Last-year Students Research Articles

Assessment as learning through digital portrayal

Pre-service teachers are expected to acquire the knowledge, skills, and competencies necessary to enter school effectively at the end of the teacher education program. Given the complexity of the teaching profession and the challenges associated with the induction phase, students should be supported in developing awareness of their exit professional profile. This paper aims to understand the experience of 206 last-year students engaged in an Assessment as Portrayal activity tasked with creating a multimedia representation of themselves as teacher-researchers. A qualitative analysis of the analytical sheets was conducted to understand the characteristics of the teacher-researcher they have acquired as professional posture, the overall benefits they have gained and the influence of educational technologies during the task development. The results highlight how, through Assessment as Learning, students activated self-assessment and metacognitive processes, leading them to develop an awareness of areas of the teaching profession often not considered relevant before, such as reflective and research skills. In this perspective, the approach of Assessment as Portrayal implemented through educational technologies, contributed to elaborating and conveying a unified self-representation as a teacher-researcher. Given the significant cognitive engagement required of students, further studies could explore using artificial intelligence to support students in activating metaphorical thinking.

Surveying Undergraduate Medical Students' Motivational Orientations and Learning Strategies in the First and Last Year of Medical School.

Motivation to learn has been linked to learning outcomes, academic performance, learner well-being, and choice of medical specialty. Previous studies showed successful educational interventions to optimize students' levels of motivation and learning strategies. The purposes of this study are (1) to describe undergraduate medical students' motivational orientations and learning strategies in the first and last year at a Canadian university and (2) to analyze possible differences between undergraduate medical students' motivational orientations and learning strategies in those two academic years. An online cross-sectional survey was conducted using the Motivated Strategies for Learning Questionnaire (MSLQ). The survey was sent to a total of 207 first-year and 203 third-year students. We received a total of 58 surveys, 32 of them were complete and analyzed. The overall response rate was 14.1%. The internal consistency for all the scales varied from 0.61 to 0.904. The overall score for the survey was 4.97 on a 7-point scale for all students. Highest scales' scores were obtained for elaboration (mean 5.68) and learning beliefs (mean 5.64), with the lowest scores obtained for rehearsal (3.82) and test anxiety (3.94). The total scores did not differ by students' academic year (p = 0.764), except for the effort regulation scale in which first-year students scored higher (p = 0.01). The largest differences between first- and last-year students were found in effort regulation, where first-years scored higher (difference of 0.99), followed by peer learning (difference of - 0.51), and then test anxiety (- 0.36). Our results showed a sample of students that are highly motivated, mostly driven by intrinsic goals, and are confident that they will master the tasks given to them. They rely more on elaboration strategies building connections between new and prior information, and less in rehearsal strategies used for simple tasks and memorization. The MSLQ showed to be a reliable instrument in our sample, and it could be use as an instrument to identify students' adaptive changes to enhance students' motivation to learn. A portrayal of medical students' attitudes in learning could guide educators to develop instructional programs that would help students to optimize their own learning.

The Impact of Delayed School Start Times During COVID-19 on Academic Performance: A Longitudinal Naturalistic Study in Italian High Schools.

Delaying school start times has been proposed as a potential solution to address chronic sleep curtailment among adolescents and its negative consequences on their physical and mental well-being. This study investigates the impact of delayed school start times due to the COVID-19 pandemic on academic achievement. Two separate observational studies were conducted involving high school students from the first/second year (n=232) (Study 1) and from the final year (n=39) (Study 2). Multivariate Analyses of Covariance were performed to assess for statistical differences in academic performance (ie, global, humanistic, and scientific performance) and absenteeism (ie, number of school absences). Two main factors were considered: "school start time" (ie, standard-8:00 AM vs late-9:40 AM) and "time interval" (ie, first academic semester vs second academic semester), controlling for the school year (Study 1) and circadian preference (Study 2). Delaying school start times was positively associated with better academic performance in scientific subjects among first/second-year students (F1,229=6.083, p=0.026) and global academic performance among last-year students (F1,35=4.522, p=0.041). Furthermore, first/second-year students significantly increased their school achievement (F1,229>29.423, p<0.001) and school absences (F1,229=66.160, p<0.001) during the second semester of the academic year. No significant effect of "school start time" on school attendance was observed. Additionally, circadian preference was found to be a significant covariate among last-year students, with early chronotypes exhibiting better academic performance (r>0.369, p<0.025). These findings confirm past evidence about the beneficial effects of delayed school start times on academic outcomes, with the additional advantage of observing them within a natural context that emerged during the pandemic. Further research is needed to explore the phenomenon more systematically and take into account the broader implications of implementing this change.

