Search Results (384)

Background/Objectives: Dentists are uniquely positioned to detect child abuse and neglect (CAN), including dental neglect, yet reporting rates remain low and Bulgarian data are scarce. This study assessed the knowledge, attitudes, and self-reported intention to report CAN, including dental neglect, among clinical dental students in Plovdiv, Bulgaria, and their views on further education. We additionally tested whether recognition and attitudes differed by sex, stage of training, and prior CAN education, and identified independent correlates of the intention to report. Methods: A single-centre, analytical cross-sectional survey (Microsoft Forms) was conducted among 4th-, 5th-, and 6th-year (intern) dental students at the Medical University of Plovdiv (March–May 2025). The 17-item questionnaire covered demographics, knowledge, attitudes, the perceived role of the dentist, and interest in further training. An indicator-recognition score (0–24) was derived from four “select-all-that-apply” items. Group differences were examined with Mann–Whitney U and χ²/Fisher tests; independent correlates were identified with a general linear model (recognition score) and binary logistic regression (reporting intention; dentist’s role), with effect sizes reported. Results: Of 200 invited students, 115 responded (57.5%; 74 female, 41 male). Physical abuse was recognised by all participants (100%) but neglect by only ~75%. Female students scored higher than males (adjusted means 19.97 vs. 18.08; p = 0.005; partial η² = 0.07), with no difference by year of study. Overall recognition scores were similar in students with and without prior CAN education (p = 0.713), but trained students more often endorsed the dentist’s safeguarding role (88.3% vs. 57.9%; p = 0.001) and intended to report suspected cases (66.2% vs. 39.5%; p = 0.011). In multivariable models, prior education (adjusted OR 3.31) and the recognition score (adjusted OR 1.32 per point) were each independently associated with the intention to report (both p ≤ 0.012). Over half (51%) considered their training insufficient and 94.8% wanted further education, preferring case-based seminars (71.3%). Conclusions: A clear gap exists between awareness of CAN and readiness to act; prior education related to readiness to act rather than to broader recognition. Structured, practice-oriented training with clear local reporting pathways and interprofessional learning is needed. Full article

Background/Objectives: Medico-legal preparedness is relevant throughout dental education because awareness develops before independent clinical responsibility is assumed. This study examined malpractice awareness, self-perceived preparedness, legal awareness and defensive-practice tendencies among Romanian dental students, residents and dentists. Methods: A cross-sectional survey was conducted between May and June 2026 among 176 participants from the Faculty of Dentistry and its associated professional community in Craiova, Romania. The author-developed questionnaire was completed online (n = 134) or on paper at a professional conference (n = 42). Associations were assessed using non-parametric tests, ordinal logistic regression and robust linear regression. A sensitivity analysis excluded early-year students. Results: Respondents demonstrated moderate legal awareness (mean 3.29 of 5), whilst only 8.0% felt well or very well prepared to manage a malpractice-related situation. In the main model, previous legal training was associated with greater preparedness (adjusted odds ratio 2.52, 95% CI 1.03–6.15), as were resident status and professional clinical experience. In the clinically exposed subgroup (n = 68), practising dentists reported greater preparedness than clinical-year students, whereas familiarity with malpractice and paper-based participation were associated with stronger defensive-practice tendencies. Conclusions: Awareness of medico-legal issues is present across dental education, but perceived preparedness remains limited. The findings support longitudinal, applied medico-legal education and require cautious interpretation because early-year and clinically experienced respondents evaluated partly different aspects of the same phenomenon. Full article

