Rapid advances in artificial intelligence (AI) that assist clinical workflows and processes demand systematic educational strategies to cultivate AI competencies within dental curricula. This perspective calls for prioritising educational initiatives to create an AI-proficient dental workforce. AI education should be integrated vertically throughout preclinical to clinical years while ensuring horizontal coherence with existing competencies. Early-stage students should focus on beginner-level competencies, acquiring foundational AI knowledge and ethical considerations. Senior learners should demonstrate the ability to implement AI tools for clinical tasks and to critically interpret AI-generated outputs. Advanced students should be equipped with skills to innovate AI-driven studies and novel applications for oral healthcare. Assessments should also be well designed to capture and evaluate the expected AI competencies. As curricula include massive amounts of both technical and nontechnical content, integrating AI teaching and learning must be carefully balanced with the core competencies required of dental professionals.

Performance of Enhanced Large Language Models on Prosthodontic Multiple-Choice Questions.

Revolutionizing dental education and diagnostics with VR and CBCT segmentation

Bridging the gap in implant dentistry education: Perspectives from Malaysia's graduating dental cohort.

This study aims to evaluate the impact of transitioning from staff-centered verbal feedback to student-centered written feedback in clinical assessment rubrics on student perceptions of the quality of a Pediatric Dentistry course. Special attention is paid to student responses to specific statements in the Student Course Evaluation Survey (SCES). This retrospective, quasi-experimental, pre- and post-study includes 113 students from four independent cohorts. Group I (academic years 2021-2023, n=45) is assessed using staff-centered rubrics with verbal feedback. Group II (academic years 2023-2025, n=68) uses modified student-centered rubrics incorporating a mandatory student self-evaluation column and a dedicated section for instructors' written feedback; core evaluation criteria and grading weights remain constant. The SCES responses are quantitatively analyzed for mean scores, standard deviations, and agreement rates. The Mann-Whitney U test and rank-biserial correlation coefficient (RRB) are used for statistical analysis. Group II demonstrates higher agreement rates across all SCES statements, with the overall agreement increasing from 68% to 95%. The agreement on grading fairness saw an increase from 60% to 92%. The mean overall SCES score saw an increase from 3.80 (SD±1.32) in Group I to 4.85 (SD±0.59) in Group II, illustrating a large effect size (p<0.05). Within the study's limitations, the findings support the effectiveness of student-centered rubrics with written feedback in enhancing students' perceptions of the quality of a Pediatric Dentistry course. Moreover, the SCES appears to be a responsive tool for capturing instructional improvements and guiding quality enhancement efforts in dental education.

Supervising for trust in an EPA based curriculum: a focused ethnography of supervisors' entrustment decisions in dental education.

This study aimed to assess the psychometric properties and structural relationships among dimensions of academic engagement (AE) in fully online dental courses within a traditional dental education program for first-year students. A cross-sectional design was employed involving 593 dental students from a public university in Mexico, each enrolled in at least one fully online course. AE was measured using the 9-item Spanish version of the Utrecht Work Engagement Scale (UWES), culturally adapted and validated for Mexican populations. Internal consistency was examined using Cronbach's alpha, while interrelationships among AE dimensions, "Vigour", "Dedication", and "Absorption", were analysed using structural equation modelling (SEM). Model fit was evaluated using standard indices (CFI, RMSEA, SRMR). Internal consistency was strong across dimensions (α = 0.77-0.88) and excellent for the total scale (α = 0.92). SEM analysis revealed optimal model fit (χ2(24) = 69.51; CFI = 0.98; RMSEA = 0.03), with "Vigour" significantly predicting "Dedication" (β = 0.65) and "Absorption" (β = 0.60), while "Dedication" also predicted "Absorption" (β = 0.58). These findings validated the multidimensional structure of AE in virtual learning. The results support the relevance of AE constructs in online dental education and confirm "Vigour" as a key driver of engagement. These findings suggest that online learning, when well structured, can foster meaningful academic involvement early in dental training. Importantly, this early engagement may contribute to improved academic persistence and preparedness for subsequent clinical training, reinforcing the role of digital education in preparing future dental professionals.

Facial soft-tissue analysis in undergraduate dental education: comparison of 2D photographs and images derived from 3D facial scans.

