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Aim: This review is intended to adapt the current conceptual framework in dental education based on four domains to propose a set of competences, learning outcomes and methods of teaching, learning and assessment for undergraduate education in periodontology. Review: Based on the current framework of competences and learning outcomes recommended by the Association for Dental Education in Europe (ADEE), undergraduate education in periodontology has been updated using the classification and clinical practice guidelines for the diagnosis and treatment of periodontal and peri‐implant diseases. Conclusions: Specific learning outcomes have been proposed within each competence area, that is in Domain I (n = 10), Domain II (n = 13), Domain III (n = 33) and Domain IV (n = 12). Teaching methods and learning activities based on the different dimensions of the cognitive process have been proposed. Additionally, 10 key learning outcomes have been proposed as exit outcomes, which implies their accomplishment within the final assessment of any graduating student. [ABSTRACT FROM AUTHOR]

Background: Mental health challenges among university students are pervasive, with alexithymia posing a particularly significant yet understudied challenge. This condition significantly affects an individual's ability to cope with stress due to difficulties in recognizing, describing, and processing emotions. Objectives: This study aims to evaluate alexithymia prevalence and its associated factors among dental undergraduate students and interns enrolled at King Saud University in Riyadh, Saudi Arabia. Methods: Data were collected through a self-administered online survey that assessed alexithymia symptoms (using the Toronto Alexithymia Scale [TAS-20]), sociodemographic profiles, lifestyle-related factors, and health-related factors. The associations between participant factors and alexithymia were assessed using chi-square and multiple logistic regression analyses. Results: Of the 421 eligible participants, 369 completed the survey (87.6% response rate), revealing a significant prevalence of alexithymia (37.9%). Female gender (AOR = 1.7, p = 0.04), depression (AOR = 5.6, p < 0.0001), chronic diseases (AOR = 3.5, p = 0.003), and childhood abuse (AOR = 2.2, p = 0.047) were independent factors significantly associated with alexithymia. Conclusions: These findings highlight the pressing need for mental health support within dental education. Early interventions targeting alexithymia could mitigate its adverse consequences, promoting better student well-being and academic success. [ABSTRACT FROM AUTHOR]

Background: Gaze behavior can serve as an objective tool in undergraduate pre-clinical dental education, helping to identify key areas of interest and common pitfalls in the routine evaluation of tooth preparations. Therefore, this study aimed to investigate the gaze behavior of undergraduate dental students and dental educators while evaluating a single crown tooth preparation. Methods: Thirty-five participants volunteered to participate in the study and were divided into a novice group (dental students, n = 18) and an expert group (dental educators, n = 17). Each participant wore a binocular eye-tracking device, and the total duration of fixation was evaluated as a metric to study the gaze behavior. Sixty photographs of twenty different tooth preparations in three different views (buccal, lingual, and occlusal) were prepared and displayed during the experimental session. The participants were asked to rate the tooth preparations on a 100 mm visual analog rating scale and were also asked to determine whether each tooth preparation was ready to make an impression. Each view was divided into different areas of interest. Statistical analysis was performed with a three-way analysis of the variance model with repeated measures. Results: Based on the participants' mean rates, the "best" and the "worst" tooth preparations were selected for analysis. The results showed a significantly longer time to decision in the novices compared to the experts (P = 0.003) and a significantly longer time to decision for both the groups in the best tooth preparation compared to the worst tooth preparation (P = 0.002). Statistical analysis also showed a significantly longer total duration of fixations in the margin compared to all other conditions for both the buccal (P < 0.012) and lingual (P < 0.001) views. Conclusions: The current study showed distinct differences in gaze behavior between the novices and the experts during the evaluation of single crown tooth preparation. Understanding differences in gaze behavior between undergraduate dental students and dental educators could help improve tooth preparation skills and provide constructive customized feedback. [ABSTRACT FROM AUTHOR]

Background: Dental students face the rigorous demands of coursework, which can lead to feelings of inadequacy and stress. These pressures can negatively influence self-efficacy and cause neglect in practicing healthy behaviors that encompass oral health. Identifying the associations of these variables with oral hygiene practices can help in the formulation of interventions tailored toward supporting young students. Therefore, this study aimed to investigate the impact of health behaviors, perceived stress and self-efficacy on oral hygiene practices among undergraduate dental students in Pakistan. Methods: A national online survey was carried out among 904 students across the dental colleges of Pakistan. The survey assessed general health behaviors such as tobacco use, sleep, and exercise, among other demographic variables. Perceived stress was evaluated via the Perceived Stress Scale (PSS-10), and self-efficacy was evaluated via the General Self-Efficacy Scale (GSES). Twice daily brushing, brushing for 2 min, and changing toothbrushes after 3 months informed oral hygiene practice of the participants. Results: The students experienced moderate perceived stress (20.82 ± 5.92) and high self-efficacy (29.19 ± 5.43). The majority of participants were in their third year (31.9%), were female (65.9%), and resided in home during their studies (64.4%). Perceived stress was observed to have no significant effect on the oral practice of participants. Female gender, non tobacco user, regular exercise, frequent dental visits and higher self-efficacy were associated with good oral hygiene practices. Conclusions: The results highlight the importance of addressing stress, enhancing self-efficacy and encouraging healthy behaviors among dental students to improve their oral health, which could be reflected in their professional practice and personal well-being. This study contributes to the understanding of behavioral determinants and emphasizes the need for supportive measures to foster better health behaviors in future dental professionals. [ABSTRACT FROM AUTHOR]

Introduction: In recent years, medical advancements have led to significant progress in infection control, reducing risks in healthcare settings. However, Healthcare-Associated Infections (HAIs) remain a major global concern, affecting millions of patients each year and increasing morbidity, mortality, and healthcare costs. Dental clinics are susceptible environments for disease transmission, exposing dentists to blood-borne pathogens. Vigilance and strict infection control measures are essential in dental settings to protect both practitioners and patients. Implementing universal precautions in dental schools is crucial for controlling cross-infection, as it ensures that students are equipped with the necessary knowledge and attitudes for effective infection control. Aim: To evaluate the knowledge, attitudes, and practices of infection control among undergraduate dental students in the state of Gujarat. Materials and Methods: A cross-sectional questionnaire study involving 229 undergraduate dental students assessed knowledge and attitudes towards infection control at Ahmedabad Dental College and Hospital in October 2020. Approval was obtained, and a structured questionnaire adapted from previous literature was utilised. Rigorous content validation and analysis were conducted, revealing strong internal consistency. Data collection was conducted online and analysed using Chi-square tests for significance. Results: In the study, 185 (80.7%) of the respondents were female, and the majority of subjects were "Interns" (81, or 35.4%). The study shows significant gender differences in Hepatitis B vaccination (p=0.038), with both genders mostly vaccinated. However, attitudes and practices towards infection control did not significantly differ by gender. The study also reveals associations between the year of study and Hepatitis B vaccination (p=0.013), as well as attitudes and practices related to infection control. Notably, a considerable proportion of students across all years did not use protective eyewear during aerosol procedures. Overall, the study highlights awareness of infection control, with some variations by gender and year of study. Conclusion: The participants in this study demonstrated good knowledge and a positive attitude regarding infection control protocols. However, the practice of infection control methods varied, and consistency was not found. [ABSTRACT FROM AUTHOR]

Background: Undergraduate dental curricula and courses containing ergonomic principles are introduced to students from the very beginning of dental education. Still, dentists present a high prevalence of musculoskeletal disorders, which are a direct burden on quality of life, leading to early retirement from the profession. This study aimed to assess the state of students' knowledge and awareness regarding the role of ergonomics in dentistry and its practical implementation. Methods: a cross-sectional study using a predesigned self-administered questionnaire was conducted among fourth- and fifth-year dental students of the Medical University of Silesia in Katowice, Poland (response rate of 69.2%). Results: A total of 94.6% of students declared a good, fair, or moderate level of knowledge of the subject, with a significant difference in favor of the fifth-year students (p = 0.008). Moreover, 76.1% of respondents showed a good or very good attitude toward ergonomics as a university curriculum subject. A total of 72.3% of respondents declared that the practical application of ergonomic rules in clinical dentistry is very important (five in a five-point scale). Women found dental ergonomics more important than men (p < 0.001). However, 79.3% of participants admitted not following basic ergonomic principles during clinical procedures. Conclusion: The research revealed a discrepancy between theoretical knowledge and awareness and the practical application of ergonomics in a clinical environment. Only by inculcating correct occupational standards and abiding by them from the commencement of dental education can consistency between theory and practice be achieved. This will hopefully ensure the health and well-being of dental team members throughout their professional lives. [ABSTRACT FROM AUTHOR]