Investigating the desire of last year dental students towards conducting orthodontic treatments in their future profession

Introduction: Orthodontics is a significant part of general dentistry education. Yet, many general dentistry graduates seldom practice orthodontics. This study assesses the desire of last-year dental students at Shahid Beheshti Dental School towards orthodontic treatments in their future career.&#x0D; Materials and Methods: A questionnaire was validated by ten dental specialists. For reliability, it was re-administered to ten students after ten days. Descriptive statistics were used for results presentation. The Mann-Whitney test compared ranked responses, and the Kruskal-Wallis test compared grade point average (GPA) variations. The comparison of mean opinions based on age, gender, and academic term was conducted with the t-test independent samples and based on GPA status with a one-way ANOVA. Analyses were done using SPSS 25, with a significance level of 0.05.&#x0D; Results: In this study, 58 last-year students were questioned in line with the research objectives. More than half of the students believe that the hours dedicated to teaching orthodontic courses at university are insufficient (65%), the quality of theoretical teaching is low (55%), practical teaching hours and presence in the department are inadequate (48%). Only 15 percent of students declared they have the necessary confidence to diagnose and conduct orthodontic treatments after graduation. About half of the students express an interest in attending supplementary orthodontics courses after graduation (39%).&#x0D; Conclusion: According to approximately half of the students’ opinions, the quality of teaching theoretical and conceptual orthodontics courses is low. Additionally, students lack the necessary confidence and desire to diagnose, plan, and perform treatments after graduation.

Determining Hopelessness Levels and Related Factors in Veterinary Students.

This study addresses the level of hopelessness experienced by last-year students at a faculty of veterinary medicine. Moreover, it identifies the factors behind this emotion. A face-to-face questionnaire was administered to 238 last-year students from 2017 to 2021. The questionnaire included questions about sociodemographic and other characteristics, along with the Beck Hopelessness Scale. Data analysis included descriptive statistics, factor analysis, and chi-square tests. The findings suggested that nearly 60% of the respondents experienced hopelessness. The analysis also revealed a significant relation between hopelessness levels and variables such as year, gender, expected time of first employment, and psychological status. The results suggested that the current state of mental health is worrying for the veterinary faculty students and therefore for the future veterinarians. For this reason, it can be argued that steps to be taken towards a solution in the veterinary education periods are required.

Personal Brand — Instructions of Use. Do Young Professionals Want and Need to be Taught Personal Branding?

ABSTRACT In modern business, personal branding (PB) is perceived as a ‘leadership imperative’. The main purpose of the present article is to analyse last-year students, often being professionals and market-entrant entrepreneurs, at the same time, attitudes towards PB’s role in business. Primarily, it is investigated whether they need to be taught principles, rules and tools of PB in the course of their studies. To achieve this goal, a qualitative, in-depth interview method is used. The data are analysed using the thematic analysis method. The results obtained supplement the knowledge of management sciences with issues concerning the perception of PB and state a significant set of practical implications for the authorities of universities and the authors of academic curricula.

Evidence-based color: an explorative study of the quantity and quality of knowledge about the color of Russian design students

