Dental Training Research Articles

Outcomes of transitioning from mandatory to elective research at a dental school in Southern California.

The purpose of this study was to assess the impact of a curricular change from mandatory to elective research on the student research outcomes at a Southern California Dental School over ten years. Additionally, the perception of dental students and faculty toward research in dental education was assessed. A survey was distributed to determine the perception towards research in dental education, motivation and barriers for pursuing research and the possibility participants would pursue research-even if the school did not mandate it. The survey was distributed to a total of 507 dental students and 121 full-time faculty. Both dental students (80.6%) and faculty (91.4%) agreed that learning about research is important in dental education. Both cohorts generally agreed that research experience enhances dental training, supports the scientific basis of dental treatment methods, and correlates with clinical ability. The majority of students (77.0%) disagreed with mandating research while faculty (77.6%) believed that it should be mandated. Lack of time was the single most stated barrier for participating in research. The overall trend during the transition from mandatory to elective research showed that initially there was a stark drop in students and faculty participation and projects being carried out. However, with deliberate planning, research outcomes steadily increased. We conclude that dental students and faculty have a positive perspective on the importance of research in dental education and actively engage in research and mentoring activities when provided with a supportive and encouraging environment. This participation occurs regardless of whether research is mandated or elective.

How to ensure an appropriate oral health workforce? Modelling future scenarios for the Netherlands

BackgroundCurrent methods for oral health workforce planning lack responsiveness to dynamic needs, hampering efficiency, equity and sustainability. Effective workforce planning is vital for resilient health care systems and achieving universal health coverage. Given this context, we developed and operationalised a needs-adaptive oral health workforce planning model and explored the potential of various future scenarios.MethodsUsing publicly available data, including the Special Eurobarometer 330 Oral Health Survey, we applied the model in a hypothetical context focusing on the Dutch population’s dental needs from 2022 to 2050. We compared current and future provider supply and requirement and examined, in addition to a base case scenario, several alternative scenarios. These included epidemiological transition scenarios with different oral health morbidity trajectories, skill-mix scenarios with independent oral hygienists conducting check-ups and multiple dental student intake and training duration (5 instead of 6 years) scenarios.ResultsBased on the aforementioned historical data, our model projects that provider requirement will exceed supply for the planning period. If the percentage of people having all natural teeth increases by 10% or 20% in 2032, 34 or 68 additional full-time equivalent (FTE) dentists will be required, respectively, compared to the base case scenario. In the skill-mix scenario, the model indicates that prioritising oral hygienists for check-ups and shifting dentists’ focus to primarily complex care could address population needs more efficiently. Among the student intake and training duration scenarios, increasing intake to 375 and, to a lesser extent, reducing training to 5 years is projected to most effectively close the provider gap.ConclusionsThe study underscores the importance of understanding oral health morbidity trajectories for effective capacity planning. Due to limited dental epidemiological data, projections carry substantial uncertainty. Currently, demand for FTE dentists seems to exceed supply, though this may vary with epidemiological changes. Skill-mix strategies could offer efficiency gains by redistributing tasks, while adjustments in dental intake and training duration could also help address the requirement-supply gap. Resolving dentistry workforce challenges requires a multifaceted approach, including strengthening oral epidemiology projections, addressing the root causes of dental health issues and prioritising harmonious dental public health and general practice prevention measures.

Actitud de odontopediatras y ortodoncistas ante el tratamiento ortodóncico de pacientes con necesidades especiales.

Introduction: Patients with special needs often experience a high incidence and severity of malocclusions, which can negatively impact their quality of life. They also frequently encounter challenges in accessing orthodontic treatments. Objectives: This study evaluates the attitudes of pediatric dentists and orthodontists towards providing orthodontic treatment to patients with special needs and analyzes the main challenges faced in treating these patients. Materials and Methods: A survey was conducted among 38 dentists with postgraduate training in pediatric dentistry, orthodontics, or both. The survey included 9 questions about their experiences and perceptions regarding the dental and orthodontic treatment of patients with special needs, as well as their professional attitudes. Results: The sample included 38 participants, with 39.57% men and 60.53% women. Most had 5-10 years (36.8%) or 10-20 years (23.7%) of experience. Training was divided equally among orthodontics (34.21%), pediatric dentistry (34.21%), and both fields (31.57%). Of the respondents, 68.4% infrequently treated patients with special needs, and 71.1% provided occasional treatment. None refused orthodontic treatment; 65.8% would attempt it if necessary. The primary challenges were lack of patient cooperation and low demand for such treatments. A majority (73.7%) believed the benefits of treatment outweighed the drawbacks, and 81.6% expressed willingness to treat these patients with additional training. Conclusions: Enhanced training for both professionals and the families of patients with special needs is crucial for improving access to orthodontic care, which is significantly beneficial for these patients' quality of life