Occupational exposure to blood and body fluids (OEBBF) continues to represent an important public health problem due to the associated medical, social and economic consequences. Young healthcare workers are at high risk of OEBBF because of their lack of experience, hesitation before performing a task and the nature of the task performed. This study aims to comparatively evaluate the knowledge, attitudes and perceptions on OEBBF among students from the Faculty of Medicine and the Faculty of Dental Medicine at Carol Davila University of Medicine and Pharmacy, Bucharest, Romania, during the 2021–2022 academic year in order to facilitate the adaptation of educational materials used in training programs. Out of the 911 students who completed the questionnaire, 55% (502) correctly identified hepatitis B virus (HBV) as having the highest risk of transmission after an OEBBF, with statistically significantly higher percentages among Dental Medicine students (152; 60% vs. 350; 53%; p = 0.003). However, lower percentages of Dental Medicine students recognized the protective concentration of antibodies against HBV (173; 68% vs. 536; 82%; p < 0.001) or reported knowing to be vaccinated against hepatitis B (110; 43% vs. 459; 70%; p < 0.001). Additionally, higher percentages of Dental Medicine students reported not having an antibodies concentration measurement since they started their clinical practice (206; 81% vs. 439; 67%; p < 0.001). If an OEBBF were to occur, 43% (391) reported that they would induce bleeding, either instinctively (210; 23%) or because they considered it necessary (181; 20%). Ninety-three students (10%) reported at least one past OEBBF; 59 (63%) reported it to their supervisors. Statistically significantly higher percentages of Dental Medicine students reported a high perceived risk of exposure compared to Medicine students (117; 46% vs. 202; 31%; p < 0.001), with the finding supported by univariable and multivariable analyses. In conclusion, the reporting frequency of past OEBBF in our study population was low. However, enhanced efforts are required to improve knowledge and awareness regarding OEBBF risk and preventive measures. Additionally, efforts should focus on assessing the level of protection against hepatitis B among Dental Medicine students and on promoting timely reporting to ensure appropriate post-exposure management. Full article

Background/Objectives: Medication-related osteonecrosis of the jaw (MRONJ) must be recognized promptly by dental professionals at every career stage, yet whether this recognition differs across professional levels remains unclear. This study compared final-year dental students, general dentists, and specialist dentists in terms of their awareness, pharmacological knowledge, and self-reported clinical approaches to MRONJ. Methods: This cross-sectional, exploratory study used a 25-item online questionnaire administered between August and December 2024 to 149 participants (48 students, 51 general dentists, and 50 specialists). Groups were compared using chi-square or Fisher–Freeman–Halton tests, with Benjamini–Hochberg false discovery rate (FDR) correction applied across 79 testable hypotheses; denosumab recognition and routine medication-history questioning were further examined with multivariable logistic regression. Effect sizes were reported as Cramér’s V, and regression results were reported as adjusted odds ratios (aORs) with 95% confidence intervals (CIs). Results: Raw analyses identified 13 comparisons with p < 0.05, of which five remained significant after FDR correction (q < 0.05), all involving recognition of bisphosphonate indications and osteonecrosis-associated agents. After FDR correction, no statistically significant group differences were found for general MRONJ awareness, diagnostic criteria, or self-reported clinical approaches (q > 0.05), and professional status was not independently associated with denosumab recognition or routine medication-history questioning (p > 0.05). Conclusions: Responses regarding MRONJ did not follow a consistent knowledge gradient across professional status; the differences that reached statistical significance were confined to specific items of pharmacological knowledge. These findings need confirmation in larger, representative samples, and future research should look more closely at topic-specific educational needs. Full article

The practice of contemporary dentistry requires not only technical skills but also the development of soft skills, such as communication, empathy, and ethical and professional values. Although the importance of these skills is increasingly recognized, the perceptions of dental students in Romania regarding their relevance to their future professional practice remain insufficiently explored. Objectives: The study aimed to assess the perceptions of final-year students at the Faculty of Dentistry in Iași regarding the importance of soft skills, in relation to their demographic characteristics, professional motivations, and preferences regarding their future practice settings, as well as to identify distinct profiles through cluster analysis. Material and Methods: The study included 205 students in their fourth through sixth years at the Faculty of Dentistry in Iași, who anonymously completed a 26-item questionnaire rated on a Likert scale from 1 to 5. The statistical analysis included the chi-square test, Ward’s method, and k-means clustering. Results: Ethical and professional values, artistic skills, and empathy were most frequently rated as “very important.” Female students assigned significantly higher scores than male students to empathy, ethical and professional values, personal characteristics, and communication (p < 0.05–0.001). Professional independence, financial stability, and professional prestige were the main motivations for career choice. Cluster analysis identified four distinct profiles, with significant differences based on gender, professional motivations, and preferences regarding future practice. Conclusions: Students place a high value on soft skills, with differences based on gender and professional profile. The results support the integration of these skills into university education, to complement specialized clinical training. Full article