Background: Oral and mental health are closely linked, yet Australia's healthcare system continues to treat them in silos - particularly to the detriment of its most vulnerable populations.Analysis: People living with mental illness face a significantly increased risk of oral diseases, including dental caries, periodontitis, and oral lesions, which concurrently worsen their mental health conditions. Despite strong evidence of this bidirectional relationship, oral health remains largely absent from mental health policy, psychiatric care pathways, and medical education frameworks. Equally, mental health remains largely absent from dental education frameworks. Current clinical training lacks sufficient integration across disciplines, limiting the capacity of clinicians to provide holistic, patient-centred care.Conclusions: To reduce health inequities and improve long-term outcomes, coordinated policy action is needed to embed oral health in mental healthcare delivery, promote interdisciplinary education, and prioritise oral health as a key component of the social determinants of health in Australia.

Efficacy of a hybrid case-based learning and simulated clinical encounter model versus lecture-based learning in dental education.

Empathy is a vital attribute for effective patient care in dentistry, yet studies indicate a concerning decline in empathy levels during academic training. This research addresses the influence of gender and academic progression on dental students' empathy levels. This study aimed to investigate variations in empathy levels among dental students at King Khalid University and to examine the associations between gender, academic year, and empathy levels. A cross-sectional study was conducted between January and May 2024. The study included 204 dental students (122 males, 82 females) with a mean age of 21.18 (± 2.43) years, representing an 81.6% response rate. Empathy was assessed using the validated Jefferson Scale of Empathy-Health Profession Students (JSE-HPS). Statistical analysis was performed using independent samples t-tests and one-way ANOVA to compare the mean scores. A statistically significant difference in overall empathy was observed between genders (p = 0.002), with female students (mean = 108.34, SD = 14.23) reporting higher scores than male students (mean = 101.20, SD = 13.30). Additionally, empathy scores varied statistically significantly across academic years (p = 0.001), indicating a general decline from the first year (mean = 108.37, SD = 13.97) to the fifth year (mean = 98.33, SD = 15.12). Females outperformed males on all three subscales: perspective taking, compassionate care, and walking in patients' shoes. The trajectories of the subscales exhibited variability, with 'compassionate care' peaking in the first year, while 'perspective taking reached' its highest point in the third year. Empathy in dental students is statistically significantly influenced by both sex and academic progression. These findings highlight the critical need for targeted educational strategies to foster and sustain empathy throughout dental training, thereby ensuring the development of patient-centered practitioners.

CAD/CAM (Computer-Aided Design/Computer-Aided Manufacturing) technology has become integral to modern dental practice, requiring structured integration into dental education. However, little is known about how well dental students in Croatia understand and engage with these technologies. This study aimed to quantitatively assess the level of knowledge, attitudes and practical experience with CAD/CAM among dental students in Osijek, and to explore the influence of academic year, gender and family background in dentistry on these dimensions. A cross-sectional survey was conducted at the Faculty of Dental Medicine and Health in Osijek, including 102 students from the 3rd to 6th year., with 44 (44.88%) in preclinical and 58 (55.12%) in clinical training. A 21-item questionnaire assessed theoretical knowledge, practical exposure and attitudes. Data were analysed using descriptive statistics, ANOVA, t-tests and chi-square tests (p < 0.05). While 88.24% of students had heard of CAD/CAM, only 45.10% had practical experience and just 11.76% had attended extracurricular CAD/CAM training. Nonetheless, 90.20% believed CAD/CAM should be more thoroughly taught, and 85.29% expressed interest in further education. Clinical-year students and those with family in dentistry showed significantly higher knowledge and more positive attitudes (p < 0.001), whereas no significant gender differences were observed (p = 0.222). The findings indicate a gap between theoretical familiarity and practical competence among Croatian dental students regarding CAD/CAM technology. To address this, we recommend the development of a structured undergraduate CAD/CAM module that includes theoretical instruction, digital simulation and supervised clinical training across all study years. Such curriculum development is essential to prepare future dentists for the demands of digital clinical practice.