Efficiency of chewing load deficiency correction in clinical dental practice

Weakening of the chewing act, typical for modern humans due to consumption of soft food, causes a deficit of chewing load and has a negative effect on the dental system. To combat hypodynamia of the masticatory apparatus with the aim of preventing destructive processes in its structures, a gnathotraining system was developed, including electrical stimulation of the masticatory muscles themselves in physiological parameters, which develops the effect of “imaginary chewing”, and gnathotraining using chewing gum. In addition, functional training of the masticatory apparatus using chewing exercises was proposed. Considering that chewing gum practically does not compensate for the deficit of chewing load observed in modern society, the staff of the Kazan State Medical University and the Kazan National Research Technological University developed the “Denta Fit” dental trainer and a dental training system. It has been established that dental and jaw training stimulates secretion of saliva, its mineralizing potential, functional resistance of tooth enamel, allows achieving a good level of oral hygiene, reduces the rate of increase in the intensity of dental caries, as well as the severity of muscular-articular disorders of the temporomandibular joints, enhances neuromuscular activity of the masticatory muscles and regional blood flow. In children with permanent bite, dental and jaw training maintains the hydrogen index (pH) of oral fluid at a neutral level and provides, in combination with a toothbrush, optimal hygienic dental care, contributes to the formation of a correct dental occlusion. Thus, the effects of increased neuromuscular activity of the masticatory muscles, as well as regional vascular tone, arising during dental and jaw training, indirectly indicate that the dental and jaw system receives adequate mechanical loads necessary for the normal functioning of all its links. The results of the conducted studies indicate the effectiveness and feasibility of using dental training to improve dental status, which serves as a new approach to the prevention and treatment of dental diseases.

Perceptions of undertaking a higher degree alongside dental specialty training: A cross-sectional survey of UK dental specialty trainees.

The curricula for UK dental specialty training have recently been under review and until 2024, completion of a research component during training in Dental Public Health, Oral Microbiology and Orthodontics has been mandatory (with an alternative route for Orthodontics involving the submission of two scientific papers for those trainees not wishing to undertake a higher degree). Anecdotally, some trainees in other dental specialties choose to undertake higher degrees alongside specialty training. The aims were to investigate how many dental specialty registrars study for higher degrees alongside specialty training, and whether undertaking a higher degree alongside specialty training has an impact on completion of training, research skills, research experience, patient care and career opportunities. This was a cross-sectional study design, involving the distribution of an online, anonymous questionnaire-based survey to UK dental specialty registrars in November and December 2022. In total, 38 questionnaires were completed, representing a 7.7% response rate of the entire dental specialty registrar cohort in the UK and 42% of those who received it. Most respondents (76.3%) were either studying or had completed a clinically relevant higher degree prior to specialty training. Most respondents (76.3%) reported that the higher degree increased career opportunities and gave them additional skills. Dental specialty trainees who responded to this survey perceived the higher degree to be beneficial in terms of preparing for exams, gaining skills in critical appraisal and for increasing future career opportunities.

Continuing Professional Development (CPD) and Vocational Education and Training (VET) in Periodontology and Implant Dentistry.

