Dental Undergraduates Research Articles

Oral mucosal disease: dilemmas and challenges in general dental practice

Oral medicine (OM) is a recognised component of all UK undergraduate dental programmes and practising dentists are expected to safely investigate and manage patients presenting with oral mucosal disease. Delivering OM care for patients in a general dental practice setting does however come with a number of challenges and dilemmas for practitioners.General dental practitioners may be limited in their ability to arrange diagnostic tests such as biopsies or blood tests, important in reaching a definitive OM diagnosis. Lack of operator skill or lack of access to appropriate laboratory facilities to process diagnostic samples will likely contribute to this. In addition, general dental practitioners may feel underconfident to reliably interpret test results. Management of OM patients can also be time-consuming and may not generate a significant remunerative reward under current NHS payment systems.OM is a subject that overlaps with several medical specialities, and up until 2010, required dual qualification in both undergraduate dentistry and medicine. Practitioners who have not undertaken OM training beyond undergraduate dentistry may lack confidence with the subject, and fear of misjudging a lesion of concern will certainly prompt referrals from primary care into hospital-based OM clinics.

Interprofessional education in undergraduate dental curricula: A systematic review.

Health professionals who effectively communicate and coordinate their work increase patient safety and quality of care. Therefore, an interprofessional education (IPE) program may be a valuable addition to the curriculum of health science courses. This study aims to verify how IPE has been implemented in undergraduate dental program curricula. This is a qualitative systematic review performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines with qualitative and qualitative-quantitative studies selected in the period between 2011 and 2021. The guiding question was as follows: how has IPE been implemented in undergraduate dentistry curricula around the world? The quality of the included articles was assessed using the CASP Qualitative Checklist (2018). After the review, 22 studies were selected and data were extracted following the acronym PICo (Population, phenomenon of Interest, and COntext). The majority of studies in which IPE is included in Dentistry come from North American universities. Regarding the IPE teaching methodology, the use of active methodologies was observed and the interprofessional skills most common were role clarity, teamwork, and communication. This systematic review indicated that Dentistry is included in interprofessional activities in many studies around the world, and primarily with colleagues in medicine, nursing, and pharmacy programs. IPE teaching takes place through the use of active methodologies and develops important skills for interprofessional work.

The reception of digital stories in dental education: Triggering thinking skills for empathy in undergraduate dentistry students

The use of Digital Storytelling Workshops and the digital stories as an end product has been an important asset for health communication, both for raising awareness about particular health issues and the interpersonal aspects in health service presentation. Relying on the qualitative data collected through a reception survey completed by 65 undergraduate dentistry students, in the context of the health communication course in Hacettepe University, a public university in Turkey, this paper examines the reception of digital stories that were created by patients with cleft-lip and palate and craniomaxillofacial deformities, their parents and doctors in a digital storytelling workshop. This qualitative study has shown that the use of patients’, their parents’ and their doctors’ digital stories cleft-lip and palate and craniomaxillofacial deformities has helped the undergraduate dentistry students to develop an insight about their professional roles as well as connecting their theoretical knowledge of a health condition with the lived experiences by patients, patients’ parents and their doctors.

Exploring the acceptance of geriatric dentistry programming for undergraduate dental students through stakeholder interviews.

Older adults frequently report unmet oral healthcare needs. Current research suggests a lack of provider willingness to perform geriatric dental care plays a role in limiting older adults' access to dental services. To better understand the acceptance of geriatric dentistry programming in Ontario, and to explore considerations for successful implementation, we completed consultations with dental students and dental education stakeholders. Findings from a scoping review we conducted previously (Alicia C. Brandt and Cecilia S. Dong) were used to guide this research. Consultations involved a questionnaire and semi-structured individual interviews. Descriptive and parametric statistics such as Pearson's bivariate correlation and One-way analysis of variance were completed on questionnaire data using SPSS V.28. Interview data were transcribed verbatim, and the content was analyzed using emergent coding and thematic analysis in NVivo. Student and faculty data were analyzed separately and then consolidated. Ten students and 12 dental faculty members completed the questionnaire of which ten students and nine faculty members also participated in interviews. Themes were organized into barriers and facilitators, with a subsection on interprofessional collaboration. Barriers included: 1. Student anxiety and skill level; 2. Constraints of the learning environment; 3. Patient factors; and 4. Knowledge gaps. Facilitators included: 1. Learning environment and culture; 2. Volume of exposure; 3. Soft skills; and 4. Desired interventions. Both students and faculty stakeholders demonstrated acceptance of geriatric dentistry programming at the undergraduate dentistry level that supports improved access to care for this population. Pilot programs integrating different intervention elements which were viewed as most promising would be beneficial.

