Search Results (147)

Background/Objectives: Caries adjacent to restorations remain a leading cause of restoration failure and replacement. Conventional diagnostic methods are limited by subjectivity and restricted visualization. Fluorescence-enhanced three-dimensional (3D) imaging has been proposed to improve detection accuracy, but evidence on its clinical perception and usability remains scarce. The objective of this study was to evaluate the perceived diagnostic value of fluorescence-enhanced 3D imaging in detecting caries adjacent to direct restorations. Methods: A cross-sectional questionnaire-based survey was distributed to undergraduate dental students and licensed dentists (n = 94). Participants assessed images of extracted teeth with direct restorations presented in three formats: conventional photographs, monochromatic 3D models, and 3D models with fluorescence. Responses were analyzed using descriptive statistics, chi-square tests, and Cohen’s kappa to measure inter-rater agreement. Results: Overall, 64.9% of respondents reported that fluorescence-enhanced images improved their diagnostic decision-making, while 29.8% reported partial benefit. Fluorescence was mainly perceived as helpful in defining cavity margins (53.3%) and assessing lesion volume (42.4%). Most participants preferred 3D models with fluorescence over conventional images for diagnostic value. However, inter-rater agreement was generally poor (κ range: –0.05 to 0.25; median κ = 0.02; only 4 images showed weak but statistically significant agreement), with only a few images demonstrating weak but statistically significant agreement. Notably, 39.3% of participants reported prior experience with 3D imaging, which was associated with greater confidence in interpreting fluorescence-enhanced images. Participants with prior 3D imaging experience reported greater confidence in fluorescence interpretation. Conclusions: While fluorescence-enhanced 3D imaging is perceived as a useful adjunct for visualizing lesion margins and depth, it does not currently yield consistent diagnostic agreement across clinicians. Training, calibration, and integration of artificial intelligence support may enhance the clinical reliability of this technology. Full article

Sexual and gender minority (SGM) people report considerable dissatisfaction with health services compared to heterosexual and/or cisgender people, with health professionals highlighting insufficient training. Teaching about the health of SGM people is not mandated in UK health professionals’ educational curricula. A review of published and unpublished surveys and of UK training courses evaluating LGBTQ+ content, in the UK and Ireland, examining the teaching of the health of SGM people to health professionals was conducted. Fifteen surveys from the perspectives of educators and students were compared and contrasted. Surveys were found from educators from undergraduate medicine, nursing and midwifery, and pharmacy schools, from students at dental, medical, and pharmacy schools, and from qualified doctors and paramedics. Students and clinical staff perceived that they have insufficient training in SGM health, although there is a contradiction in the perception of teaching amount between students and educational staff. Two curriculum reviews of Royal College postgraduate medical training showed either no or very few requirements on SGM health. Although some courses make considerable efforts to fully incorporate SGM health into mandatory curricula appropriately, professionals mention insufficient training. Until curriculum setters mandate SGM health, patient complaints will continue. Full article

The integration of artificial intelligence (AI) tools, such as the chat generative pre-trained transformer (ChatGPT), into health professions education is rapidly accelerating, creating new opportunities for personalized learning and clinical preparation. These tools have demonstrated the potential to enhance learning efficiency and critical thinking. However, concerns regarding reliability, academic integrity, and potential overreliance highlight the need to better understand how healthcare students adopt and perceive these technologies in order to guide their effective and responsible integration into educational frameworks. This nationwide, cross-sectional, survey-based study was conducted between February and April 2024 among undergraduate students enrolled in medical, pharmacy, nursing, dental, and allied health programs in Saudi Arabia. An online questionnaire collected data on ChatGPT usage patterns, satisfaction, perceived benefits and risks, and attitudes toward integrating them into the curricula. Among 1044 participants, the prevalence of ChatGPT use was 69.25% (n = 723). Students primarily utilized the tool for content summarization, assignment preparation, and exam-related study. Key motivators included time efficiency and convenience, with improved learning efficiency and reduced study stress identified as major benefits. Conversely, major challenges included subscription costs and difficulties in formulating effective prompts. Furthermore, concerns regarding overreliance and academic misconduct were frequently reported. In conclusion, the adoption of generative AI tools such as ChatGPT among healthcare students in Saudi Arabia was high, driven by its perceived ability to enhance learning efficiency and personalization. To maximize its benefits and minimize risks, institutions should establish clear policies, provide faculty oversight, and integrate AI literacy into the education of health professionals. Full article

