Dentistry Journal

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17 pages, 2167 KiB

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 KiB

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

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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 KiB

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

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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 KiB

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

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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 KiB

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

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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 KiB

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 KiB

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

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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 KiB

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

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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 KiB

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

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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 KiB

Open AccessArticle

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

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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 KiB

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

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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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6 pages, 1666 KiB

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 1 | Viewed by 1725

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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