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"Trump has discovered something about epistemology in the 21st Century. The truth may be real, but falsehood often works better" (Scherer, M., "Time", April 3, 2017). Ironically perhaps, I took what the Donald has discovered about Western epistemology in our age to be true, so my first cautious answer to the question posed in the title is a qualified yes: Truth might indeed be dead, or at least dying, in the same way that Nietzsche proclaimed, more than 100 years ago, that God is dead. I think it's important to note that Nietzsche wasn't proclaiming that God did not exist, rather, he was stating that his existence has ceased to matter in the sense of bringing order, commitment, and a sense of purpose to a secular society. So, the question for me is not does truth exist? That is, can we sort truth from lies, or the "fake news" from the factual reporting of important events, and from the false histories constructed through colonial, imperial, racist, or homophobic discourses? I do think that is a very important task, and a very real threat to living together in truth. Hanna Arendt (1948/1976) has provocatively asserted that the inability of the masses to sort the truth from lies is the primary condition for the rise of totalitarianism and the rule of strong men, "and" we might add, the election and possible re-election of Donald Trump. But that is another conversation that takes me away from my primary concern.

This commentary introduces the new Graduating European Dentist Curriculum Domain V—'Research', and outlines the international multi‐stakeholder development and consultation process that was undertaken in order to develop the new Domain. [ABSTRACT FROM AUTHOR]

Introduction: This paper reports on the scholarship activity of the 'Sustainability in Dentistry' Special‐interest Group (SiG), which met at the Association for Dental Education in Europe (ADEE) annual conference in Liverpool on 25 August 2023. The aim of this study was to (i) identify current teaching practices and approaches to embedding Environmental Sustainability (ES) in the curriculum in ADEE attendee schools and (ii) explore existing barriers/challenges to incorporating ES in dental education and consider potential solutions. Methodology: A mixed‐methods approach was used to fulfil the aims of this study. A pre‐workshop questionnaire was used to explore current teaching practices, challenges and drivers of embedding ES in the curriculum. An interactive workshop at the in‐person meeting in Liverpool was used to propose key strategies to overcome the most frequent challenges to embedding ES in the curriculum. Results: The majority of respondents (56%) reported that their institutions do not currently teach ES. Traditional didactic forms of teaching were mostly reported to teach ES in non‐clinical environments, and a transition to more environmentally sustainable materials and instruments was the most popular response for clinical teaching. Key barriers to embedding ES in the curriculum were identified, including time constraints and the overloaded curriculum, a lack of expertise/knowledge to teach and lack of practical guidance to support educators, limited learning resources for staff and students and resistance from colleagues regarding the relevance of ES in dentistry. The special‐interest group participants proposed strategies to overcome these challenges that centred around 14 themes. Conclusion: This paper reports recent scholarship activity by ADEE's 'Sustainability in Dentistry' SiG. Key strategies for overcoming the most common challenges to embedding ES in the curriculum are also discussed. [ABSTRACT FROM AUTHOR]

Purpose/objectives: The aim of this study was to quantitatively investigate the impact of stereoscopic three‐dimensional (3D) vision on students' performance when compared with that of two‐dimensional (2D) vision in a 3D virtual reality (VR) simulator. Methods: Twenty‐four dental students (second‐ and fourth‐year BDS) were assigned to perform three operative tasks under 3D and 2D viewing conditions on a Virteasy (HRV) simulator. Groups were crossed over and all students performed the same tasks under the alternate viewing conditions. The performance was evaluated by (1) accuracy, (2) outside target area removal, and (3) tooth cutting time, automatically using the generated feedback. Results: Twenty‐one participants completed all sessions. The results revealed a statistically significant effect of 3D vision over 2D vision on students' performance in terms of accuracy (p = 0.035). Stereoscopic 3D vision showed significant effect on outside target area removal in the first task (p = 0.035). Tooth cutting time was the same under both conditions (p = 0.766). The findings revealed improvement in accuracy score and reduction in outside target area removal over the course of the experiment under both conditions. Comparing the difference in 3D effect in the early and advanced learning groups revealed no significant difference among the groups (p > 0.05). Conclusion: Utilizing stereoscopic 3D vision in the training session improved students' perception of depth which led to more accurate tooth cutting within the target area, and less outside target area removal. However, 3D shows a limited impact on task completion time. [ABSTRACT FROM AUTHOR]

Introduction: Resilience is defined as an individual's capacity to effectively adapt in the face of challenges without detrimental effects on their health and well‐being. This scoping review identifies and rationalises the published concepts that underpin resilience in oral health professional (OHP) education. It provides recommendations for the development of evidence‐based strategies for promoting resilience in OHP education. Methods: The PRISMA and Arksey and O'Malley methodological frameworks for scoping reviews were used to determine the methodology and answer the question 'What concepts contribute to resilience in OHP Education?'. The search strategy included published literature searches and internet searches. Results: In total, 744 articles on resilience and coping were identified, and 59 were included after excluding irrelevant records. Most studies used surveys as their study design and focused on undergraduate dental students in North America and Asia. Three main themes were identified: factors that contribute to resilience, measurement tools and scales and enhancing resilience. This review highlights a positive correlation between increased resilience and improved outcomes for dental students. Conclusion: Resilience and its related factors are not well understood. There is insufficient evidence to support interventions for building resilience due to inconsistent measuring methods and limited research validating resilience scales in OHP education. Investigators should accurately understand the terminology for clarity and consistency. Validated outcome measures and student feedback should be used to determine the effectiveness of interventions. It is important to teach students coping strategies to manage stressors, and digital applications for building resilience should be developed and tested in OHP student populations. [ABSTRACT FROM AUTHOR]

In 2013 five universities from across Europe undertook an innovative project "Media Culture 2020", combining skills and forces to develop new practices that would face the challenge of the convergence of digital media, taking full advantage of social media and cloud-based technologies. The aim of the Media Culture 2020 project was to demonstrate what 21st century converged and interactive European Media Culture could be in comparison to the broadcasting based one-way 20th century model. The main objective of the project was to break down classroom and campus walls by creating open virtual learning environments where students from different countries and fields could explore and learn together. Media Culture 2020 developed innovative digital learning environments that consider new forms of production, transmission and representation of knowledge. The project utilized a range of online platforms, social media and cloud-based technologies including Facebook, Google+ Google Hangout, Google Docs, and Blogger in the collaborative development, management, and delivery of the project.