Introduction: This study aimed to develop a module that incorporates hands‐on and reflective feedback in teaching dental materials science and subsequently analyse undergraduate dental students' learning experiences with the module. Materials and Methods: The module was developed based on the ADDIE (Analyse, Design, Develop, Implement, Evaluate) model. First, a need analysis was conducted, followed by designing the module to address the needs. Next, the module sought experts' feedback and was piloted. The revised module was implemented among all second‐year undergraduate dental students. Finally, a validated questionnaire (5‐point Likert scale items and open‐ended questions) was used to evaluate students' learning experiences. The questionnaire Likert scale items were analysed descriptively, whereas open‐ended responses were analysed using content analysis. Results: In the analysis phase, a slight misalignment in cognitive competency levels was observed, alongside a need for the inclusion of more hands‐on activities. In the design phase, learning objectives and resources were listed. Subsequently, a module consisting of four teaching sessions (3 h each) was developed, and the pilot test showed favourable feedback. The module was then implemented in small groups of 10–12 students. In the evaluation phase, 72 students (97% response rate) completed the questionnaire. The majority of students agreed with all items, with mean scores ranging from 4.53 to 4.72. Open‐ended responses highlighted that hands‐on activities and reflective feedback sessions were useful. Conclusion: Students demonstrated positive learning experiences after participating in the module, advocating for dental educators to consider more hands‐on activities and reflective feedback sessions in teaching dental materials science. [ABSTRACT FROM AUTHOR]

Introduction: Erosive tooth wear (ETW) has been gaining attention due to its high prevalence. However, ETW clinical diagnosis is difficult and may go unnoticed by many professionals. The present study aimed to develop, implement and evaluate a theoretical–practical training using active methodologies in the development of undergraduate students' skills for the diagnosis of ETW compared to the traditional teaching method. Materials and Methods: This randomized controlled study involved two parallel groups: control group (n = 22), with learning based only on theoretical content and test group (n = 24), learning by theoretical–practical activity mediated by monitors/tutors. The theoretical class covered the current concepts of ETW, aetiology, diagnosis, use of the BEWE index, prevention and treatment. The practical training included exercises and discussions based on the diagnosis using BEWE scores of a collection of images and extracted teeth. To evaluate the efficacy of the teaching–learning methods, a theoretical multiple‐choice questionnaire and a practical test using images and extracted teeth were applied. The outcome was the number of correct answers. Groups were compared by Mann–Whitney (theoretical knowledge) and T tests (practical ability in diagnosis) (p <.05). Results: There was no significant difference between groups in the theoretical evaluation (p =.866). The test group showed higher ability to diagnose ETW lesions compared to the control group in the practical tests (p =.001). The performance of ETW diagnosis was similar when images were used in comparison to extracted teeth (p =.570). Conclusion: The practical activity associated with theoretical classes can be a promising strategy to improve the development of undergraduate students' skills in the diagnosis of ETW. [ABSTRACT FROM AUTHOR]

Introduction: There is an underuse of pain management strategies in dental care for children, possibly owing to perceived stress and discomfort when treating children, which has also been reported by dental students. The aim of this study was to explore how undergraduate dental students experience and understand pain related to dental treatment in children. Materials and Methods: Interviews were held with 21 Swedish dental students, from 3 dental schools, all in their final 2 years of education. The interviews were transcribed verbatim and analysed according to Grounded Theory. Results: A core category, seeking guidance to avoid pain, was identified and related to 6 conceptual categories. The students used different strategies to manage pain prevention in child dentistry and to become skilled dentists. They described high levels of stress, as well as having high expectations on themselves when treating children. The stress led to a surface learning approach, something the students were not fully aware of. Conclusion: All children should have the right to be ensured optimal pain prevention in dental care. The basis for this is laid during undergraduate education. Thus, pain management in child dentistry is an area in need of special attention in this respect. The academic staff has an important role in supporting their students in their process to gain an identity as professional dentists. To ensure that students incorporate an understanding of the importance of pain prevention when treating children there is a need to create more integration between theory and clinical training in undergraduate education. [ABSTRACT FROM AUTHOR]

Introduction: The recent pandemic has highlighted the importance of addressing well‐being in the overall health of students. There is a need for support systems within dental schools to help students demonstrate resilience, adapt to learning environments and thrive in their professional careers. Objectives: The main aim of the study was to evaluate Bachelor of Dental Surgery (BDS) students' understanding and experience of well‐being. The objectives were to create a suitable survey to assess students' well‐being, investigate the factors affecting dental students' well‐being and develop a student well‐being action plan based on the analysis of the survey. Methods: A literature review was conducted to identify and critically assess existing measures of well‐being in dental students. Four domains of well‐being (emotional, physical, social, intellectual) relevant to dental students were identified. Through a comprehensive iterative process, a two‐part survey was developed and tested, which measured individual experiences of well‐being across the four domains and collected feedback on proposed initiatives to support student well‐being. The survey was disseminated to all 452 dental students from Years 1 through 6, of which 71% (321) responded. Results: The survey revealed low levels of overall well‐being among the dental student population, which worsened with increasing years of clinical study. Fear of failing exams presented the biggest challenge with regard to emotional well‐being, while sleep deprivation and occupational health hazards most affected the physical well‐being domain. Intellectual well‐being was compromised by insufficient free time to pursue extracurricular interests and concerns about achieving the required skills. Despite a majority experiencing positive relationships with their peers and tutors, less than a fifth agreed that the Faculty of Dentistry 'supported my well‐being as a dental student'. Conclusion: As the first investigation of the well‐being of dental students in Hong Kong, the key stressors identified were examinations, long schedules and the physical burden of dental work, which are consistent with international literature. The findings reveal students' needs and preferences for well‐being initiatives which will be optimized in the implementation of student‐centred curricular activities. [ABSTRACT FROM AUTHOR]

Aim Methodology Results Conclusion To develop and evaluate a suitable software application for mobile devices designed for teaching root canal anatomy to undergraduate students in an informative and engaging manner.Extracted human teeth were scanned by μCT and digitized by converting into STL files. An extended reality (XR) application illustrating the root canal anatomy of the scanned teeth was developed. Prior to deployment, undergraduate dental students were voluntarily asked about their expectations regarding an educational application on tooth anatomy. After a testing phase of the application on a mobile device and within a virtual reality environment, a subsequent evaluation was conducted to assess their overall experience in relation to their initial expectations. Data were analysed using Kolmogorov‐Smirnov test and Mann‐Whitney U test. The level of significance was set to .05 (p = .05).The application was able to meet the expectations of the students in all categories (p < .466–.731). Furthermore, it was evaluated as user‐friendly (98.2%) and highly motivating for the purpose of learning more on root canal anatomy (100%).Given the overwhelmingly positive reception from undergraduate dental students, the application emerges to be a promising supplementary teaching method for the endodontic curriculum. [ABSTRACT FROM AUTHOR]

Background & Objective: Educational promotion requires improved designing and enhancement of the quality of education. The present study aimed to compare the oral and maxillofacial medicine course in the undergraduate dental curriculum of Iran and some other countries. Material & Methods: In this descriptive comparative study, some dental schools were selected from the United States, Canada, Australia, and Switzerland (one from each country) according to the Quacquarelli Symonds (QS) ranking. All topics related to oral tissue and systemic diseases with oral manifestations were extracted from the content of the courses offered in the respective dental schools. Additionally, all mentioned topics were gathered from nationwide curricula of dental schools in Iran and the UK. The collected data were analyzed based on Bereday's comparative method in the following four steps: description, interpretation, juxtaposition, and comparison. Results: The collected data from each curriculum (description) were analyzed (interpretation), tabulated (juxtaposition), and compared (comparison) to find the similarities and differences. The highest similarity was found in sequence of offered courses between Iran and Pennsylvania dental schools. Differences were mainly related to the sequence of chapter titles in different courses and method of instruction. The Australia's Queensland dental school had the highest difference with Iran's curriculum since it does not offer an independent course on oral medicine. Additionally, Iran and Australia's Queensland dental schools do not have a free discussion course on clinical scenarios. Conclusion: The method of instruction and diversity of the taught topics are responsible for the differences in educational curricula of different countries regarding the oral medicine course. [ABSTRACT FROM AUTHOR]

Background: Emotional intelligence (EI) plays a pivotal role in academic success, especially in challenging fields such as dentistry. The COVID-19 pandemic has revolutionized education, necessitating a fresh examination of EI among dental students in the postpandemic era. Materials and Methods: This cross-sectional study involved undergraduate dental students and employed a structured questionnaire comprising 21 questions to assess EI, gather demographic data, and explore learning behaviors. The gathered data underwent rigorous statistical analysis using SPSS, including Chi-square tests. Results: Among the 525 students, 168 participated, representing a 32% response rate. Notably, the majority of respondents were female (67%) and exhibited EI scores predominantly in the moderate range. Significantly, the study revealed noteworthy correlations between EI and family income (P = 0.03*) and study hours (P = 0.00*). However, no substantial link was identified between EI and work completion behavior. Discussion: This study illuminates the intricate relationship between EI, socioeconomic factors, and study habits within the context of dental education. It implies that greater family income and increased study hours positively influence EI. The practical implications extend to tailored EI programs and addressing educational disparities. Conclusion: This study significantly advances our comprehension of EI among dental students. It underscores the relevance of EI in dental education and advocates for equitable educational strategies in a post-COVID landscape. [ABSTRACT FROM AUTHOR]

