the PERIO-Blended Learning Framework.
Ma S, Zhang R, Yang L … +3 more , Ai X, Peng Y, Wu J
Eur J Dent Educ · 2025 Sep · PMID 40999553 · Publisher ↗
BACKGROUND: Periodontal disease is a common chronic inflammatory condition that poses a significant threat to global oral health. Effective periodontal education is crucial for preparing future clinicians to manage this...
BACKGROUND: Periodontal disease is a common chronic inflammatory condition that poses a significant threat to global oral health. Effective periodontal education is crucial for preparing future clinicians to manage this widespread condition. Traditional teaching methods, however, often fail to bridge the gap between theoretical knowledge and practical skills. OBJECTIVES: This study aimed to evaluate the effectiveness of the PERIO framework - a structured blended learning model specifically designed for periodontic practical training - in enhancing student satisfaction, learning outcomes and engagement in a periodontics course. METHODS: A total of 113 third-year dental students participated in the study, but after data cleaning, 112 valid responses were retained. A mixed-methods approach was employed, including quantitative assessments using four validated scales - satisfaction, engagement, flow state and learning process - which were adapted to fit the specific research objectives. The reliability of these scales was assessed using Cronbach's alpha, with values ranging from 0.933 to 0.982. Qualitative feedback was collected through open-ended questions and analysed to identify recurring themes. RESULTS: Students trained under the PERIO framework exhibited higher levels of satisfaction, engagement and practical competence. Participants reported improved understanding of periodontal concepts and increased confidence in applying theoretical knowledge in clinical settings. CONCLUSION: The PERIO framework provides a scalable solution for improving periodontal education by effectively integrating theory and practice. The findings contribute to the growing body of literature on innovative dental education methods, demonstrating the potential of structured, student-centred frameworks to enhance clinical training outcomes.
Factors Affecting Student Satisfaction With an Undergraduate Research Project.
Phizackerley J, Long R, Field J
Eur J Dent Educ · 2025 Sep · PMID 40993909 · Publisher ↗
AIM: The aim of this research paper was to explore Bachelor of Dental Surgery (BDS) undergraduate student views of a research project (RP) that comprises part of the curriculum at Cardiff University (CU), Wales. METHOD:...
AIM: The aim of this research paper was to explore Bachelor of Dental Surgery (BDS) undergraduate student views of a research project (RP) that comprises part of the curriculum at Cardiff University (CU), Wales. METHOD: 4th and 5th year students undertaking the RP were issued an anonymous cross-sectional survey. 66 responses were obtained, giving a response rate of 52%. The questionnaire consisted of Likert-style items, a satisfaction score and free-text responses. Jamovi and Excel were used to conduct statistical analysis (multiple linear regression, t-tests and Cronbach's alpha) of the results along with thematic analysis of the free-text responses. RESULTS: Students generally had a positive response to the RP and felt that the RP helped to improve their research skills. The responses showed a positive correlation between satisfaction and student input into the project topic (estimate = 0.84, p = 0.03), understanding of the purpose of the RP (estimate = 0.69, p = 0.023), perceived improvement of research skills (estimate = 0.97, p < 0.001), and how prepared students felt to begin their project (estimate = 0.92, p = 0.004). There were, however, areas of the RP which students found challenging, such as the balance of completing the RP alongside clinical time, as well as arranging timely interactions with supervisors. CONCLUSIONS: Overall, students had a positive outlook on the RP, with students who felt more prepared to begin the project and those who felt the project had improved their skills perceiving the project more favourably. This paper provides some insight into how such a project could be improved, for example, considering an increased timeline or a group format of the project along with future research directions.
Leveraging AI in Periodontal Reflective Portfolios: A Tool for Learning or a Crutch for Students?
Knight NN, Parthasarathy K, Huang J
Eur J Dent Educ · 2025 Sep · PMID 40968703 · Publisher ↗
The integration of Artificial Intelligence (AI) in dental education presents both opportunities and challenges, particularly in reflective portfolio writing-a key pedagogical tool in periodontology. Reflective portfolios...