The relevance of the research presented in the article is due to new trends in modern education related to the need for competent implementation of the results of modern cross-disciplinary color studies in the process of professional training of design students. The purpose of the work is to use the methodology tested in Sweden and the UK to establish the quantity and quality of knowledge about the color of Russian design students and to compare these parameters with the corresponding indicators of foreign students. The object of the study is the color competence of Russian students, the subject is cross–cultural differences in the principles and mechanisms of using color in everyday design practice. The authors consider in detail the main areas of research that have formed the scientific basis of evidence-based color design. To assess the quantity and quality of students' knowledge about color, a modified method of Janssens &amp; Mikellides was used. The answers were collected during an online survey in which 187 students of the Design program (147 women and 40 men) aged 17 to 48 years took part (average age 20.43, SD=3.5). The main conclusion of the study is that Russian students have a fairly high index of knowledge about color and even surpass students studying in the UK and Sweden by this indicator. The value of the index of general knowledge about color is almost the same for first- and last-year students. A lower index of knowledge about the color vision of elderly people among students starting their studies compared to graduates correlates with differences in the choice of sources of information about color. Undergraduates are experiencing an increase in interest in evidence-based design and a change in the target setting for the use of classical color theory in the development of design solutions in combination with proven empirical data, which reflects the anthropological turn of modern design and urbanism in general. The results of the analysis have both practical and theoretical significance and will contribute to further understanding of art education in the world.

Knowledge, attitude, and practices regarding proton pump inhibitors among community pharmacists and pharmacy students.

There are concerns about inappropriate use and insufficient knowledge of proton pump inhibitors (PPIs) use among medical staff. This study was designed to examine pharmacy students' and community pharmacists' knowledge, attitude, and practices toward PPIs and their relationship with specific sociodemographic characteristics. This descriptive study was conducted on the pharmacy students (first and last year) at Eastern Mediterranean University and community pharmacists in North Cyprus Data were collected by a validated questionnaire, which assessed knowledge, attitude, and practices regarding PPI use. Students were included without sampling in a volunteer-based manner. Registered community pharmacists were selected randomly. First-year pharmacy students (n = 77) showed significantly lower knowledge levels than last-year students (12.00 vs. 13.65; P < 0.001); however, there was no significant difference between last-year students (n = 111) and community pharmacists (n = 59). First-year pharmacy students were significantly less aware of PPIs' "dosage and administration" than the other two groups. Last-year students and community pharmacists exhibited significantly higher attitude scores regarding PPI use (24.7 and 24.6 vs. 22.7; P < 0.001). Omeprazole was found to be the most preferred PPI among the three studied populations. Community pharmacists used PPIs mainly to treat acid reflux. Gender, nationality, and pharmacy education program type did not influence pharmacy students' knowledge, attitude, or practices. There was not a significant difference regarding knowledge and attitude between the last-year pharmacy students and community pharmacists. The practices of community pharmacists were significantly different from the pharmacy students. It was concluded that certain essential topics regarding PPI use should be emphasized in pharmacy education and during pharmacy practice. Further, it is essentially important for community pharmacists to continue their education through training programs after graduation to enhance their knowledge of PPI use.

Does clinical training improve mentalization skills in future therapists? A comparison of first and last year students of clinical psychology and of engineering.

Mentalization has been suggested as a therapist skill that might be important for therapeutic success. The aim of this study was to explore whether the mentalization capacity of students of clinical psychology differs from other students, and whether last-year students differ from first-year students. A total of 297 students participated in this study, recruited from first and last years of psychology and engineering study programs. All participants filled out the MentS, a self-report measure of mentalization capacity. No significant differences were found in self-reported mentalization capacity between first and last year students of clinical psychology. The results did however show that first year students of psychology had significantly higher self-reported mentalization skills compared to students of engineering, and higher MentS-scores were associated with gender (female) and higher age. The finding that students of clinical psychology rate themselves as having a higher capacity to mentalize compared to students of engineering might suggest that individuals with a higher capacity to mentalize are more likely to engage in clinical psychology and become therapists. However, the lack of significant difference in self-reported mentalization capacity in last year students of clinical psychology compared to first year students might indicate that the Norwegian education in clinical psychology does not succeed in enhancing mentalization in future therapists. Clinical psychology study programs might benefit from targeted mentalization training.

Role of dental training and distance of the observer on the perception of apically shifted gingival margin with increased vertical tooth size in the esthetic zone.

