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Open AccessArticle

Histogenetics in Teaching the Complexity of Developmental Biology to Dental Students: A Study Merging Traditional and Current Approaches

by Camilla Sofia Miranda Kristoffersen, Camilla Elise Øxnevad Ziesler, Noora Helene Thune, Anna Tostrup Kristensen, Tor Paaske Utheim, Hugo Lewi Hammer, Amer Sehic, Alan Henry Brook and Qalbi Khan

Dent. J. 2026, 14(3), 177; https://doi.org/10.3390/dj14030177 - 17 Mar 2026

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Abstract

Background: Dental students need to qualify with a clear understanding of the continuum of biological development from the molecular (genetic, epigenetic and environmental interactions) to the cellular (morphogenesis and differentiation) to the emergence of the mature tissue or organ. Histogenetics provides a core [...] Read more.

Background: Dental students need to qualify with a clear understanding of the continuum of biological development from the molecular (genetic, epigenetic and environmental interactions) to the cellular (morphogenesis and differentiation) to the emergence of the mature tissue or organ. Histogenetics provides a core component for this understanding. The aim of this study is to investigate whether a merged approach, combining traditional and recent methods, can enhance the teaching of histogenetics to dental students. Methods: This study blended traditional (lectures, drawings, microscopy) and recent approaches (flipped classroom elements, virtual microscopy, group-based poster construction, and interactive quiz-based discussion) to enhance student engagement and perceived learning in oral histogenetics. The intervention was delivered to master-level dental students across six core oral histogenetics topics. Teaching followed a structured three-phase model: Prepare (digital lectures and short microscopy-introduction videos); Engage (microscopy session and group-based poster creation); and Test and Discuss (teacher-led quizzing and discussion). Student perceptions were evaluated through an electronically distributed 17-item questionnaire at the end of the course. Items were grouped into self-evaluation, resources, and teaching method domains and rated on a five-point Likert scale. Results: A total of 45 of 51 students responded (88%). Across all domains, positive perceptions (Agree/Strongly Agree) predominated (p < 0.001). Self-evaluation items showed strong agreement for attendance and group contribution, with more variability in preparation time and motivation. Resources were rated highly, although the accessibility of physical guidance showed more mixed responses. The merged teaching method received strong endorsement, with students reporting engagement, enjoyment, ease of understanding, and clear emphasis on clinical relevance. Conclusions: The merged approach was perceived as pedagogically valuable and clinically meaningful by the students and appears to enhance perceived engagement, clarity, and relevance in oral histogenetics teaching. These findings support the adoption of blended, student-active methodologies to strengthen comprehension and promote clinically meaningful learning in oral histology. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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13 pages, 243 KB

Open AccessArticle

Does Clinical Training Influence Empathy in Dental Students? Evidence from a Cross-Sectional Study in Lithuania

by Kornelija Rogalnikovaitė, Julija Narbutaitė, Vilija Andruškevičienė, Vilma Brukienė and Eglė Aida Bendoraitienė

Dent. J. 2026, 14(3), 137; https://doi.org/10.3390/dj14030137 - 2 Mar 2026

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Abstract

Background/Objectives: Empathy is a core component of professional competence in dentistry, influencing patient-centered care and treatment outcomes. Evidence suggests that empathy may decline during clinical training, but data from Lithuanian dental students are lacking. This study aimed to assess empathy levels and [...] Read more.

Background/Objectives: Empathy is a core component of professional competence in dentistry, influencing patient-centered care and treatment outcomes. Evidence suggests that empathy may decline during clinical training, but data from Lithuanian dental students are lacking. This study aimed to assess empathy levels and subscale patterns among Lithuanian dental students and examine their association with academic year. Methods: A cross-sectional study was conducted among third- to fifth-year dental students at the two universities in Lithuania. The Lithuanian version of the Jefferson Scale of Empathy–Health Professions Students (JSE-HPS) was used to measure total empathy and three subscales: Perspective Taking (PT), Compassionate Care (CC), and Standing in the Patient’s Shoes (SPS). Internal consistency was assessed using Cronbach’s alpha. Factor validity was examined via principal component analysis with Varimax rotation and Kaiser normalization. Differences across academic years were analyzed using Kruskal–Wallis tests. Results: A total of 252 students completed the questionnaire (response rate: 93%). The Lithuanian JSE-HPS demonstrated good internal consistency (α = 0.808) and confirmed a three-factor structure. The mean total empathy score was 106.07 ± 12.55. JSE-HPS scores differed significantly between dental classes (p < 0.001). Fifth-year students had significantly lower JSE-HPS scores than third- and fourth-year students (101.65 vs. 107.05 and 109.36; p = 0.035 and p = 0.007). PT and CC scores significantly declined in fifth-year students compared with earlier years, whereas SPS scores remained stable. Conclusions: The Lithuanian version of the JSE-HPS is a reliable and psychometrically sound tool for assessing empathy. Clinical training was significantly associated with a decline in total empathy scores among Lithuanian dental students, highlighting the impact of academic progression on both cognitive and affective components of empathy. Given the cross-sectional design, causal inferences cannot be drawn. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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13 pages, 1092 KB

Open AccessArticle

International Perspectives on Digital and Generative AI Adoption and Governance in Undergraduate Dental Education: A Cross-Sectional Survey

by Isabel C. Olegário, Niamh Coffey, Akhilanand Chaurasia and Albert Leung

Dent. J. 2026, 14(2), 128; https://doi.org/10.3390/dj14020128 - 23 Feb 2026

Viewed by 431

Abstract

Background/Objectives: Digital technologies and generative artificial intelligence (AI) are increasingly used in undergraduate dental education, yet international variations in adoption and governance remain insufficiently described. This study aimed to characterise cross-national patterns of educational software use, perceived importance for curriculum delivery, and institutional [...] Read more.

Background/Objectives: Digital technologies and generative artificial intelligence (AI) are increasingly used in undergraduate dental education, yet international variations in adoption and governance remain insufficiently described. This study aimed to characterise cross-national patterns of educational software use, perceived importance for curriculum delivery, and institutional readiness for AI governance. Methods: A cross-sectional online survey of educators and academic administrators involved in undergraduate dental education captured institutional software use across teaching delivery, learning management, assessment, clinical record systems, imaging, simulation, digital workflows, and generative AI. Results: A total of 97 respondents from 38 countries completed the survey, with most institutions delivering both undergraduate and postgraduate dental education (66.0%). Videoconferencing platforms were widely adopted. LMS provision varied, with Google Classroom, Moodle, and Blackboard most frequently reported. Paper-based clinical records remained in use in 32% of institutions. Among digital PMS/EDR platforms, axiUm, Salud/Titanium, and Carestream Dental were the most prevalent. Adoption of simulation software, CAD/CAM systems, and 3D printing was inconsistent. LMS and videoconferencing were most often rated as essential, whereas simulation, scanners, CAD/CAM, and 3D printing were generally considered useful but not essential. Generative AI use was commonly reported, while formal institutional guidance and policies were frequently absent. Conclusions: Although digital integration in undergraduate dental education is widespread, its distribution is uneven across different regions and technology domains. The combination of rapid generative AI uptake and limited governance highlights an urgent need for institution-level guidance, staff development, and strategic investment to support responsible and equitable integration. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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15 pages, 655 KB

Open AccessArticle

Assessment of Dental Students’ and General Dentistry Residents’ Knowledge Regarding the Management of Anaphylactic Shock in the Dental Practice: A Single-Centre Study in Romania

by Alice Murariu, Elena-Raluca Baciu, Cezara Andreea Onică, Dragoș Nicolae Frățilă, Răzvan Constatin Brânzan, Livia Bobu, Cezar Ilie Foia and Costin Iulian Lupu

Dent. J. 2026, 14(2), 75; https://doi.org/10.3390/dj14020075 - 2 Feb 2026

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Abstract

Background/Objectives: Anaphylaxis is a rare occurrence in dental practice, yet when it happens, it demands swift management, as untreated cases can be fatal. The aim of this study is to evaluate the level of knowledge among dental students and residents regarding the [...] Read more.