The integration of Artificial Intelligence (AI) in dental education presents both opportunities and challenges, particularly in reflective portfolio writing-a key pedagogical tool in periodontology. Reflective portfolios enable students to bridge theoretical knowledge with clinical application by fostering critical thinking, self-awareness, and evidence-based reasoning. However, the use of AI in these assignments raises concerns regarding its potential to undermine deep reflection and independent analysis. While AI can facilitate idea generation and organization, it should not replace the fundamental reflective process necessary for professional growth. To address this challenge, incorporating AI literacy into dental curricula is essential. A structured educational framework emphasizing responsible AI use, hands-on training, and interdisciplinary collaboration can guide students in leveraging AI as a supportive tool rather than a substitute for critical thinking. Additionally, implementing rubrics that assess depth of reflection and clinical insight ensures that AI complements rather than detracts from learning objectives. By establishing clear expectations and providing targeted feedback, educators can help students navigate AI-enhanced learning while maintaining the integrity of reflective practice. Initial student feedback suggests a promising integration of AI in periodontal education when used appropriately. As AI continues to shape dental education, its role must be carefully managed to preserve the essential reflective processes that cultivate competent and self-aware healthcare professionals.
Ethical and Regulatory Perception of Artificial Intelligence Among Dental Students: A Cross-Sectional Study.
Engelschalk M, Al Hamad K, Smeets R … +3 more , Molnar FT, Bozsonyi K, Bán A
Eur J Dent Educ · 2025 Sep · PMID 40968684 · Publisher ↗
INTRODUCTION: Given the rapid pace of digital technology and AI integration, addressing humanitarian concerns and potential ethical dilemmas in future dentistry treatment approaches is paramount. This study aimed to prov...
INTRODUCTION: Given the rapid pace of digital technology and AI integration, addressing humanitarian concerns and potential ethical dilemmas in future dentistry treatment approaches is paramount. This study aimed to provide an overview of ethical problem awareness among dental students. MATERIALS AND METHODS: One hundred and thirty students were recruited. An online survey with 24 multiple choice questions was created on 14 AI domains: familiarity, ethical norms, applications, data management, regulation, database location for training, personal data access, access responsibility, AI's impact on healthcare, moral and legal responsibility, AI and human responsibility, prohibited areas and AI's role in dentistry. RESULTS: Significant gender, education and regional differences existed among participants (p < 0.05). Only 25% never heard or used AI. Legal experts and professional boards were perceived as crucial for AI ethics (54.7%), data management (60.6%) and decision making (52.3%). Participants favoured clinicians taking the primary role in decision-making (51.6% very often, 10.9% always). AI impact was perceived as positive on diagnostics (42.1%), therapy (56%) and medical engineering (83.6%). Clinicians were assigned high (50.8%) or very high (14.1%) moral responsibility and high (25.7%) and very high (15%) legal responsibility for medical errors. Most participants recommended minor restrictions, including AI making life-or-death decisions (79.5%). AI was supported for treatment planning (68.5%), active treatment participation (43.8%), treatment evaluation (56.9%) and disease prediction (56.9%). CONCLUSIONS: Significant demographic differences in AI ethics awareness among dental students highlight the need for inclusive AI ethics education and interdisciplinary governance frameworks in dentistry.
Dental Educators' Stress and Wellbeing in the Workplace-An International Perspective.
Bhatia SK, Long R, Anishchuk S … +3 more , Farnell DJJ, Powell M, Botelho MG
Eur J Dent Educ · 2025 Sep · PMID 40931445 · Publisher ↗
INTRODUCTION: Supporting wellbeing of staff involved in dental education is vital to ensure the safe effective delivery of the curriculum and training of the dental workforce. There are only a limited number of studies o...