To (i) evaluate structured postgraduate part-time programs in periodontology, including those addressing peri-implant diseases, among members of the European Federation of Periodontology (EFP), (ii) the impact of the 2018 classification scheme and EFP clinical practice guidelines and (iii) propose a framework for periodontal vocational education and training. A summary of relevant European guidelines for vocational education and training was compiled. In a survey and in a systematic review, current part-time programs in continuing professional education in periodontology as well as in prevention and management of peri-implant diseases were examined. The implementation and dissemination of the 2018 classification scheme and the EFP clinical practice guidelines were assessed by literature analysis. Based on these findings, a framework for periodontal vocational education and training was generated. Part-time programs for professional development in periodontology are established in nine EFP member countries. The systematic review identified lack of knowledge in prevention and management of peri-implant diseases among dental practitioners and hygienists. Continuing professional development was found to be important for education in prevention, classification and management of periodontal as well as peri-implant diseases. The proposed European framework consists of an escalator model with three levels (certificate, diploma and master). Considering the identified variation in the national programs, there is a need to improve education in periodontal and peri-implant diseases. The proposed frameworkmay will help harmonize the national structures. The proposed framework for part-time professional development is expected to enhance professional qualification.

Evaluation of empathy levels of dentistry students in pediatric dentistry clinical practice education process.

The objective of this study was to assess the empathy levels of dental students during their clinical practice training in pediatric dentistry and to evaluate various factors that influence changes in these empathy levels. The study evaluated the empathy levels of a total of 350 students (70 third-year, 140 fourth-year, and 140 fifth-year dental students) who received pediatric dentistry clinical practice training and/or observation between October 2022 and December 2023. The Jefferson Scale of Physician Empathy-Student Version was used to assess empathy levels before and after the training. The data were subjected to statistical analysis using the Mann-Whitney U test, Kruskal-Wallis test, Wilcoxon test, and Dunn Test (p<0.05). The response rate of the participants was 92.10%. The highest empathy level was observed in third-year students, while the lowest empathy level was observed in fifth-year students. A statistically significant relationship was found between these two variables (p<0.001). Additionally, the empathy level of female students was statistically significantly higher than that of male students (p<0.001). Following the completion of the pediatric dentistry training, a statistically significant increase was observed in the empathy levels of the students in comparison to the baseline (p<0.001). Empathy levels in students are found to be correlated with academic year, sibling count, and gender. It is of paramount importance to enhance empathy skills through training in order to foster the development of human-oriented physicians capable of effective patient communication.

Dental teachers' perceptions about the status of geriatric dentistry in the dental curriculum: A qualitative exploration in the Indian context.

The increasing geriatric population in India needs special attention from the oral health workforce. This study explores dental teachers' perceptions of the status of geriatric dentistry in the dental curriculum and the challenges of implementing geriatric dentistry curriculum in the present dental training sector in India from the trainers' (teachers) perspective. We utilised a qualitative approach, and four focus group discussions were conducted with/among various levels of academic teachers-Heads of Departments (n = 8), Board of Study members (n = 7), Deans (n = 5), Lecturers and Associate professors (n = 8). All discussions were audio-taped and transcribed. Data was analysed thematically, and coding was done using an inductive approach. Consensus on themes was achieved through deliberations. Three themes were identified-Unique challenges in managing geriatric patients (bordering on Dental care, Attitude, Awareness, Social issues and dependency on family); Current issues with provision of geriatric care (Curricular concerns-Teachers' training, Students' training, Instructional content, timing of delivery; Students' and trainers' attitudes; Infrastructural issues) and Strategies for advancement (Sensitisation of policymakers, Collaboration with other agencies, Modification in course design, Improved educational strategies and Shift in patient care delivery). Trainers perceived a strong need to develop geriatric competencies among dental students. A geriatric dentistry curriculum based on local needs could ensure the success and sustenance of change. Introducing specialisation in geriatric dentistry would ensure quality oral care for the rising geriatric population. Innovative teaching strategies, interdisciplinary training and the use of newer technologies could aid in improved teaching of geriatric dentistry.