Background/Objectives: Anaphylaxis is a rare occurrence in dental practice, yet when it happens, it demands swift management, as untreated cases can be fatal. The aim of this study is to evaluate the level of knowledge among dental students and residents regarding the symptoms and management of anaphylactic emergencies in dental surgery. Methods: The study involved a sample of 236 students from the 3rd and 5th years, and residents in their 1st and 2nd years of the General Dentistry programme at the Faculty of Dental Medicine in Iași, Romania. The response rate to the invitation was 85.8%. Knowledge was assessed using a self-administered questionnaire consisting of 18 questions organised into three sections, which were tested for internal consistency, yielding a Cronbach’s alpha value of 0.731. Results: Statistically significant differences in the responses provided by the three categories of participants were observed for the following items: management of patients with an allergic background (p = 0.033), factors aggravating allergic predisposition (p = 0.001), the correct dose of epinephrine (p = 0.001), secondary medication (p = 0.001), and the timing of treatment initiation (p = 0.009). Questions where answers indicated moderate to low levels of knowledge (25–50% correct answers) concerned the therapeutic approach for patients with an allergic background, the site of adrenaline administration, and secondary medication. Conclusions: Overall, it can be observed that students demonstrated a high level of knowledge in questions related to the symptomatology of anaphylaxis and the therapeutic management of allergic patients, whereas residents showed better performance in questions addressing the therapeutic management of anaphylaxis. However, significant knowledge gaps were identified across all participant categories, suggesting that there must be periodic supplementary training. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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15 pages, 2315 KB

Open AccessArticle

Clinician-Led Development and Feasibility of a Neural Network for Assessing 3D Dental Cavity Preparations Assisted by Conversational AI

by Mohammed El-Hakim, Haitham Khaled, Amr Fawzy and Robert Anthonappa

Dent. J. 2025, 13(11), 531; https://doi.org/10.3390/dj13110531 - 13 Nov 2025

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Abstract

Introduction: Artificial intelligence is emerging in dental education, but its use in preclinical assessment remains limited. Large language models like ChatGPT^® V4.5 enable non-programmers to build AI models through real-time guidance, addressing the coding barrier. Aim: This study aims to empower clinician-led, [...] Read more.

Introduction: Artificial intelligence is emerging in dental education, but its use in preclinical assessment remains limited. Large language models like ChatGPT^® V4.5 enable non-programmers to build AI models through real-time guidance, addressing the coding barrier. Aim: This study aims to empower clinician-led, low-cost, AI-driven assessment models in preclinical restorative dentistry and to evaluate the technical feasibility of using a neural network to score 3D cavity preparations. Methods: Twenty mandibular molars (tooth 46), each with two carious lesions, were prepared and scored by two expert examiners using a 20-point rubric. The teeth were scanned with a Medit i700^® and exported as .OBJ files. Using Open3D, the models were processed into point clouds. With ChatGPT’s guidance, the clinician built a PointNet-based neural model in PyTorch, training it on 20 cases and testing it on 10 unseen preparations. Results: In training, the model achieved an MAE of 0.82, RMSE of 1.02, and Pearson’s r = 0.88, with 66.7% and 93.3% of the predictions within ±5% and ±10% of the examiner scores, respectively. On the test set, it achieved an MAE of 0.97, RMSE of 1.16, and r = 0.92, with 50% and 100% of scores within ±5% and ±10%, respectively. These results show a strong alignment with examiner scores and an early generalizability for scoring preclinical cavity preparations. Conclusions: This study confirms the feasibility of clinician-led, low-cost AI development for 3D cavity assessment using ChatGPT, even without prior coding expertise. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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22 pages, 3399 KB

Open AccessArticle

Challenges of Future Patient Recruitment: A Cross-Sectional Study in Conservative Dentistry Teaching

by Marco M. Herz, Michael Scharl, Diana Wolff and Valentin Bartha

Dent. J. 2025, 13(11), 495; https://doi.org/10.3390/dj13110495 - 25 Oct 2025

Viewed by 988

Abstract

Background: Direct clinical training on real patients is essential in dental education. However, the declining patient inflow increasingly challenges this objective. This cross-sectional study aimed to assess patients’ experiences and preferences to derive recommendations for improving patient recruitment. Material and Methods: Over a [...] Read more.

Background: Direct clinical training on real patients is essential in dental education. However, the declining patient inflow increasingly challenges this objective. This cross-sectional study aimed to assess patients’ experiences and preferences to derive recommendations for improving patient recruitment. Material and Methods: Over a period of one year, patients treated by students in the courses and final examinations at the dental school of conservative dentistry were questioned using a specially designed questionnaire and reviewed using their medical records. They were asked about their complete treatment process, and patient files were used to record socio-demographic as well as economic and appointment-specific data. Results: We analysed 297 patients (142 women, 47.8%; 155 men, 52.2%) treated by undergraduates across two semesters (four courses) and two final examinations. Median age was 57.0 years (IQR 46–67; mean 55.2, SD 15.2; range 14–85) with no sex-based difference (p > 0.05). Arrival was predominantly by car (72.7%, n = 216); median one-way distance was 20.5 km (IQR 11.2–32.1); and 58.4% were employed, while 41.6% were not employed (33.7% retired, 7.9% unemployed). The leading reason for course attendance was “satisfaction with previous treatments” (65.32%). Information sources were reported by 290/297 (98%); the most common was already being a course patient (143, 48.1%). Most patients attended one appointment (109, 36.7%). Median travel cost per appointment (including parking) was €17.0 (typically €10.0–€23.5). Of 285 respondents, 93.68% answered “Yes” to satisfaction with student treatment. Conclusions: Important steps include enhancing parking facilities, optimizing recall systems and appointment accessibility, and strengthening relationships with regular patients to encourage word-of-mouth referrals. The main focus is to maintain high clinical quality, ensure affordability, and further reduce patient copayments where possible. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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14 pages, 1090 KB

Open AccessArticle

Efficacy and Feasibility of OptraDam^® Plus Versus Conventional Rubber Dams in Preclinical Simulation Training: A Randomized Crossover Trial

by Fahad BaHammam, Mohammed Alsuhaibani, Faisal Almutairi, Sultan Aldakhil, Shug Albarrak, Lulwah Alreshaid and Fathima Farook

Dent. J. 2025, 13(11), 485; https://doi.org/10.3390/dj13110485 - 22 Oct 2025

Viewed by 1373

Abstract

Background/Objectives: Despite clear benefits, conventional rubber dam use remains low due to barriers that often originate during undergraduate training. To examine a potential approach to mitigating these barriers, this study evaluated the efficacy and feasibility of OptraDam^® Plus, a user-friendly alternative to [...] Read more.

Background/Objectives: Despite clear benefits, conventional rubber dam use remains low due to barriers that often originate during undergraduate training. To examine a potential approach to mitigating these barriers, this study evaluated the efficacy and feasibility of OptraDam^® Plus, a user-friendly alternative to the conventional rubber dam, in preclinical simulation training. Methods: In this 2 × 2 crossover trial, preclinical undergraduate students were randomly assigned to two groups to perform two types of dental isolation, conventional rubber dam and OptraDam^® Plus, in alternating sequences on a dental simulator. The efficacy and feasibility of both systems were evaluated based on application time, isolation quality, and students’ perceptions. Results: Data from 94 randomized students were collected and analyzed. Although students’ performance was suboptimal with both systems, there were significant differences in efficacy and feasibility between them. Application time was shorter with the conventional rubber dam (mean reduction 77 s; 95% CI 4–151; p = 0.039), whereas using OptraDam^® Plus was associated with 51% lower odds of achieving a higher isolation quality category (OR 0.49; p = 0.011). In addition, students perceived the conventional rubber dam to be superior to the OptraDam^® Plus in achieving higher-quality dental isolation and in their confidence in using it. Conclusions: OptraDam^® Plus cannot be considered a suitable alternative to the conventional rubber dam in preclinical simulation training due to its inferior efficacy and feasibility. The findings of this study challenge the assumption that utilization of newer marketed “user-friendly” rubber dam systems necessarily overcome the core technical barriers faced by undergraduate students. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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11 pages, 209 KB

Open AccessArticle

Knowledge and Awareness of Dental Students and Practitioners About the Utilization of Endocrown

by Raneem Alfahad, Maryam Quritum, Lamia Hakami, Maha Aldandan, Osama Alharbi, Omar Almasoud, Abdullah Alasafirah and Passent Ellakany

Dent. J. 2025, 13(8), 348; https://doi.org/10.3390/dj13080348 - 29 Jul 2025

Cited by 1 | Viewed by 895

Abstract

Background/Objectives: The aim of this study was to evaluate the level of awareness among dental students and practitioners regarding the utilization of endocrowns in clinical settings, along with any differences in knowledge based on gender, educational level, and workplace. Methods: A [...] Read more.