INTRODUCTION: Musculoskeletal diseases (MSDs) are associated with prolonged uncomfortable postures and repetitive actions. The purpose of this study was to develop and validate a structured interprofessional dental ergonomics (IDE) module that could be added to the dental curriculum to address these issues. MATERIALS AND METHODS: The study comprised three phases: i) Needs assessment, ii) Instructional module development, and iii) Validation. Guidelines, relevant literature, and the findings of the needs assessment served as the foundation for the ergonomic module development, which comprised 6 units: i) human factors and ergonomics, ii) basic dental ergonomics, iii) operator positioning, iv) dental team ergonomics, v) workstation design, and vi) ergonomic practices like working smart and short breaks. The module content validity index and reliability were evaluated and verified by 7 experts. 103 dental professionals represented by 42 dental practitioners, 35 dental students, and 26 faculty members, completed a self-administered questionnaire on IDE. RESULTS: Overall, 87% of respondents valued microbreaks, 92% strongly agreed that ergonomics should be taught in schools, and 57% said that MSDs affected their day-to-day job. The expert panel firmly agreed that the module could improve knowledge and that it was acceptable. The module's good content and face validity were supported by the validation findings. CONCLUSION: The developed IDE module demonstrated both useful content and face validity. Dental students' knowledge, comprehension, and skills to prevent MSDs can be improved by incorporating this into dentistry education, supporting better health and well-being.

Ageism among dental and dental hygiene students is a barrier to appropriate oral healthcare for older adults. The 27-item Ageism Scale for Dental Students (ASDS) assesses dental-specific ageist attitudes. It has been translated into multiple languages, but its cross-cultural construct validity and optimal educational use remain unclear. The objective of this narrative review was to examine the cross-cultural construct validity of the ASDS and to clarify its implications for educational evaluation and intervention. Using the original ASDS as a reference, we conducted a narrative review of international translation and validation studies. We included English-language peer-reviewed studies of undergraduate or postgraduate dental/dental hygiene trainees using the ASDS, and extracted factor structures, internal consistency and associations with external variables, and synthesised findings into recurring attitudinal domains. Across countries, items reflecting perceived non-compliance, clinical complexity and time burden, and cost-benefit or "worthwhileness" calculations for treating older adults showed substantial convergence and acceptable reliability, suggesting a shared core of dental ageism. In contrast, value-laden items and those assessing preparedness and training showed marked cultural variability and sometimes weaker subscales. ASDS scores were moderately associated with general ageism and with intention to provide care for older adults, and improved after structured geriatric teaching and positive contact, whereas unstructured, stressful exposure to highly dependent patients could worsen general ageism while ASDS scores remained stable. The ASDS combines cross-culturally stable and context-specific elements. Core items on compliance, complexity and treatment barriers support its use as an indicator of attitudinal obstacles to geriatric dental care, while value- and training-related items require cultural adaptation. When evaluating the impact of dental education, the ASDS may be most informative alongside a general ageism scale and if cross-national comparisons follow tests of measurement invariance.

Dentists are at risk of developing musculoskeletal pain (MP) during their professional lives. The objectives were to compare dental students' and dentists' professional pain-related education, current professional pain, coping strategies, and evaluations of ways to alleviate pain. Relationships between pain education, pain, coping strategies, and evaluations of ways to alleviate pain were also explored. Four hundred thirty-three first- to fourth-year dental students and 133 members of the American Dental Association responded to an anonymous survey. Students responded more positively than dentists that their dental school education had educated them well about preventing MP (5-point scale with 5=most positive: means: 3.36 vs. 2.56; p<0.001), having a good posture when treating patients (3.65 vs. 3.30; p<0.001) and having proper ergonomics in the clinics (3.61 vs. 3.22; p<0.001). Both groups disagreed/neither disagreed nor agreed that they were satisfied with their education about coping with MP (2.75 vs. 2.67; p=0.242). Students were more concerned about developing chronic pain over the course of their professional life (4.25 vs. 3.83; p<0.001) than dentists. The two groups did not differ in the degree of MP in their hands/wrists (6-point scale with 1=no pain: 1.93 vs. 1.98; p=0.328). However, students reported less pain in their neck (2.48 vs. 2.81; p=0.008), back (2.62 vs. 2.95; p=0.011), and shoulders (2.30 vs. 2.68; p=0.003) than dentists. Students took more breaks during the day (mean on a 5-point scale with 5=very often: 2.26 vs. 1.63; p<0.001) and lost more time from work because of pain (1.77 vs. 1.28; p<0.001) than dentists. Dentists were more likely to stretch (3.29 vs. 2.87; p<0.001) and see a chiropractor (1.66 vs. 1.30; p<0.001) than students. More dentists used over-the-counter drugs (56.5% vs. 44.3%; p=0.015) than students. The more pain-related education the respondents had, the more attention they paid to proper ergonomics (r=0.34; p<0.001) and the less current pain they reported (r=-0.24; p<0.01). Dental students report more professional pain and are more concerned about pain than dentists. This should alert dental educators to the importance of addressing this topic in classroom-based settings, and especially in pre-clinical and clinical settings. Educating students about successful non-pharmacological ways to prevent and manage professional pain during their dental education is crucial.