To evaluate the influence of the gingival contour on the smile esthetics. The influence of size, symmetry, teeth involved in apically shifted gingival margins, and the distance and clinical training of the observer were investigated. Two groups were identified: 33 first-year dental students (inexperienced) and 40 last-year students (trained). Each observer expressed fourevaluations on fourdifferent images assigning a score from 0 to 10. Using a picture of an "ideal" female smile, 10 variants were virtually created by shifting (2 and 4 mm) the gingival contour apically at different sites of the upper incisors and canines. A total of 292 evaluations were collected. Considering a score >6 for a "pleasant smile,"only one 4 mm single alteration at the canine gingival contour obtained an insufficient score. "Observational distance" and "clinical training" did not influence the final score, while size and symmetry of alterations displayed a significant role. The dental training of the observer and a close interpersonal distance seemed to be irrelevant in the esthetic perception of gingival margin alterations.

Pre-Service Primary School Teacher University Training for Inclusive Education in the Czech Republic and Ukraine: An Exploratory Study

The present exploratory study examines pre-service primary school teacher university training in inclusive education in the Czech Republic and Ukraine. Based on the theory of planned behavior (TPB), attitudes, subjective norms, and self-efficacy of first- and last-year students were assessed. The overall differences in item scores between first-year and last-year students are in both countries small and insignificant. These results suggest that the potential of professional training is not fulfilled. Therefore, we suggest further proactive university curriculum development based on the research-supported forms of training.

Empatia em estudantes de Medicina: análise em função do período da graduação e perfil sociodemográfico

Abstract: Introduction: Empathy, considered one of the most remarkable characteristics of great medical professionals, is the central element of the doctor-patient relationship and of person-centered care. Objective: To investigate how levels of empathy are manifested in medical students throughout their undergraduate course. Method: This is a quantitative, analytical, observational and cross-sectional study, carried out in a private higher education institution, located in the northeast of Brazil. The research was carried out by applying the Jefferson Scale of Empathy-Student version (JSE-S) and the correlation of the data obtained in the scale with the undergraduate school period and sociodemographic profile of the students, aiming to verify which correlations were significant for the expression of students’ empathy levels, as well as whether there is an erosion during training. Data collection took place between the months of October and November 2020. The study assessed 193 participants, including students attending the first year, an intermediate year and last year of the medical course. The sampling method used was by accessibility and convenience. Results: The global average score of the level of empathy in the group of all study participants (n = 193) was 123.56 ± 11.73. Whereas, by period, it was 124.78 ± 9.85 for first-year students, 124.00 ± 11.87 for intermediate-year students and 120.63 ± 13.57 for last-year students. There was no statistical difference between global scores or by psychometric factor when comparing the three studied groups. As for the correlation of JSE-S with the sociodemographic profile, the variables female gender and reason for choosing the course due to vocation were predictors of higher empathy scores. Conclusion: There was no evidence of empathy erosion regarding the levels of empathy among medical students throughout their undergraduate course, and female students and those who chose the course because they felt they had a vocation for Medicine showed significantly higher levels of empathy. More studies on this topic are essential, considering the importance of a balanced technical-scientific-humanistic posture to enable a medical practice of excellence.

Student’s Perception On Implementation Of Evidence Based Practice In Clinical Practice

Background: Evidence Based Practice (EBP) is an important component in clinical practice of a Speech Therapist. Students can develop critical thinking pattern using credible literature. The sustainable implementation of EBP can improve practical quality of Speech Therapist, particularly in clinical decision making. EBP use in speech therapy clinical setting has been unknown in Indonesia. This research aims to identify the implementation of EBP by speech therapy students in clinical setting.&#x0D; Methods: The respondents employed in this study consisted of 35 students. The research was conducted using survey method. Survey was distributed online using Google form application. Sample comprised last-year students of Speech and Language Therapy Applied Bachelor Study Program. The students were those who have undertaken clinical practice in hospital, clinical, or other healthcare service facilities. Analysis was conducted descriptively with correlational analysis technique.&#x0D; Results: Descriptive analysis shows that students’ perceptions are varying. Inter-variable cororelation was analyzed using correlation test. The result of analysis shows coefficient of correlation (r) &gt; 0.2, meaning that there is a correlation between case experience, EBP level knowledge, knowledge on EBP, speech therapist’s attitude and role, and EBP implementation &#x0D; Conclusion: Survey informs that scientific literacy culture is still weak. This study found the correlation between experience, knowledge, attitude, and EBP implementation. In-depth investigation is required on the different data appearing.

