Dental Training Research Articles

Factors Affecting Academic Performance of Dental Graduates (2008-2016): A Study from A Colombian Public University

Graduate follow-up studies are essential tools used by higher education institutions to evaluate training effectiveness and employment outcomes in dental education. This study analyzed survey data from 100 dentistry graduates (2008-2016) from a Colombian public university to examine the influence of academic factors on dental training and assess current employment status. Using descriptive statistics and bivariate analysis, the research revealed a high employment rate (79%) among graduates, with predominant participation in private practice and urban settings. Significant gender-based differences were found in the perception of academic training factors, while the majority of graduates reported satisfaction with their professional preparation and current employment situation. The findings challenge previous assumptions about inadequate dental education preparation for current market demands and provide valuable insights into graduates' professional trajectories, contributing to the limited literature on dental graduate outcomes in developing countries.

Peri-implantitis, Risk of Recurrence and Implant Loss in Soldiers with Stage III/IV Periodontitis during 20-30 Years of Supportive Periodontal Therapy (SPT).

To help fill the knowledge gaps regarding the long-term effectiveness of peri-implantitis therapy, this retrospective study of soldiers with treated severe periodontitis (stage III gen. / IV) who had been undergoing adherent SPT for at least 20 years aimed to determine the frequency of peri-implantitis and patient-related risk factors for this, as well as the 10-year survival rates of dental implants under peri-implantitis therapy. The observation period was between 1993 and 2023. All patients were referred by their military dentists for specialist dental training and underwent systematic periodontal therapy. A multi-stage peri-implantitis treatment concept was used. In 86 (31%) of 276 patients (total treatment time 23.6 ± 2.8 years, 53.1 ± 20.4 SPT sessions), 296 implant restorations were performed to close gaps or lengthen rows of teeth. In 29 (33%) of the implant patients, peri-implantitis developed on 25% of the implants. As a result, 11% of all implants were lost within 10 years due to peri-implantitis. Peri-implantitis led to implant loss in 59% of affected patients and 45% of implants. The survival time of implants lost later was 8.4 ± 6.2 years. Peri-implantitis and implant loss rates increased statistically significantly in stage IV periodontitis as well as in heavy smokers. Patients with implant loss and peri-implantitis had received systemic antibiotics due to periodontitis recurrence statistically significantly more frequently than patients without peri-implantitis and without implants during the ≥ 20-year SPT (p 0.05). Based on the present results, the early extraction of teeth during SPT in patients with treated generalised periodontitis stage III and stage IV plus replacement with implants is not advantageous.

Antibiotic prophylaxis in oral implant surgery in Germany: a cross-sectional study

PurposeProphylactic antibiotics are used in dental implants to reduce infection risk and implant failure, especially benefiting patients with risk factors. However, evidence suggests that using clindamycin or extending antibiotics postoperatively has an unfavorable risk–benefit ratio.MethodsThis national cross-sectional study analyzed antibiotic prophylaxis during implant insertion across Germany. Dentists from the German Society for Oral Implantology (DGOI) provided demographic information and data on the next 10 consecutive implant patients, including age, sex, risk factors, type of implantation, and antibiotic details.Results103 dentists participated, providing data on 1040 patients. Most dentists were male and aged 30–64. Patients were evenly split between genders, with an average age of 51 years. Antibiotics were administered in 87.6% of all cases, more frequently for patients undergoing bone augmentation (OR 7.01, p < 0.0001), immediate (OR 3.11, p = 0.002) or delayed (OR 5.30, p < 0.0001) implant insertion, and those with cardiovascular disease (OR 3.24, p = 0.009). 74.8% of implantologists tended to use antibiotic prophylaxis routinely, while the remaining implantologists decided on a case-by-case basis. Implantologists primarily used aminopenicillins for 63.8% of prescriptions and clindamycin for the remaining 35.6%. Additionally, 78.8% of patients with prophylaxis received postoperative, multi-day treatments.ConclusionsThe study reveals extensive antibiotic use for perioperative prophylaxis in implant surgery, often not justified by current recommendations, particularly concerning the choice of antibiotic (e.g., clindamycin) and duration (e.g., postoperative use). Specialized clinical guidelines and targeted training for dentists on antibiotic prophylaxis are needed.Graphical

Performance of large language models in the National Dental Licensing Examination in China: a comparative analysis of ChatGPT, GPT-4, and New Bing.