Background/Objectives: The aim of this study was to evaluate the level of awareness among dental students and practitioners regarding the utilization of endocrowns in clinical settings, along with any differences in knowledge based on gender, educational level, and workplace. Methods: A cross-sectional online survey-based study was conducted, including 1154 participants from various dental institutions across Saudi Arabia. The questionnaire included demographic data and closed-ended questions focused on knowledge and awareness of endocrowns. Data was analyzed using statistical tests, including chi-square, to see any significant differences. Results: Most participants (81%) had knowledge about endocrowns, mainly from their colleagues. Knowledge levels and preferences (like the use of lithium disilicate and adhesive resin cement) differed based on gender, educational level, and workplace. Male participants and undergraduates showed better awareness in some areas. Faculty members mostly depend on college training, while private practitioners obtain most of their information from workshops. Conclusions: Males showed significant superiority in knowledge about endocrown usage. Colleges were the most prevalent source of information regarding endocrown restorations. Significant molar tooth loss and restricted inter-arch space were the most common reasons for utilizing endocrowns. Moreover, endocrowns were considered a viable alternative to traditional post and core. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

17 pages, 2879 KB

Open AccessArticle

The Impact of Integrating 3D-Printed Phantom Heads of Newborns with Cleft Lip and Palate into an Undergraduate Orthodontic Curriculum: A Comparison of Learning Outcomes and Student Perception

by Sarah Bühling, Jakob Stuhlfelder, Hedi Xandt, Sara Eslami, Lukas Benedikt Seifert, Robert Sader, Stefan Kopp, Nicolas Plein and Babak Sayahpour

Dent. J. 2025, 13(7), 323; https://doi.org/10.3390/dj13070323 - 16 Jul 2025

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Abstract

Background/Objectives: This prospective intervention study examined the learning effect of using 3D-printed phantom heads with cleft lip and palate (CLP) and upper jaw models with CLP and maxillary plates during a lecture for dental students in their fourth year at J. W. [...] Read more.

Background/Objectives: This prospective intervention study examined the learning effect of using 3D-printed phantom heads with cleft lip and palate (CLP) and upper jaw models with CLP and maxillary plates during a lecture for dental students in their fourth year at J. W. Goethe Frankfurt University. The primary aim was to evaluate the impact of 3D-printed models on students’ satisfaction levels along with their understanding and knowledge in dental education. Methods: Six life-sized phantom heads with removable mandibles (three with unilateral and three with bilateral CLP) were designed using ZBrush software (Pixologic Inc., Los Angeles, CA, USA) based on MRI images and printed with an Asiga Pro 4K 3D printer (Asiga, Sydney, Australia). Two groups of students (n = 81) participated in this study: the control (CTR) group (n = 39) attended a standard lecture on cleft lip and palate, while the intervention (INT) group (n = 42) participated in a hands-on seminar with the same theoretical content, supplemented by 3D-printed models. Before and after the session, students completed self-assessment questionnaires and a multiple-choice test to evaluate knowledge improvement. Data analysis was conducted using the chi-square test for individual questions and the Wilcoxon rank test for knowledge gain, with the significance level set at 0.05. Results: The study demonstrated a significant knowledge increase in both groups following the lecture (p < 0.001). Similarly, there were significant differences in students’ self-assessments before and after the session (p < 0.001). The knowledge gain in the INT group regarding the anatomical features of unilateral cleft lip and palate was significantly higher compared to that in the CTR group (p < 0.05). Conclusions: The results of this study demonstrate the measurable added value of using 3D-printed models in dental education, particularly in enhancing students’ understanding of the anatomy of cleft lip and palate. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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20 pages, 19379 KB

Open AccessArticle

The Success of Endodontic Treatments Performed by Dental Residents in Advanced Education in General Dentistry Program: A 10-Year Retrospective Study

by Nisreen Al Jallad, Eli Sun, Tongtong Wu, Shasha Cui, Amer Basmaji, Radhika Thakkar, Shahenda Aboelmagd, Neha Naik, Konstantina Tzouma, Jin Xiao and Hans Malmstrom

Dent. J. 2025, 13(7), 306; https://doi.org/10.3390/dj13070306 - 8 Jul 2025

Cited by 1 | Viewed by 7908

Abstract

Objectives: This study aimed to evaluate the success rates of NSRCT performed by AEGD residents and to identify predictive factors associated with clinical outcomes and patient satisfaction. Methods: A retrospective chart review was conducted on cases treated between 2012 and 2021. Eligible cases [...] Read more.

Objectives: This study aimed to evaluate the success rates of NSRCT performed by AEGD residents and to identify predictive factors associated with clinical outcomes and patient satisfaction. Methods: A retrospective chart review was conducted on cases treated between 2012 and 2021. Eligible cases included fully developed permanent teeth that underwent NSRCT and received a final restoration by general dentistry residents, with a minimum of 12 months of follow-up. Data collected included demographic information, medical history, clinical symptoms, radiographic findings, instrumentation, type and timing of final restorations, and patient satisfaction scores. Treatment success was defined as the absence of symptoms and either the resolution or stability of periapical radiolucency. Patient satisfaction and pain levels were also analyzed. Results: AEGD residents achieved radiographic and clinical RCT success rates of 93.3% and 91.5%, respectively. Multivariate logistic regression showed that the presence of an intact restoration was significantly associated with increased odds of tooth retention (odds ratio [OR] = 3.4, p < 0.001), while post placement in a straight root was also a significant predictor of survival (OR = 4.2, p = 0.02). Conversely, pre-existing radiolucency (OR = 0.37, p = 0.018) and the use of a metal post (OR = 0.23, p = 0.012) were significantly associated with lower odds of tooth retention. Worse periodontal health was significantly associated with increased odds of pain on percussion, with a 74.19% increase in odds per worsening category (OR = 1.74, p = 0.002). Patient satisfaction was significantly higher when restorations remained intact, with esthetic satisfaction increasing by a factor of 3.08 (OR = 3.08, p < 0.001) and functional satisfaction increasing by a factor of 3.9 (OR = 3.9, p < 0.001). Conclusions: Endodontic treatments performed by AEGD residents demonstrated high success rates and favorable patient-reported outcomes. Restoration integrity, periodontal health, and post and final restoration selection play critical roles in treatment success and patient satisfaction. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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16 pages, 7509 KB

Open AccessArticle

Evaluating the Diagnostic Proficiency Among a Sample of Final Stage Dental Students in Some Orthodontic Cases: A Comprehensive Analysis of Clinical Competence

by Noor Nourie Abbass, Zainab Mousa Kadhom, Wurood Khairallah Al-Lehaibi and Mohammed Nahidh

Dent. J. 2025, 13(7), 300; https://doi.org/10.3390/dj13070300 - 2 Jul 2025

Cited by 1 | Viewed by 1647

Abstract

Background/Objectives: This study evaluates the diagnostic and referral skills of final-year dental students at Al-Iraqia University using a questionnaire based on malocclusion cases ranging from mild to severe. Methods: The questionnaire, featuring photos and radiographs of five selected treated cases from [...] Read more.