Self-efficacy and parenting style have been associated with academic performance and therefore should be investigated to facilitate students' overall well-being. This study was undertaken to determine the association between self-efficacy, parenting style and academic performance among dental students at a Malaysian institution. A validated survey instrument containing the Parental Authority Questionnaire (PAQ) and the Self-Efficacy for Learning Form-Abridged (SELF-A) was distributed online to all dental students (Year 1 to Year 5; n = 356) at Universiti Teknologi MARA (UiTM), Malaysia. Quantitative data were analysed via chi-square test, independent t-test and analysis of variance (significance value p < 0.05). The response rate was 87.7% (n = 356). Most parents (53.6% of fathers, 62.9% of mothers) demonstrated an authoritative parenting style. The mean self-efficacy score of all students was 3.35 out of 5.00 [standard deviation (SD) = 0.51]. Most students demonstrated average academic performance (65.7%). Students' academic performance and self-efficacy were significantly associated with academic year, but not with household income. There was a significant correlation between: (1) students' academic performance and fathers' parenting style; (2) students' self-efficacy and parenting style of both parents; and (3) students' self-efficacy and their academic performance. Parenting style and self-efficacy are significant factors that determine students' academic performance. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to assess undergraduate dental students' communication skills in relation to patient sociodemographic factors using a three‐perspective approach; the student, the patient, and the clinical instructor perspective. Materials and Methods: A cross‐sectional study was conducted using validated modified‐communication tools; Patient Communication Assessment Instruments (PCAI), Student Communication Assessment Instruments (SCAI), and Clinical Communication Assessment Instruments (CCAI). Moreover, 176 undergraduate clinical year students were recruited in this study whereby each student was assessed by a clinical instructor, a patient, and self‐evaluation. Results: The clinical communication skills domains were not significantly influenced by patient sociodemographic factors, including sex, educational background, and the number of visits (p >.05). However, this study revealed a statistically significant difference in the domain of "caring and respectful" of the SCAI between the low‐ and middle‐income groups. Conclusions: Overall, most of the patient sociodemographic factors did not affect clinical communication skills. However, patient income groups played a significant role in one of the communication domains. [ABSTRACT FROM AUTHOR]

Introduction: Given the critical role of statistics in the analysis and interpretation of scientific data, majority of health care students are expected to acquire the statistics knowledge as a part of their curriculum. Despite the focus on the pertinence of statistics, students continue to struggle with understanding them. Hence, a qualitative study was performed to explore the undergraduate dental students' attitudes, perceptions and perceived barriers in learning and understanding statistics. Material and Methods Following purposive sampling technique, twenty-five undergraduate final year dental students were interviewed face to face or virtually using a standard general interview guide. The interviews were audio-taped and transcribed to verbatims. The data were subjected to descriptive and qualitative analysis to generate the themes by using the hybrid coding method. Results The mean age of the included participants was 23.12±1.013 years. The generated categories under the attitude component were interest, effort, difficulty, value and confidence. The themes generated under perception domain were content knowledge, importance, type of emotion and cognizance. The students opined that the barriers for learning and understanding statistics were related to time, curiosity, computation, teaching method and application. Conclusion The undergraduate dental students had an overall positive attitude towards statistics and their overall perception towards it was found to be good even though few of them had bad perception. The barriers reported by the students in learning and understanding statistics should be understood by the academic staff to make the student turn towards the desired direction by enhancing their skills. [ABSTRACT FROM AUTHOR]

Undergraduate (UG) research is considered as an essential part of dental education. Numerous dental schools have included required course-based undergraduate research in their curricula. However, the implementation of UG research courses in the curriculum may vary between dental schools. In the present study, we aimed to evaluate student perspectives on UG research in the curriculum of Indonesian dental schools. A total of 203 participants from 10 dental schools returned the questionnaire. The participants were clinical students of the dentistry profession program who completed their undergraduate dentistry program from 2017 to 2022. The majority of study participants favored UG research in the curriculum of the undergraduate dentistry study program. Less than 20% participants perceived UG research experiments were not important in dental education. Factors that influenced these perceptions included the availability of adequate time to complete the course and sufficient support from research supervisors. Recommendations for improvement included providing an adequate time to complete UG research and adequate supervision to guide students to understand the conceptual background information of the research topics, designs, and scientific communication of data interpretation. Regular monitoring of students' performance and progress would ensure completion of UG research courses in a timely manner. In conclusion, although UG research as a compulsory course in the Indonesian dental curriculum was well received by the students, overcoming the challenges is essential for the improvement of the research environment for undergraduate dental students. [ABSTRACT FROM AUTHOR]

Introduction: Dental students should graduate from undergraduate programmes with the knowledge and skills to safely manage patients. This requires exposure to patients with a range of medical needs, which may impact the planning and delivery of care. Aims and Objectives: We wished to establish the medical history complexity of patients presenting to student restorative clinics and compare them to patients attending a dental emergency clinic. Materials and Methods: We recorded the medical history data of 200 anonymised patients attending student restorative clinics and compared them to previously collected data from 200 dental emergency clinic patients. We collected basic demographic data (age/gender) and noted the number of medical disorders, amount of comorbidity and the number and types of medications for each patient. Results: The age and medical complexity of patients were different, with fewer young patients seen in the dental restorative clinics. Patients attending restorative clinics were more likely to have multiple comorbidities and took greater numbers and types of medications than those seen in dental emergency clinics. Conclusions: For patients seen in student restorative clinics, medical histories are taken once at the beginning of care and the subsequent treatment plan is delivered over many appointments accounting for that medical history. Emergency clinic patients attend for single treatment episodes and their medical complexity is immediately relevant to the treatment offered. Students have multiple, single encounters with patients in emergency clinics. In both clinics, dental treatment plans need to be adjusted to account for patients' drugs and diseases, providing opportunities to consolidate human disease learning. [ABSTRACT FROM AUTHOR]

Introduction: Assessing exemplars as a formative activity is thought to promote students' learning. This study aimed to investigate dental students' ability to judge the quality of composite restorations' exemplars depicted in photographs and their impact on students' preclinical skills. Materials and Methods: In a non‐randomised controlled crossover trial with two intervention arms, 92 undergraduates in their first preclinical course self‐enrolled in into the intervention group (A1‐INT) or control group (B1‐CT). The intervention group assessed photographic images of composite restorations before restoring an ivorine premolar with composite while the control group restored the same tooth without assessing the photographic exemplars. Intervention and control groups were swapped 3 days later in a second iteration (B2‐INT, A2‐CT). Data were analysed in SPSS® version 27 using nonparametric tests. Results: Students who did not complete all activities in the study were excluded. Therefore, 57 out of the 92 student participants were included in the study analysis. No significant differences were observed between intervention and control groups' ability to assess quality of photographic exemplars or restoring a tooth in both iterations. Conclusion: Students were able to identify the quality of composite restorations in photographic exemplars. It appears that assessing photographic exemplars did not have an immediate impact on students' ability to restore a tooth with composite. [ABSTRACT FROM AUTHOR]

Introduction: In this study, we first established the normal sleep pattern prevalent in a group of undergraduate medical and dental students and then assessed changes in this pattern a week before examination. Concurrently, we explored how examination stress can impact the academic performance of the subjects. Methods: A self-administered questionnaire in English language only, in the form of Google docs was given to 201 medical and dental undergraduates in their first year in Chettinad Hospital and Research Institute (Chennai, India), which contained a variety of questions in line with seven chosen parameters. The questionnaire was administered in a single setting, with questions requiring subjective answers on sleep pattern on regular and stress days. The results were statistically analysed using SPSS V 26. Results: Sleep rhythm was found to be strongly influenced by examination stress (p < 0.05). Notably, day time sleeping was widespread among the students. Conclusion: With our results indicating that non-stressful sleep has a strong impact on the academic performance of students, we suggest changes like double shift college and small group discussions that can help students overcome stress induced setbacks. [ABSTRACT FROM AUTHOR]