The objective of the present study was to investigate the clinical understanding and reasoning abilities of large language models (LLMs); namely, ChatGPT, GPT-4, and New Bing, by evaluating their performance in the NDLE (National Dental Licensing Examination) in China. Questions from the NDLE from 2020 to 2022 were selected based on subject weightings. Standardized prompts were utilized to regulate the output of LLMs for acquiring more precise answers. The performance of each model across each subject category and for the subjects overall was analyzed employing the McNemar's test. The percentage scores obtained by ChatGPT, GPT-4, and New Bing were 42.6% (138/324), 63.0% (204/324), and 72.5% (235/324), respectively. Significant variance was seen between the performance of New Bing compared with ChatGPT and GPT-4. GPT-4 and New Bing outperformed ChatGPT across all subjects, with New Bing surpassing GPT-4 in most subjects. GPT-4 and New Bing exhibited promising capabilities in the NDLE. However, their performance in specific subjects such as prosthodontics and oral and maxillofacial surgery requires improvement. This performance gap can be attributed to limited dental training data and the inherent complexity of these subjects.

Training protocol and calibration of the International Caries Detection and Assessment System in a school-based clinical trial of elementary school-age children.

This paper demonstrates International Caries Detection and Assessment System (ICDAS) training procedures and inter/intra-examiner reliability for lesion severity, activity, and filling criteria in an elementary school setting. ICDAS training was conducted in December 2021 prior to a school-based cluster-randomized controlled trial. A total of 59 children (6-8 years old) in grades 1-2 from one school in Houston, Texas were recruited. Two licensed dentists received a 5-day training from an ICDAS trainer at the participating school. Thirty-eight children were evaluated at least once by each dental trainee, and 18 had repeat examinations. The ICDAS criteria were used to classify dental caries lesion severity (0-6), lesion activity (active/inactive), and filling material (0-9) of all visually available primary and permanent tooth surfaces. Inter and intra-examiner reliability between each dental trainee and the "gold standard" trainer was evaluated using Kappa statistics. For lesion severity, the examination indicated an inter-rater weighted Kappa of 0.77 (95% CI 0.71-0.82) and 0.82 (95% CI 0.77-0.87) for each trainee examiner compared to the gold standard examiner. The Kappas increased slightly from the first to second examinations (lesion-weighted Kappa: 0.76 to 0.84 and 0.82 to 0.84). The intra-rater reliability indicated excellent reliability for lesion and filling (0.83 to 0.94) and moderate for activity (0.58). ICDAS training/calibration were essential to ensure accuracy and reliability of dental caries measurements. The study demonstrated that ICDAS training of dentists with no prior criteria experience is feasible in a community setting and can lead to high reliability and repeatability.

Understanding Dental Clinical Trainees’ Knowledge and Attitudes Toward Managing Diabetic Patients: Insights From a University Dental Training Center

Understanding Dental Clinical Trainees’ Knowledge and Attitudes Toward Managing Diabetic Patients: Insights From a University Dental Training Center

Favorable Strategies for oral biology learning from dental students’ perception

Oral biology is an important tool in clinical dental training. Therefore, a good understanding of oral biology is crucial for improving the outcomes of dental education. This study aims to assess dental students’ perceptions of the relevance of oral biology in dentistry and investigate their attitudes toward learning and study approaches. We also investigated the acceptance of each teaching method and study resources. Materials and methodsA Likert scale-based online questionnaire was administered to undergraduate dental students, dental interns and to a group of postgraduate dental students at the College of Dentistry, Umm AlQura university in the end of the academic year.Results and conclusion:The results indicated that most dental students consider oral biology relevant to dental education and clinical practice. Academic lectures appear to be the most favorable learning method for dental students, followed by practical sessions. Regarding preferred study resources, handouts appeared to be the most preferred, followed by online resources. Furthermore, it appears that students’ preferences for teaching methods and study resources often vary according to their academic level; overall, it appears that students depend more on passive learning than active learning.