Background/Objectives: This study evaluates the diagnostic and referral skills of final-year dental students at Al-Iraqia University using a questionnaire based on malocclusion cases ranging from mild to severe. Methods: The questionnaire, featuring photos and radiographs of five selected treated cases from two textbooks, was answered by 165 students who were asked to assess each case and determine whether orthodontic or surgical treatment was necessary, as well as to identify factors contributing to an unesthetic profile, such as irregular teeth. Frequency distribution and the Chi-square test were used for statistical analysis. Results: The results indicated good overall clinical competence. The unesthetic profile and irregular teeth were the main reasons for referring both Class II and III cases for surgery, with mandibular retrusion being the most common factor in aesthetic concerns. Maxillary protrusion was less frequently selected as a key factor in Class II malocclusion cases. Conclusions: The findings suggest that students demonstrated a high level of diagnostic accuracy in identifying treatment needs for various malocclusion cases. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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13 pages, 1932 KB

Open AccessArticle

Evaluation of the Quality and Educational Value of YouTube Videos on Class IV Resin Composite Restorations

by Rashed A. AlSahafi, Hesham A. Alhazmi, Israa Alkhalifah, Danah Albuhmdouh, Malik J. Farraj, Abdullah Alhussein and Abdulrahman A. Balhaddad

Dent. J. 2025, 13(7), 298; https://doi.org/10.3390/dj13070298 - 30 Jun 2025

Cited by 3 | Viewed by 1253

Abstract

Objectives: The increasing reliance on online platforms for dental education necessitates an assessment of the quality and reliability of available resources. This study aimed to evaluate YouTube videos as educational tools for Class IV resin composite restorations. Methods: The first 100 YouTube [...] Read more.

Objectives: The increasing reliance on online platforms for dental education necessitates an assessment of the quality and reliability of available resources. This study aimed to evaluate YouTube videos as educational tools for Class IV resin composite restorations. Methods: The first 100 YouTube videos were screened, and 73 met the inclusion criteria. The videos were evaluated using the Video Information and Quality Index (VIQI) and specific content criteria derived from the dental literature. Videos with a score below the mean were identified as low-content videos. Results: No significant differences were noted between high- and low-content videos when examining the number of views, number of likes, duration, days since upload, viewing rate, interaction index, and number of subscribers (p > 0.05). The high-content videos demonstrated higher mean values compared with the low-content videos in flow (4.11 vs. 3.21; p < 0.0001), accuracy (4.07 vs. 3.07; p < 0.0001), quality (4 vs. 2.66; p < 0.0001), and precision (4.16 vs. 2.86; p < 0.0001). The overall VIQI score was significantly higher (p < 0.0001) for high-content videos (Mean 16.34; SD 2.46) compared with low-content videos (Mean 11.79; SD 2.96). For content score, high-content videos (Mean 9.36; SD 1.33) had a higher score (p < 0.0001) than low-content videos (Mean 4.90; SD 2.04). The key areas lacking sufficient coverage included occlusion, shade selection, and light curing techniques. Conclusions: While a significant portion of YouTube videos provided high-quality educational content, notable deficiencies were identified. This analysis serves as a call to action for both content creators and educational institutions to prioritize the accuracy and completeness of online dental education. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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12 pages, 1071 KB

Open AccessFeature PaperArticle

The Influence of Educational Level on the Perception of Altered Smile Esthetics Among Dental Students: A Cross-Sectional Study

by Panagiotis Ntovas, Ioulianos Rachiotis, Panagiotis Maniatakos, Nikolaos Loumprinis, Chariklia Paximada and Christos Rahiotis

Dent. J. 2025, 13(7), 287; https://doi.org/10.3390/dj13070287 - 25 Jun 2025

Cited by 1 | Viewed by 1131

Abstract

Background/Objectives: Smile esthetics are a crucial aspect of facial attractiveness, playing a central role in social interactions. Dental students’ perception of smiling esthetics may evolve as they progress through their education and clinical exposure. This study aimed to investigate the influence of [...] Read more.

Background/Objectives: Smile esthetics are a crucial aspect of facial attractiveness, playing a central role in social interactions. Dental students’ perception of smiling esthetics may evolve as they progress through their education and clinical exposure. This study aimed to investigate the influence of educational level on dental students’ perception of altered smile esthetics. Methods: A cross-sectional study was conducted among 410 undergraduate dental students across five academic years at the National and Kapodistrian University of Athens. Participants evaluated 22 digitally altered smile images, including single and combined esthetic discrepancies, using a visual analog scale (VAS). Perceived attractiveness scores were analyzed in relation to academic year, gender, and specific types of smile alterations. Results: The perception of smile attractiveness varied significantly across academic years for certain esthetic discrepancies, including central incisor length mismatch, midline diastema, and open gingival embrasures (p < 0.05). Clinical-year students (years 4–5) demonstrated a more critical assessment compared to preclinical students. Female students exhibited greater sensitivity to specific discrepancies, including fluorosis and reduced tooth lightness. The combination of a midline diastema, a gummy smile, and reduced lightness received the lowest attractiveness scores across all groups. Conclusions: The perception of altered smile esthetics among undergraduate dental students evolves throughout their education, although this progression does not follow a linear trajectory. Dental education appears to influence the perception of specific smile esthetic discrepancies, reflecting a selective influence on features. Clinical training appears to be a critical parameter of dental education, influencing the perception of smiling esthetics. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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18 pages, 490 KB

Open AccessFeature PaperArticle

Final-Year Dental Students’ Perceived Confidence: Competencies in General Dentistry

by Navodika Yaparathna, Iresha Udayamalee, Megan Gray, Cheree He, Rachel Wu, Chelsea Taing and Menaka Abuzar

Dent. J. 2025, 13(6), 268; https://doi.org/10.3390/dj13060268 - 16 Jun 2025

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Abstract

Background: Competency in providing high-quality, comprehensive patient care is essential for newly qualified dentists. Dental curricula are designed to equip graduates with necessary skills to develop competencies. Outplacement training has been incorporated into most dental curricula to provide broader clinical experience in a [...] Read more.

Background: Competency in providing high-quality, comprehensive patient care is essential for newly qualified dentists. Dental curricula are designed to equip graduates with necessary skills to develop competencies. Outplacement training has been incorporated into most dental curricula to provide broader clinical experience in a real-world situation. Methods: This cross-sectional study aimed to assess (1) the perceived confidence of final-year dental students (FYDSs) at an Australian university with reference to the Australian Dental Council (ADC) professional competencies for newly qualified dentists; (2) the association between perceived confidence and the timing of outplacement training; and (3) students’ perceptions on outplacement training in developing their competencies. Two online surveys were administered to a cohort of FYDSs at the end of the first and second trimesters. ‘Survey 1’ was based on the ADC competency requirements (2022) and assessed aims 1 and 2. The five domains assessed were (1) communication and leadership; (2) critical thinking; (3) health promotion; (4) scientific and clinical knowledge; and (5) person-centred care. ‘Survey 2’ assessed students’ perception on outplacement training and was administered towards the completion of their outplacement to assess aim 3. Results: Students’ perceived competency levels were high across all domains. Those with prior tertiary education were more confident in communication and leadership, health promotion, and scientific and clinical knowledge than students with secondary qualifications. The perceived confidence in professional competencies among FYDSs had no significant association (p > 0.05) with the location or the sequence of outplacement. The thematic analysis of survey 2 responses reported the guidance and constructive feedback received from supervisors while managing cases in a real-life setup as a significant contributor to their confidence development. Conclusions: FYDSs reported a satisfactory level of perceived confidence in professional competencies. Both in-house training and outplacement equally improve the levels of competency development. FYDSs perceive outplacement training as a positive integral component in the development of skills. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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16 pages, 1858 KB

Open AccessFeature PaperArticle

Identifying Gaps in Predoctoral Craniofacial Education

by Catherine Bingham, Linda Sangalli, Kathryn Preston, Poojan Shrestha and Caroline M. Sawicki

Dent. J. 2025, 13(6), 266; https://doi.org/10.3390/dj13060266 - 16 Jun 2025

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Abstract

Background/Objectives: It is essential that dental school graduates are adequately prepared to provide care to patients with craniofacial differences (PCD). This study aimed to identify potential educational deficiencies in predoctoral dental school curricula regarding the management of PCD. Methods: An electronic survey was [...] Read more.