Background/Objectives: Dental training is known for its demanding academic pace, early clinical exposure, and constant performance pressure. These stressors may contribute to behavioral and physical manifestations, including bruxism and temporomandibular disorder (TMD). This study aimed to better understand the multidimensional burden experienced in this educational setting by investigating the relationship between education-related stress, bruxism patterns, and temporomandibular symptoms (TMD-related symptoms) in dental students. Methods: A cross-sectional survey was conducted at the Ankara University Faculty of Dentistry in 2025 and completed by 287 undergraduate dental students. The questionnaire collected sociodemographic information, self-reported bruxism status, TMD-related symptoms via the Fonseca Anamnestic Index (FAI), and education-related stressors using the Dental Environment Stress (DES) scale. Descriptive statistics, group comparisons, and Spearman correlation analyses were conducted. Results: Bruxism was reported by 76% of students and was significantly more common among females (p < 0.05). Students with bruxism demonstrated higher DES (3.34 ± 0.84) and FAI (41.81 ± 20.32) scores compared with those without bruxism (p < 0.001). DES and FAI scores showed a significant positive correlation (r = 0.229, p < 0.001). Stressors related to workload, examinations, limited rest time, clinical uncertainty, patient responsibility, and financial concerns were strongly associated with bruxism, while inconsistent academic feedback emerged as a key distinguishing factor. Conclusions: Education-related stress is closely linked to bruxism and TMD-related symptoms among dental students. Beyond overall stress intensity, the nature of experienced stressors plays a critical role. These findings highlight the importance of supportive learning structures, targeted stress-management strategies, and curriculum-level improvements to promote student wellbeing and resilience. Full article

Background/Objectives: Augmented Reality (AR) is promising in dental education, yet its impact on caries detection training remains underexplored. This study aimed to compare the effect of a web-based AR (WebAR) learning object with a content- and interface-matched interactive 2D presentation on undergraduate students’ motivation to learn caries detection. Methods: Two learning objects were expressly designed using a real patient’s dental records: a WebAR image-tracking experience (built with Zapworks Studio^®) and a 2D interactive presentation (built with Genially^®). The WebAR object showed the patient’s 3D dental arches with tooth-level hotspots linking clinical and radiographic media. The 2D comparator mirrored the same assets and navigation, restricting visualization to 2D. Third-year dental students were randomly assigned to either the AR or Genially^® (G) group. After completing ICDAS-based caries identification, participants completed the 12-item Reduced Instructional Materials Motivation Survey (RIMMS) and provided open-ended feedback. Group differences were tested with the Mann–Whitney U test (p < 0.05). Results: Eighty-five students completed the study (AR n = 46; G n = 39). The AR group achieved a higher total RIMMS score (4.14 vs. 3.53 on a 5-point scale; p < 0.001), with significantly higher means in Attention, Confidence, Satisfaction, and Relevance (p < 0.05). Open-ended comments were more positive with AR (75.8% vs. 31.0%), while graphics-related complaints were more frequent with the Genially^® resource (34.5% vs. 75.0%). Conclusions: WebAR achieved higher RIMMS motivation scores than a content-matched interactive presentation. Adding 3D spatial interaction to otherwise equivalent materials can enhance learners’ motivation for caries detection training, while remaining low-cost and scalable. Full article

Background: The use of computer-aided design and manufacturing (CAD/CAM) technology is rapidly expanding in modern dentistry. However, differences may exist in educational experiences and utilization competencies between dental hygiene and dental technology students. Objectives: This study aimed to assess CAD/CAM educational exposure and competencies by major and grade level. Methods: A cross-sectional online survey was conducted with 464 undergraduate students in Korea. The questionnaire covered general characteristics, CAD/CAM education experience, and competencies in scanning, CAD design, CAM operation, and post-processing. Data were analyzed using descriptive statistics, independent-samples t-tests, and correlation analysis. Results: A total of 464 valid responses were analyzed. Dental technology students reported significantly higher experience with CAD/CAM education compared with dental hygiene students (p < 0.001). Scanning, CAD design, CAM operation, and post-processing competency were all significantly higher among dental technology students and senior (3–4 year) students compared with dental hygiene and junior (1–2 year) students (p < 0.001). CAD/CAM competencies varied significantly by major and grade level. Conclusions: These findings emphasize the need to strengthen CAD/CAM training in dentistry curricula and to promote interdisciplinary digital dentistry education to prepare practice-ready graduates for a digitized clinical environment. Full article