Awareness About Artificial Intelligence Among Dental Practitioners And Dental Students

BACKGROUND Artificial intelligence (AI) is defined as acquisition of intelligence by computers or machines to perform complex tasks that generally require human intelligence. Nowadays usage of AI in various fields is appreciated because of its time effectiveness and less laborious.In dentistry, AI has been trending, specifically in diagnostic imaging and early detection of diseases,benefiting both dental graduates and practitioners. AIM The main aim is to assess the awareness of Artificial intelligence as an effective tool among dental trainees and dental practitioners. MATERIALS AND METHOD An online cross-sectional survey was conducted among dental trainees and dental practitioners in various institutions. A Google questionnaire form was developed and circulated to assess participant’s awareness about Artificial intelligence in dentistry. Data were collected in Microsoft excel and statistical analysis were performed. RESULTS More than 60% of the participants showed confidence about their familiarity towards AI in dentistry (p&lt;0.01197). Among those, 60.5% answered that they are well aware of ChatGPT and 28% of them to Microsoft Bing (p&lt;0.04395). 53% answered that machine learning is an important form of AI (p&lt;0.00216). Over the advantages of AI, 43% believed AI can improve diagnostics, access to disease screening, cost effectiveness, reduced treatment time (p&lt;0.0001) and 53% agreed that AI can be useful in day-to-day dental practices (p&lt;0.0001). CONCLUSION The present study shows that awareness of AI among the dental fraternity is satisfactory. The field of AI is emerging rapidly and various other new applications in AI are being utilised. AI could act as a valuable tool in supporting clinicians delivering effective dental care and supplementing education for dental trainees. To enhance the future of AI in dentistry, the present curriculum needs to be approachable enough and various hands-on-training are essential. KEYWORDS:artificial intelligence, chatbots, dental caries, radiographic diagnosis, teledentistry.

CLINICAL CONFERENCE ON PRACTICAL CLASSES IN DENTAL THERAPY

The modern education reform in Ukraine aims to provide high-quality subject training for specialists while reducing classroom load and increasing access to information. One of the ways to solve this problem is to introduce new, more effective methods and technologies of learning. An essential stage in training of doctors from the first years of study is the formation of clinical thinking, the ability to analyze and synthesize data, determine the criteria for making a diagnosis, and draw up a rational treatment plan. Developing this ability requires knowledge and practical experience, starting in educational institutions and continuing in clinical settings. Technologies and techniques of learning and teaching clinical disciplines are gaining particular relevance and determining importance. The training of dentists at the Department of Dental Therapy of I. Horbachevsky Ternopil National Medical University always meets the requirements of the times. Special attention is paid not only to the high-quality teaching of the discipline but also to the diversification of the organization of practical classes. The early years of medical specialists' training are crucial for developing clinical thinking. This process hones the ability to analyze and systematize data, define criteria for establishing a diagnosis, and compile a plan of effective treatment. At I. Horbachevsky Ternopil National Medical University, special attention is given to the qualitative teaching of the discipline and the diversification of the pedagogical process, with the clinical conference playing a pivotal role in this development. At the Dental Therapy Department, the study of the 'Dental Therapy' discipline concludes with a student clinical conference, a good tradition. This conference, held for the 5th-year students in the X semester, involves three groups of students who are currently completing their study of the subject. In each group, a student-curator who represents a specific clinical case is selected. Students present reports with a visual presentation of the patient's clinical condition, the results of the primary and additional methods of examination, differential diagnosis of the disease, the treatment scheme of the patient and its effectiveness. An important stage at the conference is the performance of prepared opponents, who are appointed from among the students of another group. On the eve of the meeting, the opponents directly familiarize themselves with the work of the student-curator, analyze the sequence of the patient's examinations, the correctness of the diagnosis, the preparation of medical documentation, the differential diagnosis of the disease, evaluate the treatment scheme, ask questions and express observations. The lecturers play a crucial role in this process, providing guidance and doing summaries of the clinical conference, ensuring that the learning objectives are met and the student's progress is acknowledged. Clinical conferences, are not just about deepening and systematizing theoretical knowledge or developing clinical thinking. They also provide a unique and invaluable opportunity for students to gain experience in public speaking. This experience, coupled with the development of personal qualities such as communication and cooperation, prepares students for the challenges they will face in their future careers. This holistic approach to medical education is a key part of the learning process, instilling confidence and readiness in the students.