Background/Objectives: It is essential that dental school graduates are adequately prepared to provide care to patients with craniofacial differences (PCD). This study aimed to identify potential educational deficiencies in predoctoral dental school curricula regarding the management of PCD. Methods: An electronic survey was distributed to predoctoral dental students across the United States. The 20-item questionnaire assessed students’ educational experiences, clinical encounters, and perceived knowledge and confidence in managing PCD. Results: The most taught didactic topic was diagnostic characteristics of craniofacial differences (77.1%), followed by psychosocial challenges (43.0%) and treatment/referral (36.3%). Respondents reported low levels of understanding and confidence in managing craniofacial conditions, with the lowest confidence in providing surgical treatment (30.1 ± 27.9) and the highest in referrals and communication (41.7 ± 30.1, on a 0–100 scale). Logistic regression showed that overall understanding was a significant predictor of confidence, increasing odds by 8% (OR = 1.08, 95% CI 1.05, 1.12). Participants noted that hands-on clinical experience would most improve their confidence in managing PCD. Conclusions: Predoctoral dental students exhibit low confidence and understanding in managing PCD. Incorporating more targeted craniofacial education, particularly hands-on clinical experience, into the curriculum is essential to better prepare dental graduates for craniofacial care. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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18 pages, 555 KB

Open AccessArticle

Evaluation of Undergraduate Dental Students’ Opinions on the Use of Digital Versus Conventional Design in Prosthodontics

by Lucian Toma Ciocan, Mihaela Pantea, Vlad Gabriel Vasilescu, Ana Maria Cristina Țâncu, Ruxandra Sfeatcu, Andreea Cristiana Didilescu, Alexandra Ripszky, Alexandra Popa, Silviu Mirel Pițuru and Marina Imre

Dent. J. 2025, 13(6), 242; https://doi.org/10.3390/dj13060242 - 29 May 2025

Cited by 4 | Viewed by 1400

Abstract

Background/Objectives: The integration of digital technologies into dental education is becoming increasingly important, particularly in prosthodontics, where digital design tools offer enhanced precision and efficiency. This study aimed to evaluate second-year dental students’ perceptions regarding conventional versus digital design in prosthodontics, assessing [...] Read more.

Background/Objectives: The integration of digital technologies into dental education is becoming increasingly important, particularly in prosthodontics, where digital design tools offer enhanced precision and efficiency. This study aimed to evaluate second-year dental students’ perceptions regarding conventional versus digital design in prosthodontics, assessing their theoretical knowledge, practical skills, and attitudes toward these approaches. Methods: A total of 141 dental students enrolled in Faculty of Dentistry from “Carol Davila” University of Medicine and Pharmacy, Bucharest, Romania, participated in an online survey consisting of 19 questions evaluating their understanding, preferences, attitudes, and expectations regarding digital and conventional prosthodontic workflows. Additionally, students’ practical exam grades and task completion times for both conventional and digital design methods were evaluated. Results: Participating students reported sufficient understanding of theoretical concepts in both conventional (92.9%) and digital design (91.5%). A significant proportion (78.7%) felt confident in their practical skills for conventional design, while 78% expressed the same for digital design. Statistically significant correlations indicated that students who believed digital design could replace conventional methods associated digital design with greater accuracy (p = 0.020), predictability (p = 0.048), and sustainability (p = 0.032). Students who believed they had acquired enough skills in digital design responded more frequently that the time allocation for digital design by the university was sufficient (p < 0.001). Moreover, students scored significantly higher in digital design practical exams compared to conventional design (p < 0.001). Task completion times were also shorter for digital workflows, further supporting their efficiency. Conclusions: The findings suggest that students are highly receptive to digital technologies in prosthodontics, favoring digital workflows over conventional techniques. These results highlight the need for continued integration of digital tools into dental curricula to enhance students’ competency and prepare them for modern clinical practice. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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17 pages, 2167 KB

Open AccessArticle

Pediatric Dentists’ Practice Patterns in the Management of Permanent Teeth Needing Endodontic Treatment

by Nuha Ashraf, Linda Sangalli, Jackson Seagroves and Caroline M. Sawicki

Dent. J. 2025, 13(5), 191; https://doi.org/10.3390/dj13050191 - 26 Apr 2025

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Abstract

Background/Objectives: The objective of this study was to evaluate practice patterns among pediatric dentists for the management of permanent teeth needing endodontic treatment. Methods: An electronic nationwide survey was sent to all members of the American Academy of Pediatric Dentistry (AAPD). [...] Read more.

Background/Objectives: The objective of this study was to evaluate practice patterns among pediatric dentists for the management of permanent teeth needing endodontic treatment. Methods: An electronic nationwide survey was sent to all members of the American Academy of Pediatric Dentistry (AAPD). The survey assessed provider training on and confidence (0–100, with 100 = “most confident”) in treating pediatric patients needing endodontic treatment on permanent teeth, referral patterns, and preferred educational resources. A logistic regression identified significant predictors of confidence levels. Results: The final sample included 259 respondents, with 71% having over 10 years of experience in practice. A total of 47% of respondents reported performing endodontic treatments on permanent teeth in pediatric patients, with direct pulp capping (70%) and partial or full pulpotomy (62%) being the most common procedures. Although the respondents moderately agreed (53 ± 32) that they received sufficient training during their residency to perform endodontic treatment on permanent teeth, their reported comfort levels with performing these procedures were low (0.001 ± 33). The adequacy of the training received during their residency was identified as a significant predictor of a higher level of confidence (p < 0.001, 95% CI 0.437, 0.667). The respondents highlighted additional continuing education courses and training, dedicated lectures at the AAPD Annual Session, and annual joint symposia or meetings between the AAPD and the American Association of Endodontists as the most valuable educational resources for the endodontic management of permanent teeth in pediatric patients. Conclusions: The findings suggest that enhancing residency training and expanding access to targeted continuing education opportunities are critical for improving pediatric dentists’ confidence and competence in the endodontic management of permanent teeth in pediatric patients. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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15 pages, 729 KB

Open AccessFeature PaperArticle

Technology-Enabled Active Learning: Assessment of Dentistry Students’ Perception of Digital Prosthodontic Workflow

by Navodika Yaparathna, Iresha Udayamalee, Megan Gray, Andrew Cameron, Jane Evans and Menaka Abuzar

Dent. J. 2025, 13(4), 138; https://doi.org/10.3390/dj13040138 - 24 Mar 2025

Cited by 1 | Viewed by 2739

Abstract

Background/Objectives: Adoption of digital dentistry into curricula by higher education institutions has become mandatory. Implementing changes in stringent and crowded curricula requires meaningful evaluation. The current study aimed to assess the psychometric properties of an adapted Technology-Enabled Active Learning (TEAL) questionnaire on [...] Read more.

Background/Objectives: Adoption of digital dentistry into curricula by higher education institutions has become mandatory. Implementing changes in stringent and crowded curricula requires meaningful evaluation. The current study aimed to assess the psychometric properties of an adapted Technology-Enabled Active Learning (TEAL) questionnaire on students’ perception of integrating a digital workflow in the undergraduate curriculum, and to evaluate students’ perception of benefits of computer-aided design/computer-aided manufacturing (CAD/CAM) in dentistry. Methods: Dental students engaged in hands-on experience in digital fabrication of a dental crown. The study was conducted in two stages in consecutive years as follows. Stage 1: Validation of the adapted TEAL questionnaire in an Australian dental school with 110 undergraduate (UG) students. Content and construct validity were assessed using mixed methods. Reliability was ensured with Cronbach’s Alpha. Stage 2: Qualitative and quantitative analysis of students’ perception on implementation of digital workflow with 140 students using the adapted TEAL questionnaire. Results: The Content Validity Index for the adapted TEAL questionnaire was 0.74, and qualitative analysis displayed positive sentiment. Structural equation modelling showed absolute, relative, and Parsimony fit indices of RMSEA value of 0.055, SRMR of 0.070, GFI of 0.837, and CFI of 0.979. Cronbach’s Alpha was 0.952. Most students (93.75%) had a positive attitude towards digital workflow. The qualitative analysis revealed implementing digital workflow in the dental curriculum has a positive impact on developing digital skills. Conclusions: The adapted TEAL questionnaire construct has good psychometric properties in dentistry students’ context. It can be utilised as a valid and reliable method to ascertain students’ active learning experience of digital workflow. The majority of the students had positive perceptions on the integration of digital workflow. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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18 pages, 306 KB

Open AccessArticle

Is Sustainability Part of the Drill? Examining Knowledge and Awareness Among Dental Students in Bucharest, Romania

by Ana Maria Cristina Țâncu, Marina Imre, Laura Iosif, Silviu Mirel Pițuru, Mihaela Pantea, Ruxandra Sfeatcu, Radu Ilinca, Dana Cristina Bodnar and Andreea Cristiana Didilescu

Dent. J. 2025, 13(3), 114; https://doi.org/10.3390/dj13030114 - 5 Mar 2025

Cited by 3 | Viewed by 2426

Abstract

Background. Despite dentistry’s alarmingly high energy use, plastic waste, and travel emissions, research on Romanian dental students’ sustainability awareness is absent. This study aimed to assess their knowledge of the environmental impact of dental materials and practices, hypothesizing that early exposure to sustainability [...] Read more.