An assessment of preclinical removable prosthodontics based on multiple-choice questions: Stakeholders' perceptions.

Item analysis of multiple-choice questions (MCQs) is an essential tool for identifying items that can be stored, revised, or discarded to build a quality MCQ bank. This study analyzed MCQs based on item analysis to develop a pool of valid and reliable itemsand investigate stakeholders' perceptions regarding MCQs in a written summative assessment (WSA) based on this item analysis. In this descriptive study, 55 questions each from 2016 to 2019 of WSA in preclinical removable prosthodontics for fourth-year undergraduate dentistry students were analyzed for item analysis. Items were categorized according to their difficulty index (DIF I) and discrimination index (DI). Students (2021-2022) were assessed using this question bank. Students' perceptions of and feedback from faculty members concerning this assessment were collected using a questionnaire with a five-point Likert scale. Of 220 items when both indices (DIF I and DI) were combined, 144 (65.5%) were retained in the question bank, 66 (30%) required revision before incorporation into the question bank, and only 10 (4.5%) were discarded. The mean DIF I and DI values were 69% (standard deviation [Std.Dev] = 19) and 0.22 (Std.Dev = 0.16), respectively, for 220 MCQs. The mean scores from the questionnaire for students and feedback from faculty members ranged from 3.50 to 4.04 and from 4 to 5, respectively, indicating that stakeholders tended to agree and strongly agree, respectively, with the proposed statements. This study assisted the prosthodontics department in creating a set of prevalidated questions with known difficulty and discrimination capacity.

Assessment of the effectiveness of an introductory general chemistry course in dentistry students enrolled in a biochemistry course.

As a strategy to carry out a better achievement in the Biochemistry course, undergraduate dentistry education manage a traditional course on the basic concepts of general chemistry necessary in the understanding of Biochemistry. In order to evaluate the effectiveness of learning outcome, we aimed to develop an evaluation tool that was applied to first-year dental students before and after receiving the general chemistry classes. Randomized trial consisted of 50 items distributed in 10 categories. The evaluation was applied to the students who took the Oral Biology course in the periods comprising 2020, 2021, and 2022 to a population of 109 students. Our results showed that after receiving the course the improvement rate was 20.71% with significant differences in each category. In conclusion, the introductory course allows students coming from different school systems to attend Biochemistry with similar knowledge of general chemistry.

Implementation of Tobacco Cessation Program for Dental Undergraduates in their Curriculum: The Need and Suggested Plan

Implementation of Tobacco Cessation Program for Dental Undergraduates in their Curriculum: The Need and Suggested Plan

Face-to-face and e-learning during the COVID-19 pandemic: A Pakistani dental undergraduates perspective.

Globally, educational institutes have been obliged to make a quick transition from traditional face-to-face teaching to e-learning during the coronavirus disease 2019 (COVID-19) pandemic, which has purportedly created various barriers to achieving desired learning outcomes. The aim of our study was to assess the perceptions of undergraduate dental students regarding online and physical learning in Pakistan. This cross-sectional study was conducted from January to March 2022. The study comprised dental students from 1st to 4th years who were above the age of 18 and of either gender. The Google Forms questionnaire was created to evaluate the quality and efficiency of online and physical learning among dentistry undergraduates. In a survey of 246 students, 70.3% strongly agreed that they would prefer face-to-face instruction over e-learning. There was a statistically significant difference in the improvement of students' technical skills (p = 0.01), accessibility to instructors (p = 0.01) and classmates (p = 0.02), value of technology (p = 0.03), improvement of oral communication skills (p = 0.01), promotion of hybrid model learning after the pandemic (p = 0.01), and utilization of tutorial services (p = 0.04) between different year of study. Pakistani dental students indicated satisfaction with numerous aspects of e-learning, such as technical skills, accessibility to instructors and classmates, the value of technology, improvement of oral communication skills, promotion of hybrid model learning, and utilization of tutorial services compared to face-to-face education concerning the year of study.