Perceptions and attitudes toward digital dentistry among dental professionals: a questionnaire survey study

In recent decades, digital technologies have become increasingly essential in dentistry, continuing the field's long-standing necessity of cutting-edge technology and innovation.The objective of the study was to determine the perception and attitude of dentists towards the use of digital technology.A Questionnaire study was conducted amongst 400 dental professionals. The questionnaire was sent electronically to all participants. The data from the filled forms was then compiled in a spreadsheet. The data was analyzed using IBM-SPSS (Statistical Package for Social Studies) Version 22. P value was taken as statistically significant (P-Value &amp;#60; 0.05). 58% dental professionals did not receive any training. 42% dental professionals have received formal training or education in digital dentistry during their professional career while 58% didn’t receive any training. 62% of professionals have noted changes in treatment outcomes or patient satisfaction since integrating digital dentistry technologies into their practice. 77% of participants expressed a willingness to adopt CAD/CAM systems in their practices. More than 75% were optimistic about bright future of digital technologies in dentistry in improving patient care and treatment outcomes.The majority of dental professionals were in the favor of incorporation of digital dentistry into clinical practice. Initial high cost of equipment’s and lack of formal training were the major barrier for incorporating digital technologies in routine clinical practice.

How Practice Ready are We? Attitude among Fresh Dental Graduates Regarding Dental Practice Management in India

Background Dental practice management encompasses the administrative and operational aspects of running a dental office efficiently. Fostering dental practice management skills which are tailored to the current social needs will aid the practitioner to be more competent and successful.  Aim The aim of this study is to assess the attitude among fresh dental graduates regarding dental practice management.  Materials and Methods This survey was conducted among 207 interns, fresh dental graduates, and postgraduate students of various dental specialties. The study tool was a questionnaire, consisting of basic demographics and 11 questions, to assess participant’s attitude on dental practice management. Data collection was done using Google forms circulating through social media platforms and the first 207 to submit fully answered questionnaire were included in the study. The data was then statistically analyzed.  Conclusion Mean age of the study population was 26±2.58. Majority of the study population (80.7%) felt that dental practice management was equally important as clinical skill for a successful dental practice and thought it would be helpful if there were guidelines for dental practice management in India. Our study findings indicate need for reforms in dental curriculum and training in this area.

Dental education amid armed conflict in Sudan: Unveiling the impact on training.

The ongoing conflict in Sudan has severely disrupted the health professions education, notably in dentistry. This study aims to explore the impact of the armed conflict on dental education and training. A mixed-method cross-sectional study encompassed 29 dental schools in Khartoum, Darfur, Kordofan States, and Merowe City. Five key informants from the Sudanese Medical Specialization Board, the Human Resource Development Administration, and a university offering clinical dental master's programs were interviewed. Quantitative data on attacks against dental schools were collected through a structured Google form, and qualitative data on postgraduate training were obtained through semi-structured key informant interviews. Findings reveal that 79.3% of dental schools faced military assaults, with 73.9% experiencing looting and 60.9% repurposed as military bases. Notably, 44.8% of schools shifted to online education,3.4% collaborated with other universities, and 27.6% adopted a combined approach. Key informants' interviews unveiled disruptions in specialty training and housemanship, limiting access to crucial training facilities. The primary proposed solution was overseas training. Recurrently emphasized strategies to enhance the resilience of the training system included establishing dental centers in all states, collaborating with external training bodies, and anticipating and preparing for potential disasters. The adverse effects of the conflict on both undergraduate and postgraduate dental education are discernible, manifested through resource limitations, a shortage of dental materials and supplies within training facilities, and direct disruptions to clinical training due to attacks on healthcare institutions. The imperative need for urgent interventions is underscored to alleviate these consequences and safeguard the continuity of educational and training efforts.

Access to dental care among individuals with intellectual and developmental disabilities in India: A scoping review.

Individuals with intellectual and developmental disabilities (IDDs) face numerous challenges in accessing dental care. Despite difficulties, more evidence exploring difficulties among this cohort in India is needed. This study aims to conduct a scoping review of articles published in India exploring access to dental care among individuals with IDD. We followed the Arksey O'Malley framework for scoping reviews and the PRISMA guidelines for reporting studies. Findings were analyzed based on Levesque's framework for access. Seventeen articles were collated from five databases. The perceived need for dental care was low, and dental visits were mainly need-based and infrequent. Knowledge regarding dental care did not translate to dental visits. Patient-related barriers were cost, transportation difficulties, fear, lack of dentist skills, patient behavior, and cooperation. From the providers' perspective, most dentists were willing to treat but noted infrastructural and knowledge-based limitations. Access to dental care was limited due to infrastructure constraints and a lack of dentist training. Caregivers and individuals with IDD did not prioritize dental health, faced communication barriers, and were afraid of dental procedures. It is important to improve preventive dental care and raise awareness among caregivers of individuals with IDD in India. Training dentists and incorporating special care dentistry into the standard dental curriculum will improve access.