Background. Despite dentistry’s alarmingly high energy use, plastic waste, and travel emissions, research on Romanian dental students’ sustainability awareness is absent. This study aimed to assess their knowledge of the environmental impact of dental materials and practices, hypothesizing that early exposure to sustainability education would benefit preclinical students most. Materials and Methods. A cross-sectional survey using a form questionnaire with 15 items was conducted on 1800 dental students at Carol Davila University of Medicine and Pharmacy, Bucharest, Romania, for one week in March 2022. The questionnaire, consisting of socio-demographics, students’ perspectives on sustainability in dentistry, and personal sustainability, was analyzed using SPSS 26. Data analysis included the Shapiro–Wilk test for normality, Fisher’s exact test for categorical variables, the Mann–Whitney U test for non-parametric quantitative comparisons, and Z-tests with Bonferroni correction for contingency tables. Results. A response rate of 26.06% was achieved, with 469 participants. The majority (51.1%), particularly males (66.1%), perceived sustainability as promoting durability. The most common definition of sustainability (33.8%) was related to environmental protection, with significantly higher agreement among female students (39.4%) (p = 0.001). While 49.3% of participants identified single-use plastics in patient care as having the greatest environmental impact in dental practices, 39.2% of female students, primarily from clinical study years (50%), ranked patient paperwork and records as the most significant factor (p = 0.031). The highest-carbon-footprint dental procedures were considered to be amalgam and composite fillings (50.7%), with clinical year students indicating this as the most relevant issue (62.8% vs. 47.7%) (p = 0.011). Students aged 25–30 were more actively engaged in sustainability initiatives compared to the younger group (p = 0.005), while all students over 30 identified scaling and polishing as the most impactful procedure (p < 0.001). A majority of students supported future university sustainability initiatives (62.7%) and an elective course on sustainability in dentistry (65%). Female students showed significantly greater interest than male students in both initiatives (66.3% vs. 52.7%, p = 0.003 and 70.8% vs. 49.6%, p < 0.001, respectively). Conclusions. Greater awareness of sustainability was found in preclinical-year dental students and among female students, with knowledge gaps in clinical-year students, particularly regarding the environmental impact of dental practices and materials. Introducing sustainability courses could better prepare future dentists for sustainable practices in dentistry. Research collaborations and curriculum reforms to further promote sustainability would also be beneficial. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

10 pages, 812 KB

Open AccessArticle

Comparing the Effectiveness of Human Extracted Teeth and Plastic Teeth in Teaching Dental Anatomy

by Noora Helene Thune, Anna Tostrup Kristensen, Amer Sehic, Julie Marie Haabeth Brox, Tor Paaske Utheim, Hugo Lewi Hammer and Qalbi Khan

Dent. J. 2025, 13(3), 105; https://doi.org/10.3390/dj13030105 - 27 Feb 2025

Cited by 4 | Viewed by 2660

Abstract

Objectives: A thorough knowledge of tooth morphology, encompassing the detailed structural complexities, is essential for the practice of dental hygienists in all aspects of their profession. The aim of this study was to assess the efficacy of two instructional approaches in tooth [...] Read more.

Objectives: A thorough knowledge of tooth morphology, encompassing the detailed structural complexities, is essential for the practice of dental hygienists in all aspects of their profession. The aim of this study was to assess the efficacy of two instructional approaches in tooth morphology education, by analyzing the performance of dental hygienist students trained with human extracted teeth compared to those educated with plastic teeth models. Methods: This study included two cohorts of undergraduate dental hygienist students: a control group (n = 27) trained using human teeth, and an experimental group (n = 34) trained using plastic teeth models. Each group underwent two consecutive practical exams where they identified all 32 permanent teeth and 8 deciduous molars. Initially, students were tested on the training material that they were assigned (either extracted human teeth or plastic teeth), and, subsequently, they were tested using the alternative material. Both the number and patterns of identification errors were recorded and analyzed. Paired t-tests were used to compare error rates between real and plastic teeth for students trained on either plastic or real teeth, unpaired t-tests were conducted to assess differences in performance between students trained on plastic versus real teeth when tested on both tooth types, and Fisher’s exact tests were employed to examine variations in error proportions across maxillary and mandibular tooth categories. Results: The control group recorded a mean of 6.41 errors per student (total of 173 errors), with three students (11.1%) failing by committing over 12 errors. Their performance improved to a mean of 5.44 errors (total of 147 errors) when tested on plastic teeth, although the improvement was not statistically significant (p = 0.20). Conversely, the experimental group demonstrated high accuracy on plastic teeth, with 19 out of 34 students (55.9%) achieving perfect scores and a total of only 50 errors (mean, 1.47). Their performance, however, declined when tested on real teeth, escalating to a total of 354 errors, with 32 students (94.12%) making more errors on real teeth than on plastic, resulting in a significant increase in errors to an average of 10.41 per student (p < 0.001). Conclusions: This study demonstrates that students perform best when tested on the materials that they initially were trained with, showing that real teeth provide better educational outcomes than plastic models. This advantage underscores the importance of using natural teeth when learning dental anatomy. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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12 pages, 478 KB

Open AccessArticle

Comparison of Four Ni-Ti Rotary Systems: Dental Students’ Perceptions in a Multi-Center Simulated Study

by Francesco Puleio, Vincenzo Tosco, Riccardo Monterubbianesi, Rosario Pirri, Angela Alibrandi, Daria Pulvirenti and Michele Simeone

Dent. J. 2025, 13(3), 97; https://doi.org/10.3390/dj13030097 - 24 Feb 2025

Cited by 7 | Viewed by 1280

Abstract

Background/Objectives: Nickel–titanium (Ni-Ti) rotary instruments have significantly enhanced the efficiency and safety of root canal shaping. However, the variety of Ni-Ti systems, characterized by differences in alloy composition, taper design, and heat treatment, may influence their usability, particularly for novice operators. This [...] Read more.

Background/Objectives: Nickel–titanium (Ni-Ti) rotary instruments have significantly enhanced the efficiency and safety of root canal shaping. However, the variety of Ni-Ti systems, characterized by differences in alloy composition, taper design, and heat treatment, may influence their usability, particularly for novice operators. This study aimed to evaluate the perceptions of dental students using four Ni-Ti rotary systems (MTwo, SlimShaper Pro, ProTaper Gold, and HyFlex EDM) in a simulated environment. Methods: Forty dental students from two universities participated in the study and completed a standardized preoperative training session. Root canal shaping was performed on resin teeth models, and an 11-item questionnaire was used to assess various parameters, including flexibility, ease of use, and the ability to maintain working length. Results: The results indicated significant differences in student feedback. SlimShaper Pro and HyFlex EDM were preferred for their flexibility, reduced resistance, and ease of instrument transitions, likely due to their smaller tapers and martensitic alloys. MTwo was rated the least flexible and more challenging to use. Conclusions: These findings underline the importance of user-friendly Ni-Ti systems in pre-clinical training to reduce procedural difficulties and operator stress. Further research should validate these findings in clinical settings to improve the training of novice operators. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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15 pages, 231 KB

Open AccessArticle

Developing and Evaluating a New Preclinical Curriculum with Focus on Prevention in Dentistry

by Ina M. Schüler, Katharina Bach, Pauline Schädlich and Ute Rabe

Dent. J. 2025, 13(2), 81; https://doi.org/10.3390/dj13020081 - 14 Feb 2025

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Abstract

Background/Objectives: New licensing regulations for dentists in Germany offered the opportunity to modernize the dental curriculum regarding content, methodology and structure. This paper aims to evaluate the newly requested preclinical curriculum “Dental Propaedeutic—Focus on Prevention” by dental students and dental educators and to [...] Read more.