The purpose of this study was to compare various formulas for idealized proportions of the maxillary incisors to the actual dimensions of natural teeth. The Mondelli formula 1 (MFl), Mondelli formula 2 (MF2), Albers formula (AF), esthetic proportion (EP) for width and height of anterior teeth, and golden ratio (GR) were calculated for a total of 50 dental students (30 women and 20 men) who participated in the study. The following measurements were obtained directly in the participant:s mouth with a digital caliper: the mesio- distal and incisogingival dimensions of the maxillary central proporincisors, lateral incisors, and canines: the intercanine distance; and the smile width. The participants were photographed, and the smile width was also measured on the photographs. The MFl and MF2 were each calculated twice, using both direct measurements and photographic measurements. The projected central incisor widths calculated using the MFl, MF2, and AF were compared among themselves and against the actual measurements using analysis of variance and Fisher test for multiple comparisons (a = 0.05). The EP and GR were analyzed using descriptive statistics. There was a statistically significant difference between all of the widths projected by the formulas and the actual widths of the central incisors (P < 0.05). Whether calculated from a direct or a photographic measurement, the incisor widths projected by the MFl and MF2 were statistically similar to each other (P > 0.05). The EP values were similar to those reported in the literature. Only 2% of the participants had an incisor width ratio (central incisor/ formulateral incisor) that matched the GR of 1.618, while 86% fell within the range of 1.2 to 1.4. Overall, the proportions calcu- lated with the MFl, MI:2, Ali EP, and GR did not exactly match the actual dimensions of natural teeth. The formulas and the formuproportions available in the literature can assist in esthetic planning, but the individual characteristics of each patient and expertise of the dentist should guide treatment for each case. [ABSTRACT FROM AUTHOR]

Purpose: Traditional herbal medicines (THMs) are widely used in Sudan, but there is scarcity of research on pharmacy students' attitudes and utilization of THMs. This study aims to assess the attitudes and practices of pharmacy students toward THM. Methods: A descriptive cross-sectional study was conducted among randomly selected undergraduate pharmacy students at the University of Khartoum (Sudan). Data were collected using a validated self-administered questionnaire adapted from previous studies. A statistical package for the social sciences was used for data analysis. Results: Among the 264 respondents, the average age was 21.8 years, and 84.8% of them were females. Nearly 85% of respondents were residents of Khartoum. The overall respondent's attitudes towards THMs were positive, it ranged from high (19.7%), moderate (79.9%). About 87.8% of respondents are interested in learning more about THMs. In addition, 36.4%, and 50.4% of respondents strongly agreed or agreed that THMs should be officially licensed and controlled. A 17.8% and 63.3% of respondents, respectively, reported using traditional herbal remedies either always or occasionally. Supermarkets (35.2%) and friends/family (36.4%) were the main sources of THMs for the participants, and oral administration was the most used route (87.1%). More than 90% of respondents said they would suggest THMs to others, and the most common justifications for doing so were their accessibility (46.6%) and affordability (16.3%). The most widely used herbs were Mentha spicata, Zingiber officinale, Acacia nilotica, Hibiscus sabdariffa, and Syzygium aromaticum. Data revealed a significant association between attitude levels and respondents' gender (p=0.046), year of study (p=0.000), and residence (p=0.017). Conclusion: Most undergraduate pharmacy students had a positive attitude and utilized THMs. Development of effective educational initiatives, research, and regulations are recommended to ensure the appropriate utilization of traditional herbal remedies. [ABSTRACT FROM AUTHOR]

Background: Dentists bear the burden of responsibility for antimicrobial resistance since antibiotics are the drugs most prescribed by dentists. Often, "inappropriate" antibiotic use is considered as a "gray area" by dentists mainly due to ethical challenges associated with the clinical judgement depending on patients and/or prescribers. Aim: The study aimed to assess whether and in what way dental ethical principles underpin rational antibiotic use by investigating perceptions of postgraduate and undergraduate dental students without formal knowledge of dental ethics. Method: A cross-sectional anonymous survey comprised nine close-ended questions and was conducted among dental students (n = 125). The investigated practice of appropriate antibiotic prescribing in the survey relied on the respect of three basic principles of ethics: autonomy, non-maleficence, and beneficence. Results: Results show that dental students exhibit a lack of dental ethics knowledge that results in an inappropriate antibiotic-prescribing practice: prescribing an antibiotic when it is not necessary, without examination, or for indications that are not within the competence of the dentist. Multivariate regression analysis revealed that there was a significant difference between under- and postgraduates. Conclusions: Within the pharmacology course, a review of the clinical scenarios which cover both ethical and clinical complexities regarding the appropriate use of antibiotics should be introduced as an educational approach. [ABSTRACT FROM AUTHOR]

Introduction:To assess the physical exercise habits of undergraduate dental students in a teaching institution in Guntur. Material and Methods:A cross-sectional semi-structured questionnaire-based survey was carried out among under graduates of the dental institution in Guntur, Andhra Pradesh. Descriptive statistics were computed. Results:26.4% of the participants go for walking whereas 12% of them practice workouts and 0.5% of them go for swimming.11% of the participants were interested in doing meditation does not exercise whereas 9.5% of them are too tired with daily schedule and 5.9% of them does not have time to practice physical activity. Majority of the first and final year students does not practice physical activity, whereas 2nd and 3rd year BDS students and interns practice physical activity. Conclusion:The study concluded that about 46.5% of students are not performing any kind of physical exercises. This investigation gives knowledge into the level of importance among students regarding physical activity. [ABSTRACT FROM AUTHOR]

Background: Molar root canal treatment (RCT) is challenging and requires training and specific skills. Rotary instrumentation (RI) reduces the time needed for instrumentation but may increase the risk of certain procedural errors. The aims of this study were to evaluate the quality of molar RCTs provided by undergraduate students, to compare the prevalence of procedural errors following manual and RI, and to assess the students' self-perceived confidence to perform molar RCT without supervision and their preference for either manual or RI. Methods: Molar RCTs performed by the final year students were evaluated radiographically according to predefined criteria (Appendix 1). The procedural errors, treatment details, and the students' self-perceived confidence to perform molar RCT and their preference for either manual or RI were recorded. Descriptive statistics were performed, and the Chi-squared test was used to detect any statistically significant differences. Results: 60.4% of RCTs were insufficient. RI resulted in more sufficient treatments compared with MI (49% vs. 30.3% respectively. X2: 7.39, p = 0.007), required fewer visits to complete (2.9 vs. 4.6 respectively. X2: 67.23, p < 0.001) and was the preferred technique by 93.1% of students. The most common procedural errors were underextension of the root canal obturation (48.4%), insufficient obturation (45.5%), and improper coronal seal (35.2%) without a significant difference between the two techniques. 26.4% of the participating students reported that they did not feel confident to perform molar RCT without supervision. Conclusion: The quality of molar RCT provided by UG students was generally insufficient. RI partially improved the technical quality of RCT compared with MI. UG students need further endodontic training and experience before they can safely and confidently practise molar RCT. [ABSTRACT FROM AUTHOR]

Background: Population aging is a human success story. Getting older is associated with a higher incidence of chronic diseases which have proven to have oral manifestations. The future dentists should develop a positive attitude to provide care for elders. Objective: The objective of this questionnaire-based survey was to evaluate the attitude of undergraduate dental students' toward elders in providing dental care to them. Materials and Methods: This cross-sectional study was conducted on 202 undergraduate dental students using a questionnaire including demographic characteristics and attitude sections. Data were fed into SPSS-20 and analyzed using descriptive statistics and independent t-test (α<0.05). Results: The mean age of students was 20.91 ± 1.56, 76.2% were female students, and 63.4% of students were in the clinical stage of their studies. The students' mean score of attitude was 55.04 ± 5.81 (34-73). The mean score of attitude was not statistically different based on gender, age, year of study, type of family and bonding with grandparents. The "clinical training and discrimination in healthcare," "compassion," "adaptation to modern society," and "resource distribution" were the four major factors extracted using principal component analysis and varimax orthogonal rotation method to measure attitude toward elders' dental care. Conclusion: From our survey, it can be concluded that undergraduate students have moderately positive attitude toward elder patients. The four main components are the main areas in which dental education can be improved to better prepare aspiring dentists to treat elderly patients with high-quality dental care. [ABSTRACT FROM AUTHOR]