Emerging Research Interest in Medical and Dental Undergraduates

I am writing this letter to highlight the current encouraging and commendable rise in the involvement of undergraduate medical and dental students in research across Pakistan. A positive surge was detected among the medical and dental institutes reflecting increasing interest and contribution in research activities. A study in Saudi Arabia reported the relationship between rising research trends and its contributing factors, henceforth, stating that admission into residency (56.8%), interest in research (41.8%), and aid in clinical decision-making (31%) were the top three factors for research interest 1.

The effect of Galilean magnification loupes on the visual acuity and working distance of dental students.

This study aimed to evaluate the visual acuity and working distance of dental students using Galilean loupes at different magnification levels. The participants included 50 undergraduate dentistry students selected from each class in the second to fifth years (N=200) of São Paulo State University, School of Dentistry, Araraquara. The response variables were (i) the working distance between the operator's eyes and the mouth of the dental phantom head, and (ii) visual acuity. The independent variables were the five levels of the Galilean magnification system (naked eye, Galilean loupe simulator without magnification, and Galilean loupes with 2.5×, 3.0×, or 3.5× magnification) and academic year. Visual acuity was measured using a miniature Snellen eye chart inserted into the Class I cavities of the maxillary molars. After verifying the assumptions of normality and sphericity, a mixed repeated measures analysis was performed (α=0.05). Statistical significance was found between the "magnification system" and "academic year" for visual acuity (p<0.001). For the second-, fourth-, and fifth-year participants, there were no significant differences in visual acuity between the naked eye and different magnifications of the Galilean loupes, which were superior to and significantly different from that of the loupe simulator. For the working distance, statistical significance was observed in the interaction between "magnification system" and "academic year" (p=0.008). For the third-, fourth-, and fifth-year participants, there was no significant difference in the working distance between the naked eye and different magnifications of the Galilean loupes, which were superior to and significantly different from that of the simulator. It was concluded that the different magnification levels of the Galilean loupes did not influence the visual acuity or distance between the eyes of the operator and the mouth of the dental phantom head in the evaluated students.

Perception of dental students and faculty regarding the practice of professionalism in dentistry using the Professionalism Mini Evaluation Exercise (P-MEX).

Professionalism is one of the fundamental traits which includes behaviors, commitments, standards, and goals that helps define a profession. This study aimed to assess the attitude of dental students and graduates regarding the practice of professionalism in dentistry using the Professionalism Mini Evaluation Exercise (P-MEX) questionnaire. This cross-sectional study was conducted amongst the dental undergraduates, lecturers and postgraduate faculty. Views regarding professionalism were assessed using the P-MEX. The 24-questions based survey form is comprised of questions related to doctor and patient relationship skills, reflective abilities, time management, and lastly, interprofessional relationship expertise. Data was analyzed using SPSS version 23. Descriptive statistics were done using mean and SD, whilst associations between responses were assessed using Mann-Whitney U and Kruskal-Wallis tests. P value less than 0.05 was considered significant. From a total of 201 participants, 95 (47.3%) were males and 106 (52.7%) were females. Statistically significant association was seen between time management, reflective skills, and interpersonal skills with gender, as well as the domains of P-MEX and years of education. The use of P-MEX provides a valid confirmation for the assessment and awareness of professionalism amongst the dental faculty and students. Females demonstrated higher traits of professionalism as compared to males. The findings from the current study identify that students and faculty members had sufficient awareness regarding professionalism and the practice of professionalism was routinely followed.

Effect of Dental Practicality Index training using an online video on decision-making and confidence level in treatment planning by dental undergraduates.

The purpose of this study was to evaluate the effect of Dental Practicality Index (DPI) training using an online video on the treatment planning decisions and confidence level of dental undergraduates (DUs). Ninety-four DUs were shown 15 clinical case scenarios and asked to decide on treatment plans based on 4 treatment options. The most appropriate treatment plan had been decided by a consensus panel of experienced dentists. DUs then underwent DPI training using an online video. In a post-DPI-training test, DUs were shown the same clinical case scenarios and asked to assign the best treatment option. After 6 weeks, DUs were retested to assess their knowledge retention. In all 3 tests, DUs completed the confidence level scale questionnaire. Data were analyzed using the related-samples Wilcoxon signed rank test and the independent-samples Mann-Whitney U test with the level of significance set at p < 0.05. DPI training significantly improved the mean scores of the DUs from 7.53 in the pre-DPI-training test to 9.01 in the post-DPI-training test (p < 0.001). After 6 weeks, the mean scores decreased marginally to 8.87 in the retention test (p = 0.563). DPI training increased their confidence level from 5.68 pre-DPI training to 7.09 post-DPI training. Training DUs using DPI with an online video improved their decision-making and confidence level in treatment planning.