Background/Objectives: New licensing regulations for dentists in Germany offered the opportunity to modernize the dental curriculum regarding content, methodology and structure. This paper aims to evaluate the newly requested preclinical curriculum “Dental Propaedeutic—Focus on Prevention” by dental students and dental educators and to describe the process of development. Methods: The curriculum was developed according to the Kern cycle and the National Competence-Based Learning Objectives Catalog for Dentistry. Lesson planning was based on Bloom’s taxonomy and the taxonomy of significant learning, according to the principle of constructive alignment. A variety of evidence-based teaching methods were implemented. For evaluation, dental students answered a written questionnaire, graded eight topics and added free text. Dental educators were interviewed. Results: Thirty out of fifty-four dental students’ enrolled in the third semester participated in the survey, giving the highest grades to the learning atmosphere. All dental educators involved in the delivery of the curriculum participated in the interview. Dental students and educators expressed satisfaction with this comprehensive teaching approach of prevention in an early stage of the dental curriculum. Dental educators reflected on the high workload for development but valued the opportunity to participate in an evidence-based development process and to introduce various modern teaching and examination methods. Conclusions: The expenditure of time for the development, performance and examination was high. In order to perform 240 teaching units for eight ECTS credits, 419 h of conceptualization/preparation and 344 h for examination had to be invested. This paper might help to facilitate better understanding of the chances and efforts accompanied by curricular changes. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

12 pages, 476 KB

Open AccessArticle

Exploring Factors Contributing to Effective Teaching in Dental Clinical Settings: Perceptions of Dental Students

by Rayan Sharka, Mansour Alghamdi, Ammar Almarghlani, Hassan Abed, Shahad Alluqmani, Ruza Alhazmi and Jameel Abuljadayel

Dent. J. 2025, 13(2), 75; https://doi.org/10.3390/dj13020075 - 8 Feb 2025

Cited by 1 | Viewed by 2767

Abstract

Background: Clinical teaching is crucial to dental education as it shapes the identity and professional development of students. However, there is a lack of research regarding the responsibilities of clinical teachers, their professional behavior, pedagogical approaches, and their influence on students’ clinical learning [...] Read more.

Background: Clinical teaching is crucial to dental education as it shapes the identity and professional development of students. However, there is a lack of research regarding the responsibilities of clinical teachers, their professional behavior, pedagogical approaches, and their influence on students’ clinical learning outcomes. This study aims to identify factors that students perceive in clinical teachers and how these factors influence the effectiveness of their clinical education. Methods: This cross-sectional study involved predoctoral and graduate dental students (N = 354). Data were collected using a questionnaire adapted from the Stanford Faculty Development Program (SFDP) scale and open-ended questions. Simple and multiple linear regression analyses were conducted to examine associations and predictive capabilities of the SFDP constructs for clinical teaching effectiveness. Data were analyzed using SPSS version 29. Results: A total of 332 responses were received, with a 94% response rate. Significant positive correlations were found between SFDP constructs and clinical teaching effectiveness. The evaluation construct had the strongest correlation (r = 0.480, p < 0.001), explaining 23.1% of the variance. The communication of clinical goals had the second strongest correlation (r = 0.415, p < 0.001), explaining 17.3%. The lowest correlation was for promotion of understanding and retention (r = 0.332, p < 0.001), explaining 11%. Cronbach’s alpha ranged from 0.607 to 0.783. Conclusions: This study highlighted key factors influencing the effectiveness of clinical teaching, including evaluation quality, clear communication of clinical goals, supportive learning environments, and effective feedback. Clinical teachers’ respect for students also facilitates successful education. More studies are required to explore additional factors across different contexts. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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12 pages, 2091 KB

Open AccessArticle

Implementation of Virtual Reality in Preclinical Pediatric Dentistry Learning: A Comparison Between Simodont^® and Conventional Methods

by Antonia M. Caleya, Andrea Martín-Vacas, María Rosa Mourelle-Martínez, Manuel Joaquín de Nova-Garcia and Nuria E. Gallardo-López

Dent. J. 2025, 13(2), 51; https://doi.org/10.3390/dj13020051 - 23 Jan 2025

Cited by 7 | Viewed by 2168

Abstract

Background/Objectives: Preclinical training in pediatric dentistry is traditionally performed on acrylic primary teeth or natural extracted teeth in phantoms or dental manikins. With technological advancements, virtual simulation has become increasingly common, enhancing the development of cognitive and motor skills in dental students while [...] Read more.

Background/Objectives: Preclinical training in pediatric dentistry is traditionally performed on acrylic primary teeth or natural extracted teeth in phantoms or dental manikins. With technological advancements, virtual simulation has become increasingly common, enhancing the development of cognitive and motor skills in dental students while complementing traditional methods. Specific objectives included assessing whether preclinical theoretical knowledge impacts motor skill scores, comparing the quality of dental preparations on acrylic teeth versus those performed using virtual simulation (Simodont^®) and evaluating students’ perceptions of Simodont^® use. Methods: An observational, descriptive, cross-sectional study was conducted. Students first completed a theoretical knowledge survey on dental preparations, class II caries, and pulpotomies. They then performed dental preparations on both acrylic primary teeth and the Simodont^® simulator, with their work assessed by a pediatric dentistry professor. Finally, students completed a perception survey regarding their experience. Results: The introduction of the Simodont^® was positively received. Theoretical knowledge prior to preclinical exercises did not significantly influence practice scores. Average scores for preparations on acrylic teeth (class II: 2.57; pulpotomy: 3.60) were higher than those achieved using Simodont^® (class II: 1.97; pulpotomy: 2.92). Conclusions: Dental preparation scores were higher on acrylic teeth compared to the virtual simulation. While students reported a positive experience with Simodont^®, they expressed a preference for traditional learning methods involving acrylic teeth on phantoms or dental manikins. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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23 pages, 1220 KB

Open AccessArticle

Knowledge, Awareness, and Influence of the COVID-19 Pandemic on Students of Biomedical Faculties: A Cross-Sectional Study

by Bruno Špiljak, Luka Šimunović, Ana Marija Miličević, Marko Granić, Lana Bergman and Jasminka Peršec

Dent. J. 2025, 13(1), 28; https://doi.org/10.3390/dj13010028 - 10 Jan 2025

Cited by 5 | Viewed by 2440

Abstract

Background/Objectives: The COVID-19 pandemic has had a profound impact on physical, mental, and social aspects of life worldwide. This study aimed to explore and compare differences in knowledge, awareness, behavior, and the psychological impact of the pandemic among students of biomedical faculties [...] Read more.

Background/Objectives: The COVID-19 pandemic has had a profound impact on physical, mental, and social aspects of life worldwide. This study aimed to explore and compare differences in knowledge, awareness, behavior, and the psychological impact of the pandemic among students of biomedical faculties at the University of Zagreb. Methods: A cross-sectional study was conducted between 27 November 2020 and 19 January 2021 involving 518 students from the School of Dental Medicine, School of Medicine, Faculty of Pharmacy and Biochemistry, and Faculty of Veterinary Medicine. An anonymous online questionnaire was distributed, assessing participants’ knowledge about SARS-CoV-2, information sources, attitudes, and psychological responses. Data were analyzed using descriptive statistics and appropriate statistical tests. Results: The median knowledge score was 61.54%, with senior and female students demonstrating significantly more knowledge (p < 0.001 and p = 0.044, respectively). Students who consulted the scientific literature and official websites had higher knowledge levels (p < 0.001). Most participants used media and social networks for pandemic information, while scientific sources were underutilized. Psychological impacts were evident, with 46.3% expressing fear about the future and 25% reporting anxiety if they were to be infected. Additionally, those who engaged with the scientific literature were more likely to accept vaccination and showed lower levels of COVID-19 stigma. A majority (64.5%) believed that the media exaggerated the pandemic’s risks. Conclusions: Biomedical students demonstrated moderate knowledge about COVID-19, with a clear link between scientific literacy and more informed, less stigmatizing attitudes. This study underscores the importance of reliable information sources in shaping public health awareness and highlights the need for further education on COVID-19 symptoms and preventive measures. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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11 pages, 699 KB

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Virtual Versus Traditional Learning: A Comparison of Dental Students’ Perception and Satisfaction

by Marwa Madi, Balgis Gaffar, Faraz Ahmed Farooqi, Osama Zakaria, Shazia Sadaf, Muhanad Alhareky and Jehan AlHumaid

Dent. J. 2024, 12(12), 393; https://doi.org/10.3390/dj12120393 - 4 Dec 2024

Cited by 5 | Viewed by 2770

Abstract

Background: Comparing the effectiveness of virtual and traditional learning methods is crucial for understanding their impact on knowledge transmission in different subjects. The objective of this cross-sectional study was to explore dental students’ perceptions and satisfaction levels with their experiences in virtual learning [...] Read more.