INTRODUCTION: Supporting wellbeing of staff involved in dental education is vital to ensure the safe effective delivery of the curriculum and training of the dental workforce. There are only a limited number of studies on the stress and wellbeing of staff involved in dental education and the barriers they face in engaging with any wellbeing services provided. To plan strategies for the promotion of staff wellbeing, it is important to identify these and the barriers faced by staff. The aim of this study is to determine the stress and wellbeing of the staff involved in dental education and identify any barriers they face in accessing wellbeing services. METHODS: An online cross-sectional survey was conducted to investigate the wellbeing and stress of staff involved in dental education in institutions associated with the Association of Dental Education in Europe, using two validated survey instruments: the Warwick-Edinburgh Mental Wellbeing Scale (WEMWDS) and the Perceived Stress Scale (PSS). In addition, staff demographics and barriers to accessing any wellbeing services were identified. RESULTS: A total of 247 participants responded. The mean WEMWDS score was 49.0 (95% CI = 47.9-50.1; SD = 8.7) and the mean PSS score was 18.1 (95% CI = 17.3-19.0; SD = 6.7), with 68.0% reporting moderate and 8.5% high levels of perceived stress. Year of birth and work role were statistically significant for the primary outcome. Over 50% of respondents who needed support did not access the available services, citing several barriers, including lack of awareness (15%), uncertainty about the effectiveness of services (20.6%) and time constraints (22.3%). CONCLUSION: Staff involved in dental education report higher stress and lower wellbeing than the general population. Those in the younger age group or involved in job roles such as research or clinical teaching are more affected. Staff face multiple barriers to accessing wellbeing services and are more likely to seek help from senior colleagues. It is vital that educational institutions establish strategies to promote the wellbeing of their staff members and improve access to services.
Training Needs Analysis in Dental Practice Management.
Benfaida S, Al Jalil Z, Ihoume I … +3 more , Fadil R, Elabidine M, Bennani A
Eur J Dent Educ · 2025 Sep · PMID 40913502 · Publisher ↗
BACKGROUND AND AIM: Working in a dental private practice is an investment that requires many skills in management, including the management of the dental office and staff recruitment. The objective of our study was to id...
BACKGROUND AND AIM: Working in a dental private practice is an investment that requires many skills in management, including the management of the dental office and staff recruitment. The objective of our study was to identify the need for continuing training in dental practice management among dental students at the end of their training. METHODS: A descriptive cross-sectional study was conducted among students at the end of their course at the Faculty of Dentistry of Casablanca using an anonymous questionnaire. The questionnaire included 7 general questions, 15 questions on the liberal installation, and 7 questions on the financing of the dental office. Data were entered and statistically analysed using SPSS software at the epidemiology and research laboratory of the faculty. RESULTS: 3% of students were able to answer correctly to the questions on the types of possible contracts for staff. 88.7% of students do not know dental practice management software, and 93.2% do not know which software to use to communicate with prosthetists. 88% of participants express a need for training in the running of their practice. To complete their knowledge, 70.7% of students expressed their interest in workshops, and 66.2% in guided lessons. CONCLUSION: To address the identified training needs, the organisation of additional scientific events, such as congresses, seminars, and workshops, is proposed within the faculty, in collaboration with the Order Council and other institutional stakeholders.
'Back to Basics': A Self-Administered Survey of Undergraduate Dentists' Prevalence, Impact and Understanding of Lower Back Pain.
Cope S, Willasey E, Dadnam D … +1 more , Gartshore L
Eur J Dent Educ · 2025 Aug · PMID 40855666 · Publisher ↗
INTRODUCTION: The aim of this paper is to assess the prevalence, impact, and understanding of Lower Back Pain (LBP) amongst final year dental students to inform the development of a module in the dental curriculum. LBP h...
INTRODUCTION: The aim of this paper is to assess the prevalence, impact, and understanding of Lower Back Pain (LBP) amongst final year dental students to inform the development of a module in the dental curriculum. LBP has a significant impact on the dental workforce; yet little is reported about the profession's knowledge, or the necessity for tailored self-care education. MATERIALS AND METHODS: A single-centred online survey was administered to final year dental students at a UK dental school. This used carefully selected criteria following the review of the limited validated evidence base, with a robust methodological approach to survey design. RESULTS: There was an 86% response rate. LBP is prevalent amongst dental students, with 58% experiencing LBP in the past 6 months. 29% had reduced recreational and professional activity as a result, and 14% had sought professional help. Understanding of LBP varied; 92% identified the practice of dentistry to be the greatest contributing factor, whilst 89% deemed correcting posture to be the most effective prevention method. A majority, 53%, believed LBP would resolve without treatment, although confidence in management was poor. Almost all responders supported inclusion of back pain education in undergraduate dental curricula. CONCLUSION: This research has revealed a belief system that may have negative influences on dental professionals' lower back health. Dental professionals may lack education on musculoskeletal disorders and have a poor understanding of the prevention and management of LBP. The results have informed the development of a LBP module aiming to improve undergraduate awareness and positively impact future working life.
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