Assessment of Phubbing, Smart Phone Addiction and Related Psychological Variables among Dental Undergraduates: A Multicentric Study.

Internet Addiction and phubbing are prevalent disruptive behaviours among students. The aim of this study was to assess the relationship between phubbing, smartphone addiction and some of the related psychological effects among dental undergraduates. A multi-centric cross-sectional pre-validated questionnaire-based study was conducted among undergraduate students of five different dental colleges across India. The questionnaire included the Phubbing Scale, Barratt Impulsiveness Scale (BIS), Smartphone Application-based Addiction Scale (SABAS), and Rosenberg Self-Esteem Scale (RSES). The data were analysed with IBM SPSS version 21, followed by a t-test, analysis of variance (ANOVA), and Spearmen's co-relation to find the association between different psychological variables among study subjects. The total sample comprise of 1226 with mean age of 22.35. The SABAS showed a higher mean ± standard deviation (SD) score (3.17 ± 0.93). The Phubbing Scale showed a positive correlation with the SABAS (0.658), the results were found to be highly statistically significant (P = 0.01). The present study found a higher prevalence of phubbing and smartphone addiction among dental students. Our results showed that impulsiveness leads to internet addiction and thus phubbing is becoming a way to find solace during communication to escape anxiety and distress.

Dental Students’ Perceptions of the Current Educational Environment and Readiness for the Simulation-based Teaching Model: A Questionnaire-based Cross-sectional Study from Malaysia

Introduction: To facilitate the advancement of dental education in Malaysia, it is imperative to get insight into the perceptions held by dental students towards the current situation of the Educational Environment (EE). Moreover, in the current evolution of the educational framework, a shift is occurring from the conventional pedagogical approach to the implementation of simulation-based experiences. For a better understanding of virtual learning, it is crucial to determine students’ level of technology readiness. Aim: To identify the students’ perceptions regarding the present dental EE in Malaysia and their technology readiness for a simulation-based teaching and learning model and to verify whether technology readiness influences students’ perceptions of the present EE. Materials and Methods: The study utilised a cross-sectional survey design. A total of 146 dental students enrolled in year 4 and year 5 of three dental faculties in Malaysia were invited to this study from May to June 2023. The survey used the Dundee Ready Educational Environment Scale (DREEM) and the modified Technology Readiness Index (TRI) to measure students’ perceptions of EE and readiness for the new educational model. Mann-Whitney U tests were conducted to explore the differences among different demographic information for both DREEM and modified TRI. Multivariable linear regression analysis was conducted to determine associated factors with the TRI score. Pearson’s correlation coefficient was used to measure the correlation between DREEM and modified TRI. All tests for statistical significance were carried out using Statistical Package for Social Sciences (SPSS) software version 26.0. Results: The overall global score of DREEM was 127.74/200. Comparing the subscale and global DREEM scores between public and private universities, significant differences were found in all dimensions and global DREEM scores except for students’ Social Self-Perception (SSP). Year four Undergraduate (UG) students showed more positivity in Students’ Perception of Learning (SPL) (p=0.020) and Students’ Perception of Teachers (SPT) (p=0.031) than year five students. While the overall mean score of the modified TRI was 3.08/5. The level of technology readiness would not affect the overall global DREEM score. Conclusion: Dental UGs’ perception of the EE is considered to be “more positive than negative.” However, improvements are needed in SPL and SPT. Generally, dental UGs in Malaysia have reached an adequate technology readiness level toward simulation-based teaching and learning.

Quality of Communication Between Professors and University Students in the Process of Learning.