Diagnostic delays of periodontitis and associated factors: a cross-sectional study.

This study aimed to investigate total diagnostic delay (TDD) in periodontitis and identify the factors associated with it. In this cross-sectional study, 145 newly examined and diagnosed periodontitis patients were recruited. A structured questionnaire was used to gather data on demographics, symptom onset, duration of diagnostic delay(s), and potential associated factors. Multiple regression analysis and the Mann‒Whitney U test were used to analyse the impact of various factors on the timing of diagnosis delay. TDD averaged 59.3 ± 70.2 months, with a median of 36 months. Patient delay accounted for 74.4% of the cases, which was attributed to misconceptions about symptoms and reliance on self-medication. Professional delay accounted for 25% of the cases, with a significantly longer median delay (36 months) than patient delay (24 months) (p < 0.05). Factors predicting longer TDD included older age, multiple dentist visits, and the presence of calculus. The use of home remedies was associated with a longer TDD, whereas smoking and gingival swelling were associated with a significantly shorter TDD (P < 0.05). This first-of-its-kind study identified significant diagnostic delays in periodontitis, one of the most common oral diseases, underscoring critical gaps in patient education and care. Age, frequency of dental visits, and misconceptions regarding calculus contribute to these delays. Delayed diagnosis of periodontitis has significant implications, leading to extensive oral damage and eventual tooth loss, which compromises oral function, aesthetics, and quality of life. Addressing these delays through comprehensive public health strategies and improving dental training in periodontology can significantly improve oral and systemic health outcomes, reduce economic burdens, and contribute to the overall well-being of the population.

Dental professionals as clinical educators: A transcendental inquiry into training needs.

Clinical instructors are responsible for educating dental hygiene students in the patient care environment. While these instructors have experience in the dental field, they often do not have pedagogical training, or a background, related to education. The purpose of this qualitative, phenomenological study was to explore the experiences of dental professionals who transitioned from clinical practitioners to clinical instructors at one US dental hygiene program in 2022. As the theoretical underpinning for this study, andragogy offered a lens through which to tailor the creation of training opportunities distinctive to the needs of adult learners. The central research question for this study was, "What are the experiences of dentists and dental hygienists who have transitioned from clinical practice to the role of clinical instructors?" The subquestions guiding this study were "What forms of education, professional development, or support are necessary to help guide the transition from healthcare professional to clinical instructor?" and "How can this education, professional development, or support be delivered to clinical instructors in a way that meets their needs as adult learners?" A transcendental phenomenological approach enabled a deeper understanding of participants' experiences and their thought processes as they transitioned from clinical practitioners to their roles as clinical instructors. Purposeful sampling was used to recruit dentists and dental hygienists who served as clinical instructors in a dental hygiene program at a midwestern public university. Data collection was triangulated using individual interviews, photograph journals, and a virtual focus group. Data analysis was conducted using epoché, phenomenological reduction, imaginative variance, and synthesis of the structural and textural descriptions gathered during data collection. A total of 13 clinical faculty members participated in all three parts of the study. Five themes were derived from the data collection: life responsibilities, challenges faced, training received, training needed, and training delivery preferences. These themes helped to create an understanding of the phenomena of transitioning from clinical practitioner to clinical instructor as the participants experienced it in addition to training delivery preferences. The study's findings highlighted the importance of training dentists and dental hygienists to become clinical instructors while using andragogical principles. IRB approval: This project received Institutional Review Board (IRB) exemption from Liberty University (IRB-FY22-23-285).

Future-Proofing Dentistry: A Qualitative Exploration of COVID-19 Responses in UK Dental Schools.