Background/Aim: Several publications highlight the insufficient knowledge possessed by dentists and dental students regarding the management of traumatic dental injuries (TDIs). A lack of clinical experience during Undergraduate (UG) education could explain the reported deficits in managing dental trauma post‐graduation. Despite its importance in dentistry, there are very few reports on how, where and who teaches Dental Traumatology (DT) in the UG curriculum. The aim of this study was to investigate teaching practices in DT around the world in UG education. Materials and Methods: UG educators involved in DT teaching activities were invited to complete an online questionnaire hosted on Qualtrics®. The survey consisted of close‐ended and open‐ended questions on their teaching practices in DT. Only one answer per institution was included in the final descriptive analysis. Results: A total of 203 responses from 164 institutions were obtained from 69 countries. All institutions reported that DT is included in their UG curriculum, and is mainly taught within Paediatric Dentistry and Endodontics. Most teaching and evaluation was delivered in traditional format. The number of contact hours dedicated to DT teaching activities ranged from 2 to 185 h (median = 10). Only 35% of institutions had a unified approach across disciplines. DT was taught as a separate course/module in 23% of the universities. Insufficient exposure to emergency care and the lack of formal clinical exposure to TDI was highlighted by many institutions. The need for a core curriculum was supported by 84% of the institutions with agreement on essential topics required at UG level. Conclusions: Teaching practices in DT varied internationally. Very few teaching hours were devoted to DT and many institutions identified a need for increased clinical exposure. There was a desire for a standardised coherent approach to DT in the UG education with suggestions to improve educational resources. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic was causing an unfavorable effect on the education and mental health of students. Much information about this virus is available, but its effect on mental health has been overlooked during this pandemic. Also, disruption in the academic year had led to more of virtual learning. The pros and cons of virtual learning need to be assessed, there is a need to evaluate whether there has been a shift in approach toward dental practice. So in our survey, we evaluated the mental health, efficiency of virtual learning, and attitude toward future dental practices among dental students during the COVID-19 pandemic. Objectives The aim of this study was to evaluate the mental health, efficiency of virtual learning, and attitude toward future dental practices among dental students during the COVID-19 pandemic. Materials and Methods In this study, we included 87 final-year dental undergraduate students from A B Shetty Memorial Institute of Dental Sciences (ABSMIDS). The study was conducted through online questionnaire using google link. Results In our survey, we found that many of the student's mental health was affected as they experienced certain level of depression, isolation, and mood swings, which affected their sleeping pattern. So we can consider counseling sessions for the students. We also found that virtual learning is a convenient alternative, but it also has some drawbacks as it caused physical discomforts like eye strain, back pain, etc. The students' responses were overwhelmingly positive with regard to future dental practices, but they felt there is a need to treat patients with protective equipment and guidance. Conclusions Our study showed that this pandemic had hampered the mental health status of students in some ways. Also, it showed that virtual learning is helpful and is a convenient alternative, but it has some drawbacks as it causes physical discomforts. The students' responses were overwhelmingly positive with regard to future dental practices, but they need to treat patients with protective equipment. The Covid pandemic waves had made it difficult to control the situation, which resulted in extended periods of lockdown. Hence, these factors should be considered for the benefit of students in order to manage any future outbreaks in a better way. [ABSTRACT FROM AUTHOR]

Background: The traditional teaching methods of dental education are gradually being replaced with futuristic education methods based on the usage of educational tools such as mannequin-based simulation models and virtual reality. However, the effectiveness of mannequin-based simulation models as a learning method in the field of oral surgery remains unclear. This study aims to investigate the efficacy of training on a tooth extraction model (TEM) in view of undergraduate dental students' experience and perception of their education. Methods: A quasi-experimental trial was implemented with two consecutive year classes, totaling 136 students at the Dentistry Faculty of Altinbas University, Turkiye. Two cohorts were created from dental students in the classes of 2023 and 2022 graduates. Cohort 1 (n = 71) received 14 h of theoretical education followed by 10 h of preclinical education on TEM. Cohort 2 (n = 65) received only 14 h of theoretical education. An anonymous questionnaire was prepared with four main sections including the preferences of learning style, participants' perceptions of the preclinical training methods, the students' competency and free text comments. Students' opinions were quantified with both 7-point Likert scales and thematic analysis. Anxiety levels were measured with the interval scale of anxiety response (ISAR). Descriptive statistics, inferential statistical and thematic analyses were conducted according to survey responses. Student characteristics were summarized and compared for two cohorts using a t-test. For all statistical analyses, the significance level was set atP ≤ 0.05. Result: Cohort 1 was more comfortable with sequential motions performed with the forceps (P = 0.033) and felt more ready for their first clinical tooth extraction experience (P = 0.028). Cohort 2 showed a significantly higher preference for textbooks among supplementary materials (P = 0.04); however, they tended to exhibit lower self-confidence and higher anxiety levels, though without any statistical significance (P > 0.05). Conclusion: It is clear that the students who have yet to start seeing patients benefit from increased practice with training models, which adequately reflect and represent real-life situations encountered in everyday practice. [ABSTRACT FROM AUTHOR]

Background: Contemporary undergraduate dental education aims to equip the dental students with clinical competence, empathy, and professionalism to enable them to deliver safe and effective dental care to the communities. The purpose of this study was to assess the self-reported preparedness of final year dental students and interns at three Saudi dental institutions, using the pre-validated Dental Undergraduates Preparedness Assessment Scale (DU-PAS). Methods: A cross-sectional study design was employed to assess the self-reported preparedness of the participants using the DU-PAS. Following ethics approval, a probability sampling technique was used to recruit undergraduate dental students and interns from three dental institutions in Saudi Arabia. The data was collected online on Google Forms and all participants provided their consent to participate in the study prior to providing their responses to DU-PAS. Results: Responses were received from 397 participants including 171 males and 226 females yielding a response rate of 60.3%. The total mean score of the participants was 81.85 ± 13.11. Although higher scores were reported in males, the interaction between gender and DU-PAS scores were not significant. Interaction between DU-PAS scores and stage of education showed significant effect of the stage of education with interns reporting higher overall scores. The participants reported that they were able to perform most clinical procedures independently. However, low confidence was reported in performing multi-rooted endodontics, fabrication of removable dentures and orthodontic assessment. The participants also expressed their confidence in a wide range of behavioural attributes related to communication, teamworking and professionalism. However, lack of experience was noted in referral for oral cancer, interpreting research, and evaluation of new dental products using an evidence-based approach. Conclusion: The study provides useful insights into the self-reported preparedness of undergraduate dental students and interns in three dental institutions. While the overall preparedness of the participants was comparable to their international peers, the findings underscore the need for further enhancements to the teaching and training of undergraduate students particularly in multirooted endodontics, removable prosthodontics and orthodontics. [ABSTRACT FROM AUTHOR]

Background: Self-assessment and self-reflection of competencies are crucial skills for undergraduate students. This monocentric cross-sectional study aims to assess the self-perceived knowledge, skills and interests in conservative dentistry and periodontology of third-, fourth-, and fifth-year dental students by the Pictorial Representation of Illness and Self-measure (PRISM). Methods: Seventy-five undergraduate dental students (n = 25 of each year) who studied between 2021 and 2022 at the Department of Cariology, Endodontology and Periodontology at the University of Leipzig, Germany, were included. All of them underwent a PRISM-based interview regarding their perceived knowledge, practical skills, and interests in conservative dentistry as well as its sub-disciplines. The distances in the PRISM task (in millimeters) were measured and compared between the groups. Spearman's Rho was used to reveal correlations between knowledge, skills, and interests in the cohort. Results: Perceived theoretical knowledge and practical skills differed significantly between groups for the sub-disciplines periodontology, cariology, restorative dentistry and preventive dentistry (p < 0.05). However, students' interests did not significantly vary between groups (p > 0.05). In the field of conservative dentistry and its sub-disciplines, significant moderate to high positive correlations were found between knowledge and skills (p < 0.01), and weak to moderate positive correlations were found between interests and knowledge (p < 0.05). Regarding the relationship between perceived interests and skills, only restorative dentistry, endodontology and periodontology were significant and only moderate to weak correlations were found (p < 0.05). Conclusion: PRISM revealed differences in perceived knowledge and skills between third-, fourth-, and fifth-year dental students. Correlations were found between perceived knowledge and skills, as well as between interests and knowledge. PRISM may be a promising tool to support students and teachers in dental education. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the awareness, attitude and knowledge of cardiopulmonary resuscitation (CPR) among university-enrolled medical and non-medical undergraduate students of Pakistan. Methods: Cross-sectional online survey-based study was conducted across institutes in Pakistan from December, 2022 to January, 2023. The study involved university-enrolled undergraduate students across the country. The structured questionnaire was disseminated via Google forms. For statistical analysis, SPSS version 20 was used to analyze the data by applying independent sample t-tests and ANOVA. Results: A total of 249 responses were received. After the exclusion of two responses, the overall awareness score of participants was found to be 2.49 ± 1.33, attitude score of 4.09 ± 1.74, and knowledge score of 3.51 ± 2.13. Female respondents, medical students, unmarried (single), private institutes, and respondents with educated parents achieved relatively higher scores. The overall difference in awareness scores among different regions of Pakistan was also significant (p <0.05). Gender, region, and parental literacy rate also showed effects on participants' basic life support (BLS) and CPR knowledge (p <0.05). Conclusions: Overall knowledge and awareness were unsatisfactory and inadequate in university-enrolled undergraduate students, with no one getting a complete score on very basic knowledge questions. Significant differences in awareness, attitude, and knowledge among different regions, genders, and parental literacy rates were found. [ABSTRACT FROM AUTHOR]