Teaching requires the incorporation of communication skills, and these potentials may affect the outcomes of the learning process. This study evaluated the quality of communication between professors and students during the process of learning Dentistry. A questionnaire was developed and applied to evaluate their perceptions about their communications in an undergraduate Dentistry course. The questionnaire had ten items to analyze professors' self-perception and ten for students' perceptions, using a Likert-like scale and a final open question. During its construction, it was sent to five specialists to analyze content validity. The open question gathered suggestions to improve and intensify communications effectively and to identify vulnerabilities. Total scores ranged from 10 to 50, with 10 as the worst perception, and 50, as the best. The scores were calculated by adding all answers and then dividing that sum by the total number of items. Cronbach's alpha was calculated to evaluate the instrument's internal consistency. The level of significance was set at 0.05%. The Student t-test was used to determine differences between groups. Professors' self-perceptions and students' perceptions of the quality of communication of the university teaching staff during the student's learning process had statistically significant differences. Professors classified their ability to communicate when emitting and receiving information as satisfactory. Students, however, did not fully agree with them, particularly on the items about receiving information. The perceptions identified in this study may lead to a new direction in the communicative behavior of professors and students.

The Role of Social Sciences in Dentistry Undergraduate Courses: A Case Report from Brazil

In this article, we present an analysis of the contribution of social sciences to teaching undergraduate dentistry courses. Based on a literary review of the influence of behavioral and social sciences on oral health research and a case report from a public university in Porto Alegre, Brazil, I propose to consider the interface between health and social sciences, presenting some of our contributions to the training process of undergraduate students at the Federal University of Rio Grande do Sul. Introductory social sciences classes have been incorporated into various healthcare faculties, such as nutrition, dentistry, physiotherapy, medicine, obstetrics, and nursing. The acknowledgment of the importance of social sciences to the formation of health care professionals is reflected in the introduction in the curriculum of topics such as human rights, ethics in the relation of professionals and patients, as well as the challenges presented by social inequalities and the humanistic perspective of integral attention. In this sense, social sciences present undergraduates with a privileged perspective to the understanding of the patient both as a subject of rights, situated in a social, cultural, economic, and political context, and as a critical interpreter and agent of his own body, capable of recognizing and identifying illness processes, choosing, and attending therapy protocols and, therefore, capable of contributing to the continuity as well as transformation of healthcare practices. The inclusion of social sciences classes in undergraduate dentistry courses has given students an invaluable perspective on patients as individuals with rights situated within a social, cultural, economic, and political context. This understanding enables students to identify and tackle social inequalities, maintain ethical standards in their professional practice, and offer holistic care when training in programs integrated into the Brazilian Unified Health System. In addition, social sciences classes equip students with critical thinking skills that enable them to analyze and interpret patient experiences, make informed decisions regarding treatment protocols, and contribute to better treatment adherence, prevention practices, and therapy continuity.

Assessing the Performance of ChatGPT 3.5 and ChatGPT 4 in Operative Dentistry and Endodontics: An Exploratory Study

Background: Artificial intelligence is an innovative technology that mimics human cognitive capacities and has gathered the world’s attention through its vast applications in various fields.Aim: This study is aimed at assessing the effects of ChatGPT 3.5 and ChatGPT 4 on the validity, reliability, and authenticity of standard assessment techniques used in undergraduate dentistry education.Methodology: Twenty questions, each requiring a single best answer, were selected from two domains: 10 from operative dentistry and 10 from endodontics. These questions were divided equally, with half presented with multiple choice options and the other half without. Two investigators used different ChatGPT accounts to generate answers, repeating each question three times. The answers were scored between 0% and 100% based on their accuracy. The mean score of the three attempts was recorded, and statistical analysis was conducted.Results: No statistically significant differences were found between ChatGPT 3.5 and ChatGPT 4 in the accuracy of their responses. Additionally, the analysis showed high consistency between the two reviewers, with no significant difference in their assessments.Conclusion: This study evaluated the performance of ChatGPT 3.5 and ChatGPT 4 in answering questions related to endodontics and operative dentistry. The results showed no statistically significant differences between the two versions, indicating comparable response accuracy. The consistency between reviewers further validated the reliability of the assessment process.

Online Learning in Dental Education: Comparison of Perspectives of Lecturers and Undergraduate Students Between a Public and Private University: A Mixed-Method Study.