Background: Geriatric dentistry prepares dentists to care for an aging population. Yet, its integration into undergraduate curricula remains inconsistent. Objectives: To map evidence on the barriers to and facilitators of the implementation and development of undergraduate geriatric dental education. Methods: A scoping review was conducted using systematic searches of PubMed, Scopus, and Embase for English-language original research articles published from 1 January 2016 onward. Two reviewers screened titles, abstracts, and full texts independently against eligibility criteria. Studies were included if they examined barriers and/or facilitators related to undergraduate geriatric dental education. Data were extracted independently and synthesized descriptively to identify themes and evidence gaps. No critical appraisal was performed. Results: This review identified 1376 studies and included 11 studies, including seven cross-sectional and four cohort studies. Barriers clustered into three themes: structural and workforce-related barriers (resource constraints and a lack of equipped/trained staff), curricular and regulatory barriers (overcrowded curricula and a lack of curriculum guidelines), and interprofessional and attitudinal barriers (limited interprofessional collaboration and negative attitudes among students and teaching staff towards older adults). Facilitators were grouped into three themes: pedagogical and experiential learning strategies (didactic teaching, clinical training, extramural exposure, simulation-based training, and communication training), curricular and policy enablers (integrated curricula and national guidelines), and institutional and faculty support (staff support). Conclusions: This review identifies the multifaceted, modifiable educational, institutional, and policy factors that influence the implementation and development of geriatric dental education. By consolidating the existing evidence, this review provides a foundation for curriculum development and policy planning to prepare graduates to deliver age-responsive oral healthcare. Full article

Background/Objectives: Dental graduates make clinical decisions shaped by ethical principles, legal obligations, patient expectations, and private-practice economics. This study synthesized empirical findings from Romanian healthcare education and practice and proposes an exploratory model for teaching ethical decision-making in entrepreneurial dentistry. Methods: Exploratory conceptual framework development informed by four previously published Romanian healthcare studies examining business-ethics attitudes using the Attitudes Toward Business Ethics Questionnaire (ATBEQ), moral reasoning using an adapted Defining Issues Test-2 (DIT-2; 242 valid cases), scenario-based ethical decision-making (n = 244), and ethical reasoning profiles derived from the joint administration of the ATBEQ and 35-item scenario questionnaire (n = 277). Results: “It depends” accounted for 47.8% of scenario responses. Students and practitioners differed regarding vaccination of healthcare workers, risk-based insurance contributions, and organ-market policy (chi-square, df = 2, uncorrected). Practitioners endorsed law-oriented arguments more strongly but weighted patient autonomy more heavily at end of life. Idealism/Legalism showed an isolated exploratory association with fewer conditional responses (B = −0.69, 95% CI −1.28 to −0.11, p = 0.021); however, the overall regression model was not statistically significant and had low explanatory power (R² = 0.04, adjusted R² = 0.02, p = 0.08). Four ethical reasoning profiles were identified. Conclusions: The G.D.C. framework is a theory-informed, hypothesis-generating educational framework derived from mixed Romanian healthcare samples. It has not been validated specifically in entrepreneurial dentistry and requires prospective, dental-specific validation. Full article