Background: Comparing the effectiveness of virtual and traditional learning methods is crucial for understanding their impact on knowledge transmission in different subjects. The objective of this cross-sectional study was to explore dental students’ perceptions and satisfaction levels with their experiences in virtual learning compared to traditional classroom learning. Methods: A cross-sectional survey was administered to all dental students in the College of Dentistry across preclinical (3rd and 4th year) and clinical (5th and 6th year) levels using Google Forms. The questionnaire included items from the validated student survey component of the Blended Learning Toolkit, the Quality Matters Higher Education Rubric, and the Web Learning Project Student Survey. Results: With a 93% response rate from 313 students, the survey results indicated a strong preference (87%) for traditional learning among 3rd-year preclinical students who favored it over virtual learning, contrasting with 54% of 6th-year clinical year students. Most of the students acknowledged that traditional learning facilitates the use of various instructional methods while virtual learning hinders interactions among each other (p = 0.068). However, virtual lectures were perceived as more organized (70% to 89%, p = 0.014). Gender differences were minimal in preference for virtual learning, but male students significantly preferred traditional methods (p = 0.001). Conclusion: The results indicate a preference for traditional over virtual learning, especially among males and preclinical dental students, emphasizing the need for an integrated approach that combines the structured benefits of virtual learning with the interactive advantages of traditional classrooms. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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11 pages, 1160 KB

Open AccessArticle

Evaluation and Comparison of Manual and Mechanical Endodontic Instrumentation Completed by Undergraduate Dental Students on Endodontic Blocks

by António Ginjeira, Abayomi O. Baruwa and Karla Baumotte

Dent. J. 2024, 12(11), 363; https://doi.org/10.3390/dj12110363 - 14 Nov 2024

Cited by 3 | Viewed by 3667

Abstract

Background: The shaping of root canal space was completed using manual stainless steel files in earlier decades and with the advent of mechanical nickel–titanium (NiTi) instruments, there is potential for more efficient root canal preparation. Despite the advantages of NiTi instruments, their adoption [...] Read more.

Background: The shaping of root canal space was completed using manual stainless steel files in earlier decades and with the advent of mechanical nickel–titanium (NiTi) instruments, there is potential for more efficient root canal preparation. Despite the advantages of NiTi instruments, their adoption in undergraduate dental education remains limited. The aim of this study was to evaluate three root canal instrumentation techniques, manual instrumentation using stainless steel hand files, continuous rotation employing ProTaper Gold (PTG) files, and reciprocation with WaveOne Gold (WOG) files, on endodontic resin blocks to assess the quality of preparation and the time required for instrumentation. Methods: A total of 36 third-year dental students, all lacking prior experience in root canal procedures, were divided into six groups to prepare 108 resin endodontic blocks with each student preparing 3 blocks. Images were captured at the preoperative, intraoperative, and postoperative stages to facilitate comparisons and measurements of the prepared blocks to assess the degree of resin removal, apical deviation, and mid-cervical wear. Furthermore, questionnaires were distributed to assess the students’ experiences and satisfaction with the techniques. The Friedman test, Wilcoxon test with Bonferroni correction, and Kruskal–Wallis test with Mann–Whitney U test were used to analyse and compare techniques, with the level of significance set at p < 0.05. Results: Instrumentation with PTG exhibited significantly reduced apical deviation (0.073 ± 0.003) compared to both the WOG and manual instrumentations (p < 0.001). Significant differences in mid-cervical wear were observed only between PTG and the manual instrumentation. In terms of resin removal, the manual instrumentation displayed greater variability and was five times slower to complete the instrumentation. In total, 90% of students favoured mechanical instrumentation, with substantial preferences for them over manual techniques. Conclusions: Mechanical instrumentation techniques, notably with the PTG system, were significantly faster and more effective in preparation quality. This highlights the potential for the inclusion of mechanical instrumentation in undergraduate dental curricula. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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21 pages, 2364 KB

Open AccessSystematic Review

Artificial Intelligence in Endodontic Education: A Systematic Review with Frequentist and Bayesian Meta-Analysis of Student-Based Evidence

by Carlos M. Ardila, Eliana Pineda-Vélez and Anny M. Vivares-Builes

Dent. J. 2025, 13(11), 489; https://doi.org/10.3390/dj13110489 - 23 Oct 2025

Cited by 2 | Viewed by 1555

Abstract

Background/Objectives: Artificial intelligence (AI) is entering dental curricula, yet its educational value in endodontics remains unclear. This review synthesized student-based evidence on AI in endodontics, primarily comparing AI vs. students on diagnostic tasks as an educational endpoint and secondarily considering assessment tasks relevant [...] Read more.

Background/Objectives: Artificial intelligence (AI) is entering dental curricula, yet its educational value in endodontics remains unclear. This review synthesized student-based evidence on AI in endodontics, primarily comparing AI vs. students on diagnostic tasks as an educational endpoint and secondarily considering assessment tasks relevant to training. Methods: PubMed/MEDLINE, Embase, Scopus, and Web of Science were searched in July 2025. Eligible studies involved dental students using AI in endodontic tasks or applied AI to student-generated outputs. For diagnostic comparisons we performed random-effects meta-analysis and a complementary Bayesian random-effects model with weakly informative priors. Risk of bias used QUADAS-2; certainty used GRADE. Results: Five studies met inclusion. Two provided complete mean–SD data for the primary meta-analysis and one contributed to a sensitivity model after SD imputation; two were summarized narratively (AUC/F1 only). Pooled effects favored AI: Hedges g = 1.48 (95% CI 0.60–2.36; I² ≈ 84%); sensitivity (k = 3) g = 1.45 (95% CI 0.77–2.14; I² ≈ 77%). Across the two LLM studies with analyzable means/SDs, the pooled mean difference in accuracy was approximately +20 percentage points (AI − students). Bayesian analyses yielded posterior means near 1.5 with 95% credible intervals excluding 0 and P (μ > 0) ≈ 1.00. Educational outcomes were sparsely and non-standardly reported. Conclusions: Student-based evidence indicates that AI likely outperforms dental students on endodontic diagnostic tasks, supporting its use as an adjunct for formative tutoring, objective feedback, and more consistent assessment. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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6 pages, 1666 KB

Open AccessCommentary

The Importance of Basic Sciences in Dental Education

by Anna Tostrup Kristensen, Noora Helene Thune, Qalbi Khan, Tor Paaske Utheim and Amer Sehic

Dent. J. 2024, 12(12), 382; https://doi.org/10.3390/dj12120382 - 26 Nov 2024

Cited by 4 | Viewed by 3983

Abstract

The rapid advancements in biomedical sciences, including genomics, microbiome research, and bioinformatics, underscore the need for dental education to evolve to meet future challenges in public oral health and healthcare delivery. The integration of basic sciences into dental curricula is crucial to ensure [...] Read more.

The rapid advancements in biomedical sciences, including genomics, microbiome research, and bioinformatics, underscore the need for dental education to evolve to meet future challenges in public oral health and healthcare delivery. The integration of basic sciences into dental curricula is crucial to ensure that dental professionals are thoroughly prepared in these fundamental areas. Despite the widespread agreement on the necessity of including basic medical sciences in dental education, challenges such as curricular congestion, faculty economics, and infrastructural limits persist, complicating the integration of new scientific knowledge. Furthermore, there remains a significant lack of research concerning the optimal extent, timing, and focus of these subjects, whether biochemical, medical, or dental. Additionally, there is a need to address prevailing conceptions about the irrelevance of basic sciences to the field of dentistry, which necessitates a focus on teaching methodologies and pedagogical strategies. Therefore, it is essential to advance educational research that prepares future educators to integrate basic sciences into dental education through evidence-based teaching methods. The dental curriculum, which encompasses fundamental sciences, laboratory exercises, and clinical practice, must overcome considerable pedagogical challenges to effectively incorporate and balance these basic sciences within its educational structure. Full article

(This article belongs to the Special Issue Dental Education: Innovation and Challenge)

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