Oropharyngeal Adverse Events to Drugs and Vaccines: Pharmacovigilance Data From Italy (2019-2021).

The aim of this study was to perform a descriptive analysis of oropharyngeal adverse events (AEs) related to drugs and/or vaccines in order to provide useful information for clinicians. Data related to three regions of Italy were analyzed from 2019 to 2021 by using the National Pharmacovigilance database. Among overall 67,384 cases, 2773 (4.1%) reported at least one oropharyngeal AE. Most cases referred to females (71.0%) and adults (70.8%). The majority of cases were reported as not serious (68.4%) and the outcome was mainly positive (73.5%). The cases related to drugs (52.2%) were slightly more than those related to vaccines (47.8%), the latter nearly completely represented by COVID-19 vaccines. Among 3324 oropharyngeal AEs, the most commonly reported were oropharyngeal conditions (65.9%). The most reported AEs related to vaccines were paresthesia oral and oropharyngeal pain, whereas the most reported AEs related to drugs were throat tightness and angioedema. A marked under-reporting of osteonecrosis of the jaw (2.9%) was observed, despite this risk was well documented in the same country. This analysis suggested an under-reporting of oropharyngeal AEs and the need to better train dentists, dental hygienists, and also general practitioners.

Involvement of competence in comprehensive training of future dentists

Involvement of competence in comprehensive training of future dentists

To Develop and Implement a Preclinical Operative Dentistry Module to Enhance Class-II Cavity Preparation Training

Background: A competent dental undergraduate at the preclinical level will ensure a confident transition into clinics and quality treatment for patients. Cavity preparation of a tooth is one of the key competencies in dentistry. A preclinical training module was introduced to enhance the skill training and improve students’ learning. Aim: This study aims to develop and implement a preclinical operative dentistry module to enhance Class-II cavity preparation training. Methodology: Feedback was taken from the 3rd year undergraduate batch regarding the preclinical operative dentistry training. Based on the feedback, a training module was developed and implemented for Class-II cavity preparation for 2nd year dental students. The three-stage intervention included a preparatory intervention with a Prebrief PowerPoint presentation, followed by a live demonstration of the Class-II cavity preparation and access to a video demonstration. In the third stage, formative assessments were conducted with the help of an assessment rubric. At the end, student and faculty perceptions were gathered using a feedback survey. Results: Most students (98%) were satisfied with the training. All the faculty strongly agreed that the module should be part of future training. Video demonstration and rubric-based assessments were testified by 93% of students as the most helpful element of the module. Major themes after thematic analysis were a better understanding of the procedure, enhanced visualization, the ability to identify areas for improvement, and boosted confidence for final exams. Conclusions: The preclinical training module successfully met the needs of the participating undergraduate students. Video demonstration proved a beneficial digital learning resource.

EVALUATING THE DENTAL LEARNING ENVIRONMENT: A STUDENT-CENTRIC PRESPECTIVE ACROSS PRECLINICAL AND CLINICAL YEARS USING DUNDEE READY EDUCATION ENVIRONMENT MEASURE (DREEM) TOOL