Introduction: Anaemia not only impairs physical growth but also affects behavioral and cognitive abilities. Past studies have proved that increased haemoglobin levels result in improved Central Nervous System (CNS) functions. However, there is a significant lacuna between cognition and anaemia among young adults, especially females. Aim: To assess the cognitive ability of female undergraduate dental students with and without anaemia. Materials and Methods: This cross-sectional study included 100 young female dental students, aged between 18 and 23 years, who presented in the Department of Physiology, Vivekanandha Dental College for Women, Tiruchengode, Tamil Nadu, India, from February to July 2019. Haemoglobin levels were analysed using the colourimetric cyanmethemoglobin method with Drabkin's solution, and based on this, the students were divided into anaemic and non anaemic groups. Cognitive status was assessed using the Digit Symbol Substitution Test (DSST), letter cancellation test, and Stroop test. The Student's t-test and Pearson's correlation were used to examine the association between haemoglobin levels and cognition. Results: The mean age in the anaemic group and non anaemic group was 19.95±1.80 years and 19.64±1.60 years, and the Body Mass Index (BMI) was 19.54±1.62 kg/m² and 19.32±1.43 kg/m², respectively. Haemoglobin levels were significantly lower in the anaemic subjects at 10.408 gm/dL compared to the non anaemic subjects (p-value<0.001). A statistically significant difference was observed between the two groups on DSST scores (21.10±2.99 versus 32.60±14.69), letter cancellation test (25.80±4.63 versus 35.80±4.56), and Stroop test (132.10±8.15 versus 123.56±10.52). Conclusion: The present study reported a significant association between anaemia and cognitive function. Therefore, early screening and prompt treatment of anaemia are crucial for improving both physical as well as mental health. [ABSTRACT FROM AUTHOR]

In educational research, the involvement of undergraduate students has long been a challenge. However, recent research methods such as co-creation or 'students as partners' have shown promising results. This piece explores the experience of the first author (KJ) as an undergraduate dental student involved in co-creation, thoughts on the many benefits and potential drawbacks of the process, and recommendations for others considering this approach. [ABSTRACT FROM AUTHOR]

Background: Selecting the ideal tooth shade is essential to the success of aesthetic dental restorations. Students' cognitive abilities are involved in the multifaceted and intricate process of shade matching. Hence, the present study aimed to assess and compare the shade-matching ability of undergraduate dental students in various years of dental education under clinical and correcting light. Methods: This comparative cross-sectional study was instigated amongst male 4th, 5th, and 6th-year students of the dental complex of King Faisal University, Kingdom of Saudi Arabia. A total of 72 male dental students assessed the shade under clinical (fluorescent light) and correcting light (handheld Dental Base Light) by using VITA Classical shade guides. Statistical analysis was done using SPSS version 23 (Armonk, NY, USA). The Chi-square test was used to evaluate the association between correct and incorrect shade matching under correcting and clinical light. Results: Out of 72 male students, 22(30.6%) were from the 4th year, 26(36.1%) were from the 5th year, and 24(33.3%) were from the 6th year, with a mean age of 22.92 ± 1.01 years. The majority of the 6th-year students selected shade of anterior tooth # 11 correctly under clinical and correcting light, and 3(12.5%) students selected incorrectly under clinical and correcting light, with a statistically significant association among them (p = 0.004). As far as the shade selection of the posterior tooth is concerned, a statistically significant difference was observed under clinical light among all clinical students (p = 0.008). Conclusion: The clinical performance of dental students in shade matching improved with advancing years of dental education. Additionally, the shade matching ability of all groups of dental students was superior under correcting light compared to conditions under clinical light. [ABSTRACT FROM AUTHOR]

Background: The educational process in the field of endodontics commences with preclinical exercises to enhance students' proficiency in cleaning, shaping, and performing root canal fillings. Therefore, this study aimed to radiographically evaluate the technical quality of root canal fillings performed by preclinical students on extracted teeth at the College of Dentistry, University of Ha'il, Saudi Arabia. Methods: A total of 788 extracted human teeth received root canal treatment by undergraduate students. The samples were then gathered and radiographically assessed using the three quality criteria of length, density, and taper. The category of root canal fillings was classified as either acceptable or unacceptable. The criteria for evaluating the acceptability of filling quality were defined based on the presence of adequate length, density, and taper. The effectiveness of root canal fillings was also evaluated in relation to the tooth type, sex, and treatment year. The agreement between the examiners was evaluated using Cohen's kappa test, and the relationship between the research variables was determined using the chi-squared test. The significance threshold was set at 0. 05. Results: The overall quality of root filling was determined to be satisfactory in 532 (67.5%) of 788 endodontically treated extracted teeth. The majority of the research sample (88.1%) had enough length, 89.6% had adequate density, and 86.4% had acceptable taper. The quality of anterior teeth was substantially better than that of posterior teeth (p < 0.001). Our findings showed that the quality of root canals was better in 2022 than it had been in earlier years (p = 0.001). The three RCT quality criteria differed significantly when compared between sexes (p = 0.002). Conclusions: The quality of the root canal fillings completed by undergraduate students was rated as acceptable. The findings of the research suggest that the implementation of routine assessments to evaluate the technical competence of undergraduate dental students performing root canal treatments could provide significant insights into the efficacy of the curriculum requirements. [ABSTRACT FROM AUTHOR]

Introduction: Blended learning seems to be an effective teaching concept in oral radiology. During the COVID‐19 pandemic, blended learning shifted towards online‐only learning. The aim of the present study was to compare the effectiveness of pandemic online‐only and pre‐pandemic blended learning in three consecutive oral radiology courses (C1, C2 and C3) and to examine whether additional video‐based e‐learning modules (VBLMs) had a positive impact on undergraduate students' performance during pandemic semesters. Materials and Methods: Data from 205 undergraduate dental students participating either in a blended learning or an online‐only learning concept were analysed. Pre‐pandemic blended learning comprised face‐to‐face seminars and access to an oral radiology platform (ORP). Pandemic online‐only learning comprised online seminars, access to the ORP and additional VBLMs (two VBLMs for C1, four VBLMs for C2 and six VBLMs for C3). Through standardised e‐exams at the beginning and end of each semester, performance in final exams and knowledge gain were compared between the two groups. Results: No significant differences in scores in final exams (p =.11) and knowledge gain (p =.18) were found when comparing the pre‐pandemic and pandemic groups. On course level, however, students receiving a lower number of VBLMs performed significantly worse in final exams (C1: p <.01, C2: p =.02) and showed inferior knowledge gain (C2: p <.01) during the pandemic. Conclusions: Within the limitations of the study, the present investigation confirmed that pandemic online‐only learning involving VBLMs might be as effective as pre‐pandemic blended learning. [ABSTRACT FROM AUTHOR]

Introduction: Dental sleep medicine (DSM) is an emerging discipline that studies the oral and maxillofacial causes and consequences of sleep‐related problems. DSM is of upmost importance given the major medical challenge it represents. Therefore, to verify whether the future generation of dentists would be ready to face this challenge, the main objective of this study was to assess the degree of involvement of the French dental schools in teaching DSM at the undergraduate level. Materials and Methods: All 16 dental schools in France were asked to participate in the study by answering to an online survey concerning the DSM curriculum during the 2018–2019 academic year. The survey was addressed to the head of the dental school and/or to relevant course coordinators and contained 10 questions related to the type, content and amount of DSM teaching to undergraduate dental students. Results: Nine of the 16 (56.2%) French dental schools responded to the questionnaire. All these nine reported the inclusion of DSM in their undergraduate curriculum. The total average hours dedicated to teaching DSM was 5.6 h (SD 4.2; range 1–15 h). Seven of the 9 dental schools spent most of their DSM curriculum teaching time in the fifth year. All of them reviewed obstructive sleep apnoea and sleep‐related bruxism and covered some topics related to therapies for sleep‐related breathing disorders, such as the use of oral appliance. Conclusion: The results of this survey showed that, although the average hourly volume is relatively high, the DSM teaching in French dental schools appeared to be non‐standardised, heterogeneous and often lacunar. It is therefore essential to develop a common curriculum and implement it in all dental schools to provide undergraduate students a comprehensive and updated teaching in DSM. [ABSTRACT FROM AUTHOR]