Background: Mobile phones are widely used by healthcare students during clinical training and may act as potential reservoirs for pathogenic microorganisms. Objectives: This study aimed to investigate and evaluate the role of mobile phones as epidemiological factors in the transmission of microorganisms in medical and dental practice. Methods: A cross-sectional epidemiological and microbiological study was conducted between September 2025 and April 2026. A total of 125 mobile phones belonging to fourth-year dental students and fifth-year medical students were examined. Samples were collected from the entire phone surface and cultured on blood agar, eosin–methylene blue agar, and Candida chromogenic agar. Participants also completed a structured questionnaire assessing demographic characteristics, clinical experience, hand hygiene practices, and mobile phone use and cleaning habits. Results: No microbial growth was detected in 52.8% of samples on blood agar, while 44.8% showed growth below 10⁵ CFU of coagulase-negative staphylococci and 2.4% showed growth ≥10⁵ CFU. Minimal growth was detected on eosin–methylene blue agar (0.8%). Fungal contamination was identified in 2.4% of samples, exclusively among students who reported touching their phones with contaminated gloves. Statistically significant associations were observed between microbiological growth and students’ specialty, duration of clinical experience, and contact with mobile phones while wearing contaminated gloves (p < 0.05). Conclusions: Touching mobile phones with contaminated gloves was significantly associated with microbial growth. These findings emphasize the need for targeted infection control education and stricter guidelines regarding mobile device use during clinical training. Full article

Background/Objectives: Basic sciences form the conceptual foundation of dentistry, yet their delivery in dental curricula varies worldwide. As demographic shifts, growing healthcare complexity and scientific advances continue to reshape the dental profession, renewed attention to how these subjects are taught has become essential. This comparative narrative review aims to examine different approaches to basic science education in dentistry, exploring variation in curricular structure, depth, timing and pedagogical strategies across diverse dental schools. Particular emphasis is placed on models of vertical, horizontal and spiral integration, the alignment of basic sciences with clinical training and the implications of instructional design for long-term knowledge retention and professional competence. Methods: PubMed and Google Scholar were searched from November 2025 to June 2026 using terms related to dental education, curriculum integration and geographic regions. Sources were selected based on predefined relevance criteria rather than through systematic screening. Published literature was supplemented by structured outreach to faculty representatives using a standardised set of questions. Of the 25 dental schools contacted, nine responded, and five were included. Results: Across the programs examined, a structure of approximately two preclinical years followed by clinical training remained the most common. Early clinical exposure appeared to strengthen student confidence and professional identity. Heavy workload and curricular overload were recurring challenges in the dental curricula examined. Conclusions: The findings suggest that although curriculum integration is widely recognised as essential, no single model appears to be universally superior. Its effectiveness likely depends on the quality of implementation and faculty coordination. However, the lack of independent evaluation studies limits the ability to draw conclusions about the long-term effectiveness of different educational approaches. The review highlights the need for independent and systematic evaluation of dental curricula. Full article

Background: Objective assessment of preclinical dental practices remains challenging, as it requires consistency, transparency, and standardization in the evaluation of practical competencies. Rubrics have been proposed as useful tools for improving the quality of assessment; however, evidence regarding their psychometric properties in preclinical orthodontic education remains limited. Aim: This study aimed to analyze the reliability, internal structure, and academic usefulness of assessment rubrics applied to preclinical orthodontic practice in undergraduate dental education. Methods: A cross-sectional psychometric retrospective study was conducted with 175 third-year dentistry students enrolled in Orthodontics I at the European University of Madrid. Two analytical rubrics designed to assess wire-bending and cephalometry practices were evaluated. Reliability was assessed using Cronbach’s alpha, construct validity using exploratory factor analysis, and associations with academic performance by correlation analyses. Results: The wire-bending rubric showed moderate internal consistency (α = 0.61), whereas the cephalometry rubric demonstrated adequate reliability (α = 0.71). Exploratory factor analysis yielded evidence consistent with a one-dimensional structure for both instruments. Cephalometry performance was positively associated with theoretical examination scores and seminar performance, whereas no significant associations were observed for wire-bending performance. Students reported generally positive perceptions of rubric use, although lower post-assessment ratings were observed in the wire-bending activity. Conclusions: These findings provide preliminary evidence supporting the reliability and educational usefulness of rubric-based assessment in preclinical orthodontic education. These instruments may contribute to greater transparency and consistency in student assessment. Further studies involving multiple evaluators, multicenter samples, longitudinal designs, and psychometric approaches specifically developed for ordinal data are required. Full article