Objective: This study aimed to assess the undergraduates' and lecturers' perspectives on the implementation of online learning and to compare perspectives between private and public universities. Materials and methods: The study followed a mixed-method design and involved dental undergraduates and lecturers from two study settings in Malaysia: International Medical University (IMU), a private university, and Universiti Teknologi MARA (UiTM), a public university. All undergraduates and lecturers were invited to complete an online questionnaire with evaluative statements regarding three domains: handling, didactic benefit, motivation, and an overall assessment. The comparison of perception between the private and public universities was analyzed using Mann-Whitney test. Focus group discussions (FGDs) were carried out for undergraduates and lecturers. Each FGD consisted of six people. The audio-recorded conversations were transcribed verbatim. Results: Mean scores of perceptions regarding the domains, handling, and motivation were higher among undergraduates from public universities (p < 0.05), while there were no differences for the didactic domain. There was no difference in perception of any of the three domains between private and public university lecturers. Mean scores for perceptions on the optimal amount of online learning in the future domains were higher among undergraduates from a public university (p < 0.05), while lecturers' perceptions showed no difference. Thematic analysis of FGDs revealed that both groups from private and public universities felt that flexibility and a student-centered approach are the advantages of online learning. The inadequacy to cover the entire curriculum and lack of student engagement and interaction were highlighted as limitations. Conclusion: Regardless of the university background, the undergraduates and lecturers were able to adjust to the online learning environment, which mainly reflected a positive perspective on the implementation of online learning. There were modest differences in the perceptions of dental undergraduates between private and public universities, while the perception of the lecturers did not show any difference.

A comparative study of stress amongst different hierarchies of paediatric dental providers.

Stress, a state of mental or emotional strain or tension brought on by challenging or demanding events might hamper a dentist's ability to react quickly and prudently. Their ability to deal with difficult patients may also be compromised, especially when dealing with frightened or anxious people. The main goal of this study was to survey a wide range of dental professionals from different backgrounds, including undergraduates, general practitioners and specialists, and determine how much stress each group was experiencing and how it affected both the participants and the treated patients. A sample size of an estimated 300 participants (defined by a 95% confidence interval and a 5% margin of error) was found to be sufficient for this investigation. About 178 responses were received to the 300 Google Forms questions, a response percentage of 59.3%. Of those surveyed, 77% had work experience ranging from zero to five years. Women made up 30% of the population, while men made up 70%. Furthermore, the patient-to-dentist ratio was neither a significant worry nor a source of stress because the majority of dentists saw between 0 and 10 patients per month. General dentists and specialists treated the patients with higher awareness, in-depth understanding and care than undergraduates did because they frequently reported having less experience than the other categories in this study did. The fact that a sizable majority of the respondents had between 0 and 5 years of experience further explains the high stress levels. High anxiety levels were present among dental undergraduates, highlighting the necessity of stress management instruction and support services in training programmes.

A Novel Educational Approach for Safe Endodontic Syringe Irrigation: A Randomized Controlled In Vitro Study.

Syringe irrigation, commonly used for delivering sodium hypochlorite (NaOCl) during root canal treatment, requires careful handling to prevent NaOCl extrusion into periapical tissues. This randomized controlled in vitro study aimed to quantify syringe plunger forces exerted by dental undergraduates and to assess the impact of an educational intervention on adherence to safe irrigant delivery parameters. Fifty-two undergraduates performed syringe irrigation at three intervals: baseline (T1), after two weeks (T2), and after 12 weeks (T3). At T1, irrigation was conducted without prior educational intervention, while at T2, it was preceded by an intervention. The educational intervention involved a short video highlighting safe irrigation practices, including plunger force and time recommendations for syringe irrigation. At T3, the undergraduates were randomly allocated to two groups: One received a repeated intervention, while the other did not. Syringe irrigation was performed on a 3D-printed tooth using two side-vented cannulas: one of 25 Gauge (G) and another of 30 G. A syringe equipped with a force sensor recorded the plunger forces. Based on earlier research, plunger forces exceeding 10 Newtons (N) for the 25 G cannula and 40 N for the 30 G cannula were deemed critical. The data were subjected to descriptive statistical analyses. Overall, the mean of maximum values of plunger forces remained under 10 N for the 25 G and below 20 N for the 30 G cannulas, with only few measurements exceeding 40 N. Instances of surpassing the critical plunger force threshold were more common with the 25 G side-vented cannula than with the 30 G variant. At T3, the group that received the repeated educational intervention exhibited lower average maximum plunger forces for both types of cannulas compared with the group that did not receive the intervention. Integrating plunger force measurements with targeted educational interventions presents an effective approach for instructing undergraduates in the proper techniques of syringe irrigation. The findings suggest that, generally, undergraduates do not apply excessive plunger forces that could risk apical irrigant extrusion. The implementation of repeated educational interventions has been shown to decrease the plunger forces exerted by undergraduates, underscoring its effectiveness in fostering safe endodontic irrigation.