The COVID-19 pandemic had extensive influence on dental education. UK dental schools were compelled to respond with substantial adaptations to clinical training approaches and environments to mitigate educational impact. The Surveying Pandemic Education Response in Higher Education Dental Schools (SPEARHEAD) study aimed to retrospectively evaluate the diverse responses of UK dental schools to the COVID-19 pandemic. All UK dental schools were invited to participate in semi-structured interviews to ascertain institutional responses, with transcripts subjected to thematic framework analysis. Ten UK dental schools contributed to the study and three main themes were identified: student education, environment, and procedures and equipment. The most common approach to student education was the reduction of student numbers in clinical areas; however, this increased supervisory demands. While there was widespread acknowledgement of the need for enhanced ventilation, implementing the necessary modifications was frequently constrained by building configurations and financial implications. Numerous procedural adjustments were implemented, accompanied by widespread adoption of enhanced personal protective equipment. Fallow periods were common, although differing durations underscored the need for data-driven guidance. Many schools transitioned towards electric speed-controlled handpieces, but the need to reflect real-world scenarios often led to a reversion to air turbines. UK dental schools showed initiative, resilience, and ingenuity in safeguarding students from enduring irretrievable educational setbacks amidst the challenges posed by the COVID-19 pandemic. Validating a data-driven strategy for addressing future threats would facilitate a unified response, minimising the educational repercussions and bolstering the resilience of dental training.

Dental Hygienists' Readiness to Perform Resin Infiltrations: A Qualitative Study From Finland

ABSTRACTObjectivesResin infiltration is a micro‐invasive treatment method for non‐cavitated enamel lesions that aims to arrest the progression of carious lesions and improve the aesthetic qualities of teeth. The aim of this study is to provide a description of dental hygienists' readiness to perform resin infiltration and their experiences of performing it.MethodsThe study was conducted during the years 2020 and 2021 using qualitative research methods. The data was collected through semi‐structured single interviews and analysed using inductive content analysis. The informants were dental hygienists (n = 10) from Finland. The criterion for participation was experience of performing resin infiltration. The average number of procedures performed was seven. Five out of 10 informants had received training in the technique prior to their first procedure.ResultsDental hygienists had varied experiences of resin infiltrations. The readiness required to perform resin infiltrations was seen to be equivalent to their basic professional skills. Assessing the treatability and extent of lesions caused uncertainty, though readiness was felt to improve with experience. Resin infiltration training and inclusion in the curriculum of a dental hygienist was perceived to be important. The treatment was felt to be well suited to the job description of dental hygienists.ConclusionsThe results indicate that dental hygienists in Finland have adequate readiness to perform resin infiltration. However, the results are based on 10 informants' experiences and therefore cannot be generalised. Including resin infiltration in a dental hygienist's training programme could enhance dental hygienists' readiness to perform resin infiltrations.

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.

Establishing the VR-haptic thinkers group: Insights and progress in dental training technologies

In today’s fast-paced, digitalized world, dental educators and professionals alike need to try and stay up to date on current learning methods to provide the best possible education to the new generations of students. VR-haptic training allows educators to guide students in performing dental exercises within a digital environment using input methods with tactile force feedback features. This can reduce the mental burden of students due to fear of failure, as material losses are no longer a factor. Additionally, students can practice in their own time and pace, outside of teaching hours. Despite being digital, this mode of teaching has been shown to enable skill transfer to the real world, affording educators more flexibility with how to teach their students both before and during traditional methods of practical dental education. To help support the embracement of this new technology, a global VR-Haptic Thinkers Consortium was established in early 2024 and is now formed of 36 partner universities, institutions, and industrial companies. The second VR-Haptic Thinkers Meetup, held in mid-2024, was given the theme of “VR-Haptic Dentistry, Pedagogy, and Curriculum Evolution”. The theme of the meetup was timely as in recent years dental educators have all faced many challenges in education and research and have had to deal with rapid changes in supportive VR-haptic education. A robust program was featured to engage with the dental community members who are curious about the new technological advancements in dental education.

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 framework 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.