Objectives: This study aimed to investigate the sociodemographic factors influencing oral hygiene habits and oral health-related quality of life (OHRQoL) among complete denture wearers at Kuwait University Dental Clinic (KUDC). Methods: A cross-sectional observational study was conducted using a self-administered questionnaire and an Oral Health Impact Profile-19 (OHIP-19) instrument to assess oral hygiene habits and OHRQoL in 61 complete denture patients, treated by dental undergraduate students at KUDC, between January 2019 and December 2023. Additionally, a clinical assessment of denture hygiene was performed using the Budtz-Jörgensen denture plaque index for all patients (n = 61). Sociodemographic, general health status, oral hygiene habits, and OHRQoL-related data were collected. Results: A total of 37.7% of included participants were aged 51–60 years, with 75.4% being male. Most participants (81.96%) had a high school education or less. Caries was reported as the primary cause of tooth loss (83.6%), and 77.04% recorded irregular dental visits. Only 46.05% of participants demonstrated optimal and/or good denture hygiene. Toothpaste was the most common cleaning method (79.21%), and 70.62% removed their dentures at night. A significant association was found between education level and denture wearing (p = 0.035), as well as between gender and the frequency of dental visits (p = 0.024). However, no significant relationship was observed between gender and denture hygiene (p = 0.52). The OHIP-19 results revealed that poor denture hygiene impacted OHRQoL across multiple domains, including functional limitation, physical pain, psychological discomfort, and social disability. Conclusions: Unsatisfactory denture hygiene was prevalent among participants, possibly due to limited awareness or inadequate instructions provided by dental health practitioners. Education level and gender influenced certain aspects of denture care, highlighting the need for targeted oral health education programs and improved patient guidance from dental practitioners. Additionally, poor denture hygiene was associated with reduced OHRQoL, emphasizing the importance of addressing both oral hygiene practices and their psychosocial impacts to improve overall well-being. Full article

Background/Objectives: This study aimed to examine the educational implications of an AI-supported performance-based assessment platform in oral radiology education within a constructively aligned framework. Methods: A total of 266 fourth-year dental students evaluated five panoramic radiographs using an AI-supported lesion detection platform with a predefined detection confidence threshold of 40%. Student performance was assessed using a confusion matrix framework, and precision and sensitivity values were calculated. Receiver operating characteristic (ROC) analysis was conducted to explore the relationship between region selection frequency and AI-supported diagnostic performance. Group comparisons were performed using the Mann–Whitney U test. Results: ROC analysis demonstrated a statistically significant but weak inverse association between region selection frequency and AI-supported diagnostic performance (AUC = 0.414, 95% CI: 0.342–0.486, p = 0.018). Students exceeding the cutoff of 8.5 marked regions demonstrated significantly lower performance scores than those at or below the cutoff (p < 0.001). No significant correlation was observed between AI-supported performance scores and traditional summative examination outcomes. Conclusions: AI-supported performance-based assessment demonstrated value in measuring applied diagnostic reasoning distinct from traditional written examinations. Within a constructively aligned framework, such tools may serve as complementary strategies for competency-oriented assessment in dental education. Full article