Background/Objectives: Proficiency in moral reasoning is essential for healthcare providers to successfully navigate ethically challenging decision-making. It is critical that student dentists about to enter practice have well-developed moral reasoning skills to ensure optimal patient care. The aim of the present study was to investigate the moral reasoning ability of students undertaking their final year of the undergraduate Bachelor of Dental Surgery (BDS) programme at the University of Adelaide (UofA) in Australia. Methods: Sixty-six final-year BDS students were invited to participate in an e-survey which included the Defined Issues Test 2 (DIT-2), a validated instrument for measuring moral reasoning. Calculated DIT-2 scores incorporatedthe postconventional (P) score and N2 score. Data analysis of demographic details and scores related to the DIT-2 included the use of t-tests, Mann–Whitney and the Spearman rank correlation coefficient tests. Results: A response rate of 45.5% (n = 30) was recorded. The mean (95% CI) P and N2 scores were 37.80 (32.04, 43.56) and 42.12 (37.72, 46.53), respectively. Scores for females and for those who had undertaken the majority of their pre-BDS studies outside of Australia and New Zealand were higher, but the differences were not statistically significant (p > 0.05). A Spearman Correlation Coefficient test indicated that age was moderately associated (r = 0.41; 95% CI: 0.01, 0.65; p = 0.04) with N2 scores. Conclusions: Moral reasoning scores were comparable to studies among similar cohorts conducted in other countries but were less than the scores considered optimal for a healthcare provider to proficiently manage challenges to ethical decision-making. Consideration should be given to the introduction of appropriate formal training in ethics to better manage these challenges. Full article

Background: Sleep disorders, particularly insomnia, represent a significant health concern in medical education. Neuroticism, characterized by emotional instability and stress reactivity, shows cross-sectional associations with sleep disturbances in healthcare trainees. Limited research examines these relationships among South Asian medical students. This cross-sectional study investigated insomnia symptom prevalence, personality correlates, and environmental factors among Pakistani medical students. Methods: We conducted a cross-sectional study among 364 undergraduate medical and dental students in Peshawar, Pakistan (June–November 2024). Data collection occurred during examination months. Data collection employed validated instruments: the Insomnia Severity Index (ISI) and the NEO Five-Factor Inventory neuroticism subscale (NEO-FFI-12). Statistical analyses included Pearson correlations, chi-square tests, and multivariate regression with interaction terms. Results: Among 364 participants (mean age 21.3 ± 2.3 years, 52.2% female), 47.0% reported severe insomnia symptoms (ISI 22–28), with 89.0% experiencing at least subthreshold symptoms (ISI ≥ 8) during the 2-week assessment period. These prevalence rates reflect symptom severity over a 2-week period during examination months and do not represent clinical diagnoses of chronic insomnia disorder, which requires ≥3 months of symptoms with clinical confirmation. High neuroticism (NEO-FFI ≥ 37) characterized 59.8% of students. Multivariate regression revealed a robust cross-sectional association between neuroticism and insomnia symptom severity (β = 0.239, 95% CI [0.173, 0.305], standardized β = 0.342, p < 0.001) and may reflect measurement during peak examination stress rather than stable trait-outcome relationships. Hostel residents showed non-significantly higher clinical insomnia prevalence than day scholars (75.9% vs. 67.5%, p = 0.081). Clinical-year students demonstrated significantly lower insomnia severity than pre-clinical students (β = −1.271, p < 0.001), a finding that contradicts assumptions about increasing stress through training progression. The neuroticism × living arrangement interaction was non-significant (p = 0.118); however, post hoc power analysis indicated the study was underpowered to detect small moderation effects, making this finding inconclusive. Conclusions: This study documents high insomnia symptom severity during a 2-week assessment period in Pakistani medical students, with a robust cross-sectional association with neuroticism. However, these findings must be interpreted within the constraints of the cross-sectional design, which cannot establish temporal precedence or causality between neuroticism and insomnia symptoms. These symptom prevalence rates likely reflect a combination of chronic sleep disorders and transient examination-related stress. Living arrangements showed small, non-significant associations with insomnia. The observed association between neuroticism and insomnia may be partially mediated or confounded by unmeasured variables, including academic stress, psychiatric comorbidities, substance use, and other sleep disorders. Findings suggest potential benefits from interventions addressing cognitive-emotional factors, though comprehensive diagnostic assessment is needed to distinguish chronic insomnia disorder from transient, stress-related sleep difficulties. Longitudinal research with objective sleep measures, structured psychiatric assessment, and systematic confounder evaluation is essential to establish causal relationships and intervention efficacy in this population. Full article