Objective: Explore the prevalence of generalized anxiety disorder (GAD) and associated factors in undergraduate dental students during the first wave of the COVID‐19 pandemic in Brazil. Materials and Methods: Cross‐sectional study. A semi‐structured questionnaire addressing the variables of interest was shared with dental students between July 8 and 27 2020. The outcome was determined using the seven‐item generalized anxiety disorder (GAD‐7) scale. A 'positive' diagnosis was defined as a total of ≥10 points on the scale. Statistical analysis involved descriptive, bivariate and multivariate analyses, with the significance level set at 5%. Results: Among the 1050 students evaluated, 53.8% had a positive diagnosis for GAD. The multivariate analysis revealed that the prevalence of symptoms was higher among individuals who resided with more than three people, those enrolled at teaching institutions that suspended all clinical and laboratory activities, those who did not have an adequate home situation to maintain distance learning, those who had been diagnosed with COVID‐19, those who felt anxious about having to see patients with a suspicion or diagnosis of COVID‐19 and those who preferred to interrupt in‐person academic activities until the population is vaccinated for the COVID‐19 virus. Conclusion: The prevalence of GAD was high. Aspects related to the composition and organization of the home, the suspension of academic activities, a history of COVID‐19 contamination, feelings of anxiety in providing dental care to patients with symptoms/suspected of COVID‐19 infection and the preference to interrupt in‐person academic activities until the population is vaccinated for COVID‐19 were factors predisposing the students to anxiety during the first wave of the pandemic. [ABSTRACT FROM AUTHOR]

Introduction: One of the major difficulties with respect to molar incisor hypomineralization (MIH) is its classification and differentiation from other enamel development defects (EDDs). The aim of this study was to evaluate diagnostic accuracy in dental students to classify MIH as well as its differentiation from other EDDs by combining conventional theoretical classes and e‐learning‐assisted pre‐clinical practices. Methods: In this one‐group pre‐test and post‐test study, 59 second‐year students assessed 115 validated photographs using the MIH Index on the Moodle learning platform. This index assesses the clinical features and extent of MIH, differentiating it from other EDDs. Students received automatic feedback after the pre‐test. Two weeks later, students re‐evaluated the same photographs. Both pairwise accuracy and overall diagnostic accuracy were estimated and compared for pre‐ and post‐testing, with the area under the curve AUC, along with 95% confidence intervals (95% CI). Results: The lowest diagnostic accuracy was for the ability to discriminate between white or cream‐coloured demarcated opacities and hypomineralization‐type defect that is not MIH. The overall pre‐test accuracy was AUC = 0.83 and increased significantly post‐test to AUC = 0.99 (p <.001). The overall accuracy to discriminate the extent of the lesion also increased significantly post‐test (p <.001). Conclusion: Diagnostic skills to classify MIH can be developed by combining conventional theoretical classes and e‐learning‐assisted pre‐clinical practices. [ABSTRACT FROM AUTHOR]

Introduction: The communication skills of clinicians are very crucial in providing better health outcomes for patients. Therefore, this study aimed to assess undergraduate dental students' communication skills in relation to their demographics and clinical setting using a three‐perspective approach; the student, the patient and the clinical instructor perspective. Methods: A cross‐sectional study was conducted using validated modified‐communication tools; Patient Communication Assessment Instruments (PCAI), Student Communication Assessment Instruments (SCAI) and Clinical Communication Assessment Instruments (CCAI) which included four communication domains. One hundred and seventy‐six undergraduate clinical year students were recruited in this study whereby each of them was assessed by a clinical instructor and a randomly selected patient in two settings: Dental Health Education (DHE) and Comprehensive Care (CC) clinic. Results: Comparing the three perspectives, PCAI yielded the highest scores across all domains, followed by SCAI and CCAI (p <.001). SCAI exhibited a better score in Year 5 compared to Year 3 and Year 4 (p =.027). The male students perceived they performed better than females in all domains (p <.05). Patients rated the students higher in the DHE clinic as compared to the CC clinic for the team interaction domain. Conclusion: There was an upward pattern of the communication skills score rated from the clinical instructor perspective to the student and patient perspectives. The use of PCAI, SCAI and CCAI collectively gave a complementary view of students' communication performance in all the domains assessed. [ABSTRACT FROM AUTHOR]

Introduction: This study evaluated the self‐assessment skills of third‐year dental students regarding their performance in complete removable prosthodontics (CRP) preclinical course. Methods and Materials: This cross‐sectional study was conducted on all third‐year dental students attending the International Dental College of Tehran University of Medical Sciences. The students were requested to self‐assess their performance in primary impression making, custom tray fabrication, border moulding, final impression making, master cast fabrication, record‐base fabrication and tooth arrangement in CRP preclinical course. The performance of dental students in each step was scored by themselves and their mentors. Data were analysed by the Mann–Whitney U, Pearson's correlation and t‐tests (α = 0.05). Results: Totally 25 male (55.6%) and 20 female (44.4%) dental students were evaluated. Significant differences were noted between male and female dental students in self‐assessment scores regarding adequate extension of the custom tray (p =.027), the correct position of tray handle (p =.020), visibility of vestibular width and depth on the cast (p =.011), the coincidence of upper and lower midlines (p =.005) and correct orientation of maxillary and mandibular planes in the articulator (p =.036). The mean self‐assessment score of female students was significantly higher than that of male students (p =.01). The scores given by the mentors were not significantly different for male and female students (p =.975). The difference between the self‐assessment score of students and the mentor score was not significant (p =.067) either in males or in females (p >.05). Conclusion: Undergraduate dental students favourably self‐assessed their performance in all steps of the preclinical course of CRP, comparable with their mentor assessment. [ABSTRACT FROM AUTHOR]

Aim: To determine and explain the principal sources of stress among preclinical and clinical dental undergraduate students with a particular focus on the stressors linked to endodontics. Methodology: A mixed‐methods study, with an explanatory sequential design, was employed. Volunteer students of second, third and fourth years were asked to complete both the Dental Environment Stress (DES) questionnaire and a bespoke questionnaire for endodontic‐related stress assessment, which had 21 questions in common with the DES. The results were analysed by Kruskal–Wallis and Marginal Homogeneity tests. In the second part of the study, a qualitative phase was conducted through focus group interviews of students from each academic year included in the study. Interviews were analysed by inductive content analysis. Results: The DES questionnaire determined that for all years the most stressful domains were 'performance pressure', 'workload' and 'clinical training'. According to the endodontic stress questionnaire, the most stressful domains were 'self‐efficacy beliefs', 'endodontic clinical training' and 'faculty and administration' in early years, while they were 'endodontic patient treatment', 'performance pressure in endodontics' and 'clinical training' in later years. Comparing questions common to both questionnaires revealed that the stress score was lower for the endodontic stress questionnaire than in the DES questionnaire for 17 questions, being significantly lower for 13 questions (p < 0.05) and significantly higher for no question. The qualitative study showed that students' dental and endodontic‐related stress was linked to different domains: patient, clinical procedure, organization, staff, academic education, evaluation and COVID‐19‐related issues. Qualitative aspects highlighted the important role that patients and COVID‐19 have played in student stress. However, they suggested a possible explanation for the lower endodontic stress observed in this dental university hospital, which was based on: the nature of the teaching in endodontics, the consensus between endodontic supervisors, the use of a logical, progressive procedure and the considerable experience that students gain over the years. Conclusion: Students considered endodontics stressful; however, education can play a central role in reducing stress, particularly during the early parts of the undergraduate course. [ABSTRACT FROM AUTHOR]

Background: Developing competency in removable prosthodontics (RP) is challenging for undergraduate dental students because it involves threshold concepts and tacit knowledge. Understanding this process can enhance learning and professional development in RP. The objective of this study was to identify the barriers hindering knowledge (threshold concept) and skill (tacit knowledge) development, and to propose strategies for achieving RP competency. Methods: Adopting critical theory, quantitative and qualitative approaches were implemented. The participants were third- to sixth-year dental students and recent dental school graduates. An online questionnaire was used to investigate the knowledge and skills required for achieving RP competency and barriers to RP competency development. Four focus groups were conducted to gather in-depth information. The data was analyzed using descriptive statistics and thematic analysis. Results: A total of 322 respondents completed the questionnaire (67% response rate), and 26 of them participated in focus group interviews. The four threshold concepts to achieve RP competency were the basic principles of RP, removable partial denture design, occlusion, and dental materials. The two main tacit knowledges were impression making and material handling skills. The curriculum should integrate strategies to assist dental students in overcoming intrinsic barriers such as self-experience, revision, and spatial-temporal relationship, along with extrinsic factors such as clinical correlations of content, discussions, and immediate feedback. Conclusions: Threshold concepts and tacit knowledge in RP for undergraduate dental students have been proposed The strategies to overcome barriers comprise intrinsic and extrinsic factors that include the adoption of experiential learning. This study suggests effective teaching methods and learning strategies to maximize student learning and RP competency development when designing the undergraduate RP curriculum in dental education. [ABSTRACT FROM AUTHOR]