Background/Objectives: Human papillomavirus (HPV) is now responsible for the majority of oropharyngeal squamous cell carcinomas (OPSCCs), an HPV-related cancer of direct relevance to the dental profession; oral-health providers may be well-positioned to perform routine oral examination, recognize suspicious signs, refer appropriately, and educate patients about HPV-related oropharyngeal cancer and HPV vaccination. This study assessed knowledge, attitudes and practices regarding sexually transmitted infections (STIs), HPV, HIV/AIDS and HPV-related oral and oropharyngeal cancer among secondary-school students in Apulia, Italy, with particular attention to the dental setting. Methods: A cross-sectional study was conducted by the University of Foggia among 1224 students from three secondary schools at the end of the 2025/2026 school year) using a self-administered 108-item questionnaire. A 63-item composite knowledge score was computed; “don’t know” answers were scored as incorrect and adequate knowledge defined a priori as ≥60% (Bloom’s cut-off). The minimum required sample (737) was derived using Cochran’s formula adjusted for a cluster-sampling design effect. Results: Overall knowledge was low (mean 28.5%, SD 18.2); only 5% reached the ≥60% threshold (Bloom’s cut-off). Only 14.8% of students were aware that HPV can cause oropharyngeal cancer, the lowest figure among all oncogenic outcomes assessed and significantly lower in boys (11.2%) than girls (17.3%; p = 0.003), despite boys carrying the higher OPSCC risk. Knowledge was independently associated with female sex, age and sexual experience. Despite poor knowledge, 61.2% of students would like to receive the HPV vaccine. Conclusions: The dental visit may represent an under-used opportunity to address this oral-cancer-prevention knowledge gap; the integration of oral-health professionals into school-based and clinical HPV-prevention strategies is a plausible public-health implication. Full article

Background/Objectives: Fine motor skills are essential for procedural precision in dental education. This study evaluated preparation performance and self-assessed skills among students completing either a dental technology and materials science-based curriculum (DTMS) or a shorter prevention-oriented curriculum (PREV). Assessments were conducted before and after a shared preclinical simulation course. We hypothesized that DTMS students would perform better at baseline and that differences would diminish after the course. Methods: Students in the DTMS and PREV groups prepared a standardized practice block at the beginning and end of a 14-week shared simulation course. Preparations were evaluated for depth, form, and surface smoothness. Students also completed a self-assessment questionnaire using a five-point Likert scale. Results: Sixty-four students participated (68.8% female). At baseline, the PREV group (PREVG) achieved significantly higher overall scores (p = 0.036) and better adherence to preparation form (p = 0.011) than the DTMS group (DTMSG). Following the simulation course, the PREVG showed significant improvements in overall scores (p = 0.009), preparation form (p < 0.001), and surface smoothness (p < 0.001), accompanied by improved self-assessed preparation skills (p = 0.006). In contrast, the DTMSG showed no significant changes in overall scores or individual quality parameters (p > 0.05). Conclusions: A prevention-oriented preclinical curriculum focusing on structured dental procedures was not inferior to a more extensive materials science-based curriculum despite fewer practical exercises. Continuous practice remains essential, while reduced practical workloads may provide curricular capacity for modern interdisciplinary teaching. Full article

Objective: This study evaluated the educational value and motivational impact of unit-based Key Terminology Tests, combined with a dedicated glossary, in a second-year dental physiology course designed to support preparation for computer-based testing (CBT) and the Japanese National Dentist Examination. Methods: Seventy-six second-year dental students completed periodic terminology tests aligned with lecture units (50 items per test, 25 min each). Bonus points were awarded for scores of ≥45/50. At the end of the semester, students completed an anonymous questionnaire assessing perceived test burden (scope, duration, and number of items), preparation time, clarity and use of the glossary, perceived contribution to lecture comprehension, and the motivational impact of bonus points. Quantitative data were summarized descriptively, and free-text responses were analyzed thematically. Results: Most students rated the test scope and number of questions as appropriate (50.0% and 67.1%, respectively), although 48.7% perceived the scope as somewhat excessive or excessive, and 35.6% felt the time limit was short or somewhat short. The glossary improved lecture comprehension for 68.4% of respondents, and bonus points enhanced learning motivation for 53.9%. In addition, 86.9% reported using the glossary at least occasionally during routine study. Conclusions: Students perceived the terminology test system as supportive of lecture comprehension, perceived learning support, and sustained learning motivation, suggesting that it may serve as a useful preparatory approach for CBT and the National Dentist Examination. Full article