Objectives: The learning environment has a profound role in students learning and success. It also has an integral role in the development of the curriculum. The aim of this study to evaluate the learning environment and compare dental students' perception of the learning environment of pre-clinical and clinical years. Materials and Methods: This cross-sectional study was conducted from October 2023 to April 2024. A total of 170 both male and female BDS students from all four years at the Bacha Khan College of Denistry were included in the study. A stratified random Sampling Method was used. Students migrated from other colleges in the middle of the sessions and students currently working as interns or house officers were excluded from the study. Dundee Ready Education Environment Measure (DREEM), a 50-item questionnaire that uses a 5-point Likert scale (4 = strongly agree to 0 = strongly disagree) was used to measure strength of agreement with statements on five domains of learning. Learning (L), Teaching (T), Academic self-perception (ASP), Atmosphere (A) and Social self-perception (SSP). Frequency distributions and descriptive statistics were tabulated in IBM SPSS (version 21). Mean scores for each dimension of learning were used for analysis. Comparative analysis was done using independent sample t test. Results: The DREEM questionnaire was completed by 147 students, 78 1st and 2nd year students (preclinical training phase) while 69 3rd and 4th year students. 34.6% of the participants were male and 66.6% were female. The mean age of the participants was 21.4 years (SD=1.72). Tukey's post hoc analysis within the participants revealed a significantly lower DREEM score of the Final year compared with the 1st year (p &lt; .003), and 3rd year (p&lt; 0.031). The items within each domain with the biggest signifi cant differences (p ≤ 0.05) was between Pre-Clinical Training Phase and Clinical training. Conclusion: This study examined the educational setting in our institution. The students of Bacha Khan College of Dentistry showed a predominantly satisfaction with their educational environment. The primary results indicated that students in the early stages of their studies, namely those in their pre-clinical years had positive opinions across all aspects of their learning environment. Overall, the findings from the study highlight the importance of understanding how students perceive their educational environment throughout diff erent stages of their dental training. By delving deeper into these differences and correlations, educators and administrators can make informed decisions to enhance the curriculum and ultimately improve the learning experience for students. This implies that a more tailored and effective approach to dental education could lead to better outcomes and preparedness for future dental professionals.

Integrating virtual-reality into restorative dentistry training: A study on the acceptability and effectiveness of tooth preparation simulations.

Digital education using virtual-reality simulators is essential for precise learning in modern education. This study aimed to develop a virtual-reality dental system for tooth preparation training and assess pre-virtual-reality experiences and perceptions of its potential benefits. We evaluated the post-virtual-reality experience in terms of the effectiveness of the virtual-reality system. The virtual-reality platform development phase involved learning- and assessment-based frameworks for participants. The first step involved creating a storyboard for a virtual dental clinic environment using virtual-reality glasses. This simulated a dental chair-like setup with instruments and tools, allowing participants to practice dental procedures. This study utilized a mixed-methods approach to assess participants' experience with virtual reality in dental education using a tooth preparation simulation system and evaluated post-virtual reality measures, including the system usability scale, usefulness, educational effectiveness, and participant attitudes through structured survey questionnaires. This study included 150 participants (49 dental students, 52 dental interns, and 49 faculty members). Most participants were females (76%). Significant differences were observed in attitude scores between students and faculty members, with third-year dental students having more positive attitudes toward the integration of virtual-reality in dental education. No significant differences were found in system usability, usefulness, or assessment scores between the groups. The virtual-reality dental module system shows promise for improving dental education. The varied responses from different user groups should be considered to ensure successful implementation and acceptance.

STAGES OF DEVELOPMENT OF HIGHER DENTAL EDUCATION IN THE USA

This article examines the stages of development of higher dental education in the United States, focusing on its historical, current, and future aspects. The primary aim of the research is to analyze the key challenges within the dental education system and offer potential solutions to address these issues. To achieve this goal, various research methods were employed, including comparative analysis, literature review, and empirical research. These approaches facilitated the identification of critical trends and persistent problems in dental education. The findings suggest that the integration of modern technologies into the educational process is crucial for improving the quality of dental education. Digital technologies, simulators, and remote learning methods have the potential to enhance the training of future dentists, providing more flexible and interactive learning opportunities. However, unresolved issues remain, such as the standardization of curricula across different educational institutions and the need for educator training to meet new challenges posed by innovative teaching methods. The article also highlights the importance of aligning educational programs with current realities and labor market demands. Moreover, there is a growing necessity to modernize the system by developing interdisciplinary approaches and fostering collaboration between academia, industry, and policy makers. These reforms are essential to ensure that dental education continues to produce highly qualified professionals capable of responding to the evolving needs of both the healthcare system and society at large. The article concludes that ongoing adaptation and innovation in dental education will be vital to addressing the demands of a rapidly changing field.