Background: Interprofessional Education (IPE) is an educational approach that brings together students from different healthcare professions to foster collaborative learning and teamwork. Before integrating IPE into the curriculum of health preprofessional students, it is necessary to increase their readiness for IPE. Dentistry increasingly values interprofessional collaboration and teamwork for enhanced patient care and healthcare team competencies, an emphasis also echoed by recent dental education authorities. The aim of this quasi-experimental research was to assess the influence of Scenario Based Learning Peer Learning (SBPL) programme, which involved scenarios necessitating interprofessional communication, on the readiness for IPE among a cohort of undergraduate dental students studying within the framework of the European Higher Education Area (EHEA). Methods: This study investigates undergraduate dental students' readiness for IPE and the influence of SBPL programme on their readiness. Participants (n = 25) from 18 EHEA countries completed the Readiness for Interprofessional Learning Scale (RIPLS) before and after SBPL programme, held at the 70th European Dental Students' Association (EDSA) meeting. Data were analyzed using the Wilcoxon Signed Rank Test (p = 0.05). Results: After the SBPT programme, there was a statistically significant increase (p < 0.05) in the mean of the total scale, teamwork and collaboration, roles and responsibilities and professional identity subscale. In general, SBPL programme showed a constructive effect on interprofessional readiness. Although there was no statistically significant increase only in items 9,12,18 of the 19 items of the RIPLS, there was an increase in the averages in all except item 12. Conclusion: Our research emphasizes the importance of diverse perspectives and IPE in the realm of dental education. Within the limits of this study, it showcases the efficacy of a brief half-day SBPL programme with interprofessional scenarios in enhancing participants' readiness. The programme notably enhanced dental students' readiness in grasping crucial aspects of IPE: teamwork and collaboration, professional identity, and roles and responsibilities. However, this study does not delve into the potential impact of a comprehensive, long-term curriculum integrating IPE principles. This gap underscores the need for further exploration into the sustained influence of IPE on the interprofessional skills of dental school graduates. [ABSTRACT FROM AUTHOR]

Aim & Background: The purpose of this study was to gauge dental students' knowledge of new developments in materials used in maxillofacial prostheses. Patients find maxillofacial abnormalities unsightly, and they may have detrimental effects on their physical and physiological well-being as well as significant social, familial, and mental health issues. The quality of life of the patient is impacted by maxillofacial prosthesis. Multiple materials, methods, and clinical strategies have been employed in the field of maxillofacial prosthesis. Materials & Methods: A set of 10 questionnaires was created and an online survey was conducted among Faculty of Dental Science students. A statistical analysis was conducted on the survey responses, which were completed by 100 students. Results: 57% of students did not know about the latest developments in maxillofacial prosthesis materials, according to the data. Though 57% of students were unaware of its qualities, 59% of them were aware of silicone block polymer. Of the students, 53% were not familiar with polyphosphazenes. A-2186 (Factor 11) and silphenylenes were unknown to 56% of respondents. The creation of new materials is deemed necessary for the future of maxillofacial prostheses by 78% of students. Conclusion: The study highlights this fact, highlighting the students' ignorance of recent developments in the materials used in craniofacial prostheses. More awareness must be raised about new developments in maxillofacial prosthesis through seminars, CDE programs, and interactive lectures. [ABSTRACT FROM AUTHOR]

Dental profession is rapidly evolving due to advanced digital technology. Several automated technologies such as laser, intraoral scanners, cone beam computed tomography (CBCT), Computer Aided-Design/Computer Aided Manufacturing (CAD/CAM) technology, and 3D printing offer new possible alternatives to replace manual tasks and increase the quality of treatment and patient experiences. To assess the awareness and knowledge about digital dentistry among undergraduate dental students at Gulf Medical University, Ajman. A questionnaire comprising 16 questions about digital dentistry and sociodemographic data was distributed amongst 1st, 2nd, 3rd, 4th, and 5th year undergraduate dental students. A total of 252 students voluntarily participated in the study. The information obtained was statistically analysed. It was observed that dental students in the 3rd, 4th, and 5th years were more informed about digital dentistry when compared to the 1st and 2nd year students. The awareness among undergraduate dental students about digital dentistry is satisfactory on a broad aspect. However, there is a lack of knowledge in relation to deeper aspects of digital dentistry which demonstrates a need for further awareness. This can be attained by implementing educational courses on digital dentistry in the preclinical years of the dental curriculum. Such an action would provide students with the required knowledge of the various technologies used in the clinical setting. [ABSTRACT FROM AUTHOR]

To evaluate the radiographic quality of endodontically treated cases performed by undergraduate dental students at Thumbay dental hospital, Gulf Medical University (GMU) from 2020 to 2022. The sample consisted of 510 randomly selected postoperative periapical radiographs from patient records at the Thumbay dental hospital Gulf Medical University (GMU). Radiographs were from patients who underwent root canal treatment (RCT) performed by 3rd, 4th and 5th year clinical undergraduate dental students. Evaluation criteria included root canal filling (RCF) length, density, taper and the presence of iatrogenic errors. Inter-examiner agreement was measured using a Cohen's kappa test. A comparison of frequency was calculated using the Chi-square test. P-values = 0.05 were considered significant. Adequate length, density, and taper of the root canal fillings was observed in 77.2%, 34%, and 78.6% of cases, respectively. The rate of acceptable quality was higher for teeth treated by 5th -year students (33.3%) compared to those treated by 3rd -year students (20.5%). Density and taper were more adequate in patients treated by 5th -year students (38.6% and 82.1% respectively) compared to 3rd -year student (p= 0.05). Significant differences were observed in procedural errors based on tooth location, with higher percentages in the mandible (23.7%) compared to maxilla. Anterior teeth showed high rates of acceptable quality (36.6%) compared to molars (22.5%). Iatrogenic errors were observed in 19.1% of cases. This study highlights the importance of training dental students to detect and correct procedural errors in root canal procedures at early clinical stage. A notable 29.3% quality improvement achieved with stainless steel K-files, underlines the imperative for enhancing future education approaches to ensure superior results and improved patient care. [ABSTRACT FROM AUTHOR]

Objectives: Empathy has always been a silent factor in the success of a dental practice, but it is seldom emphasized in classes or in clinics. This study seeks to compare the difference in empathy of the undergraduate dental student clinicians based on clinical level and gender. Material and Methods: The study was conducted in a Philippine dental school, which produces a significant number of graduates every year and is one of the oldest, thus considered as one of the pioneers of dental education. The Jefferson Scale of Empathy-Health Profession Students Version questionnaire consists of 20 questions that use a 7-point Likert-type scale to measure respondents' answers (1 = strongly disagree to 7 = strongly agree). It was placed in Google Forms and disseminated to the undergraduate student clinicians through the official social group platforms of their respective clinic year levels. The total score of each respondent was interpreted using a scale ranging from 20 to 140, with a higher score denoting a higher level of empathy. Results: The study included 231 undergraduate student clinicians, 45 of whom were male and 186 of whom were female. Fifty-seven student clinicians represented clinic level one, 94 clinicians represented clinic level two, 41 clinicians represented clinic level three, and 39 clinicians represented clinic level four. The results showed that there is no variation in the empathy scores according to the clinic year level, analysis of variance F = 1.468, P = 0.22. Females scored higher (M = 112.17, standard deviation [SD] = 11.02) than males (M = 106.36, SD = 12.97), t-test F = 1.735, P = 0.04 (two-tailed). Conclusion: Empathy based on the clinic year level of the undergraduate dental student clinicians showed no difference. However, it revealed that females scored higher than males. [ABSTRACT FROM AUTHOR]

Background. Dentistry is reported as a very-high-risk profession for COVID-19 contagion. A lack of face-to-face education and poor information during the COVID-19 pandemic may have impacted dental students. Objectives. We aimed to evaluate the effects of the COVID-19 pandemic on career plans and self-perception of knowledge levels in undergraduate dental students. Materials and methods. In this multicenter cross-sectional study, a multiple-choice survey was completed by dental students of Near East University (NEU) in North Nicosia and University of Kyrenia (UoK) in the Turkish Republic of Northern Cyprus (TRNC), and Erciyes University (ERU) in Kayseri, Turkey, in 2020. The χ2 tests were used to determine statistically significant differences. Results. Of the 755 students that participated in the study, 66% declared fear of being at risk for contagion. More than half of the students reported not having sufficient knowledge about occupational infections and methods for protection, and the percentages were significantly higher in female and preclinical students. Utilization of credible publications, guidelines (57% compared to 34%, p < 0.001) and online education (19% compared to 8%, p < 0.001) were significantly higher in students claiming to have adequate knowledge. Eleven percent of the students thought about dropping out of dental education because of the COVID-19 pandemic. These students exhibited a markedly increased fear of being at risk for contagion because of the COVID-19 pandemic (80% compared to 64%, p = 0.011). Seventy-six percent of the students were aiming for a dental specialty. Eighteen percent changed their desired specialty, and 25% were in search of a specialty that they believed required fewer close contact procedures. Conclusions. It is crucial to prepare students for the next possible outbreak using the knowledge gained during this pandemic by modifying the dental curriculum and providing credible information and psychological support to guide dental students in building a healthy career path. [ABSTRACT FROM AUTHOR]