Determining Entrustment and Practice Readiness in Dental Education: Learner Samples.

Clinical decision-making regarding histopathologic submission of tooth-associated lesional tissue.

Global populations are ageing rapidly, especially in Asia. The Ageism Scale for Dental Students (ASDS) was developed in 2018 to assess ageism among dental students. This study aims to validate the ASDS in a multicultural, multi-center Asian context to establish a robust tool for future educational and interventional research in gerodontology education. The original 27-items ASDS was distributed to dental students from five dental schools in Cambodia, India, Indonesia, Malaysia, and Philippines. Data were randomly split for Exploratory Factor Analysis (EFA; n = 400) and Confirmatory Factor Analysis (CFA; n = 355). Sampling adequacy and Bartlett's test were assessed. EFA employed Oblimin rotation, polychoric correlation matrix and maximum likelihood extraction with iterative item removal. Reliability and internal consistency were evaluated with Cronbach's alpha; convergent and discriminant validity were also examined. EFA revealed 20-items five-factor structure explaining 55.2% of the variance namely therapeutic nihilism, empathy and advocacy, perceived noncompliance and oral health neglect, perceived clinical burden, and confidence and competence. Cronbach's alpha values ranged from 0.742 to 0.839. CFA of the modified model, with 2 items removed, confirmed the five-factor structure with 2-6 items per factor distribution, and good model fit indices (χ2/DF = 3.717, CFI = 0.968, GFI = 0.993, SRMR = 0.055, RMSEA = 0.088). Four factors demonstrated strong convergent validity (AVE ≥ 0.50), while discriminant validity was supported for all factors (HTMT < 0.85). The modified 18-item ASDS demonstrated robust reliability and validity across the five Asian countries, confirming its utility as a cross-cultural tool for assessing ageism in dental education and guiding the development of culturally sensitive strategies to prepare students for geriatric care.

Emotional intelligence and academic success in Saudi female dental students: a cross-sectional analysis.

Introduction: Personality traits are stable patterns of cognition, emotion, motivation and behaviour that individuals display across various situations. Performance in medical and dental education requires a range of personality traits; therefore, understanding human behaviour and individual differences necessitates an understanding of these traits. Research on the personalities of medical students and those in training programmes for other health professions has revealed certain traits that are linked to academic and clinical success throughout the educational process. Aim: To assess the different personality traits amongst dental interns and first-year undergraduate students. Materials and Methods: A cross-sectional study was conducted at the Department of Paediatric and Preventive Dentistry, I.T.S. Dental College, Hospital and Research Centre, Greater Noida, Uttar Pradesh, India, from March 2024 to June 2024. The study included 206 participants, comprising 98 interns and 108 first-year students. A Big Five Personality Test (BFPT) questionnaire consisting of 44 questions was distributed via Google Forms through mail and WhatsApp to the participants. The questionnaire focused on five personality traits: extroversion, agreeableness, conscientiousness, emotional stability and openness to experience. The normality of the data was tested by the Shapiro-Wilk test and was found to be normally distributed. The significance of the differences in means of parameters between the two groups was tested using an independent t-test, with a significance level set at p&lt;0.05. Results: A total of 206 participants were included in the present study. The agreeableness and conscientiousness traits were significantly higher in interns (p&lt;0.001; t-value: 19.235 and 13.103, respectively), while the openness to experience trait (p&lt;0.001; t-value: -16.918) was expressed more by firstyear dental students. The traits of extroversion and emotional stability showed similar scores in both interns and first-year dental students. Conclusion: Conscientiousness and agreeableness were found to be higher amongst interns, whereas first-year students exhibited the openness to experience trait more significantly. The authors suggest further exploration of the impact of different personality types on academic performance, clinical skills and patient management.