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

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

The increasing recognition of interprofessional education in dentistry has further stimulated interest in digital dentistry-based convergence education as a means of fostering collaboration and enhancing clinical competence. Therefore, this study aimed to examine perceptions, experiences, perceived necessity, and educational needs regarding digital dentistry convergence education among undergraduate students majoring in dental hygiene and dental technology in South Korea. A total of 464 valid responses were collected through a structured questionnaire and analyzed for general characteristics, perceptions of convergence education, prior learning experience, perceived necessity, and preferred curriculum areas. Frequency analysis, chi-squared tests, and correlation analyses were applied. The participants’ direct experience with convergence education was limited, but more than 90% of the respondents recognized its necessity. Dental hygiene students most frequently preferred convergence with dental technology, while dental technology students preferred convergence with dental hygiene. Both groups prioritized clinical and basic courses as areas for convergence education and expected improvements in job-related knowledge as the primary educational outcome. Dental hygiene and dental technology students strongly acknowledged the importance of digital dentistry convergence education and interdisciplinary collaboration. These findings support the development of learner-centered convergence curricula and highlight the need to establish feasible educational models through curriculum innovation. Full article

Background/Objectives: Integrating 3D visualization technologies, including virtual reality (VR), augmented reality (AR), and mixed reality (MR), into dental education may enhance students’ understanding of facial anatomy and clinical procedures. This study aimed to assess dental students’ perceptions of using MR for three-dimensional visualizations of impacted teeth. Methods: Cone-beam computed tomography (CBCT) scans of patients with impacted teeth were retrospectively selected from a university clinic database. The CBCT images were processed to adjust contrast for optimal visualization before being uploaded to MR goggles (HoloLens 2). A total of 114 final-year dental students participated, each manipulating the 3D images in space using the goggles. Following this, they completed a seven-question survey on a five-point Likert scale (1 = strongly agree, 5 = strongly disagree), evaluating image quality and the usefulness of 3D visualization. Results: The study group consisted of 29 males and 85 females (mean age = 24.11 years, SD = 1.48). The most favorable responses were for enhanced visualization of the impacted tooth’s position relative to adjacent structures and the inclusion of 3D image visualization as a teaching aid, which benefited students while learning and allowed them to better understand the course of the procedure for exposure/extraction of the impacted tooth, with median scores of 1, indicating a highly favorable opinion. A statistically significant relationship was found between the responses of females and males regarding the quality of the presented image using HoloLens 2 goggles. No significant correlation was found between participants with and without prior experience using VR/MR/AR. No significant correlation was found between age and responses. Conclusions: Students reported an improved understanding of the relationships between impacted teeth and adjacent structures, as well as potential benefits for clinical training. These findings demonstrate a high level of acceptance of MR technology among students; however, further research is required to objectively assess its effectiveness in enhancing learning outcomes. Full article

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

Background: The development of antimicrobial resistance is a major public health issue, in which dentists play a significant role by prescribing 7–11% of worldwide antibiotics. The aim of this study is to evaluate the self-perception and knowledge of antibiotic therapy in fifth-year undergraduate dental students. Methods: This is a cross-sectional observational study based on the STROBE (Strengthening the Reporting of Observational Studies in Epidemiology) guidelines. An electronic survey consisting of 18 questions was conducted with fifth-year students enrolled in the 2022/23 and 2023/24 academic years. The data were analyzed using descriptive and inferential statistical methods. Results: A total of 139 students (76.4%) completed the questionnaire. A total of 71.9% of students considered that they had received adequate education in antibiotic therapy, particularly in Oral Surgery (89.2%) and Periodontics (86.3%). The theoretical classes (3.50 ± 0.98) and practical sessions (3.18 ± 1.29) provided the knowledge that had the greatest influence on their education. They showed high self-confidence in diagnosing an infection (3.49 ± 0.73) and in choosing the appropriate antibiotic and dosage (3.26 ± 0.73). Over 76% of students answered correctly regarding the need for antibiotic prescriptions in various practical scenarios, except in the replantation of avulsed permanent teeth (54%). Conclusions: Dental students’ knowledge of antibiotics should be reinforced, as a high percentage answered correctly regarding the indications for antibiotics in pulpal and periapical diseases, but students performed less well regarding the choice of antibiotic and dosage in patients without sensitivity to β-lactams. Full article

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