Overtreatment in Restorative Dentistry: Decision Making by Last-Year Dental Students.

To evaluate the tendency for overdiagnosis and overtreatment upon different clinical situations among last-year students from the degree in dentistry from Valencia University (Spain) during the 2018–2019 course. A questionnaire consisting of 10 case exemplifications examining the diagnosis, treatment, and clinician’s attitude towards different common clinical situations regarding restorative dentistry was designed. Fifty-two students were surveyed, from whom 42 completed the questionnaire (80.77%). Data were analyzed descriptively. A total of 58.8% of the students correctly identified an early carious lesion in the occlusal surface of a molar, while 63.2% would perform unnecessary complementary tests for its diagnosis. The treatment for carious lesions in different evolutive phases with a vital pulp was correct between 51.2 and 92.7% of the cases. The treatment for irreversible pulp pathology and the restoration of the tooth with root canal treatment were adequately selected in 56.1% and 78.3% of the cases, respectively. For the repair of a faulty restoration, an overtreatment was proposed by 87.8% of the students. A tendency to perform unnecessary complementary tests for caries diagnosis was observed. Treatment caries proposals were in accordance with available evidence in the majority of the cases. Students tended to overtreat defective restorations and would perform unnecessary treatments in medically compromised patients.

Ocena umiejętności komunikacyjnych studentów ostatniego roku kierunku lekarskiego Warszawskiego Uniwersytetu Medycznego w zakresie przekazywania niepomyślnych informacji

Introduction. An important element of general medical skills is the ability to deliver bad news in an effective and emotionally burdensome manner for medical personnel as doctors usually are. Preparing graduates for such a challenge is to familiarize them with the elements of the SPIKES protocol, referring to the 6 elements of the interview that should be included during the giving information. Material and methods. The study has been conducted among the last-year students of the Faculty of Medicine, Medical University of Warsaw, participating in classes at the Medical Simulation Centre (MSC) as part of the “Specialty chosen by the student” block. As a part of that course was the participation of students in a scenario assuming the need to deliver bad news to the family of a patient who has died due to cardiac arrest. Students worked in four-person therapeutic teams, in which 1 student acted as the head of the therapeutic team, 3 other students acted as team member. A previously trained person played the role of a family member. The students’ behaviour was assessed by an independent observer based on audiovisual recordings. Results. Out of 369 students participating in the simulation classes described above at the MSC, 148 people making up 37 Emergency Medical Team (EMT) agreed to an audiovisual recording enabling the study to be carried out. 86% of those speaking with the simulated patient playing the role of the patient’s family ensured a sufficiently long conversation time related to the needs of the family. About 2/3 of the respondents (68.5%) reflected the emotions of the interlocutor and was able to name them and reacted on an ongoing basis to the patient’s reactions in terms of the bad news delivered (63%). Less than half of the respondents (48.5%) took care to maintain intimacy during the conversation. 20% of students provided preliminary information about the incident to introduce them to the interview, and less than 10% of the respondents summed up the interview and suggested further proceedings. Conclusions. The analysis of last year Faculty of Medicine students behaviour showed that practically all elements of the SPIKES protocol require a lot of attention and thorough discussion in the education of subsequent years of students of the medical faculty. Teaching the ability to communicate unfavourable information should take place both at the stage of undergraduate education and its completion in postgraduate education.

The Implementation of the CDIO Approach in Teacher Training Programs: The Vietnamese Case

The CDIO (Conceive-Design-Implement-Operate) approach was originally developed for engineering education programs. However, this approach has also been adopted to support non-engineering programs. This paper aims to discuss the implementation of the CDIO approach in teacher training programs in a university in Vietnam. Five tests focusing on assessing students’ competence of lesson plan preparation, lesson planning, teaching organization, student learning assessment, and teaching portfolio management were developed and administered to the experimental group of 40 last-year students and the control group of 40 last-year students. When the data were collected and analyzed with the assistance of the SPSS statistics, the p-value was .000 (p=.000 p &lt; .05), which means that the experimental group and control group had statistically meaningful difference. The results of this study show that students enrolling in programs that implemented the CDIO approach performed better than those who enrolled in programs without the support of the CDIO approach. Received: 6 July 2021 / Accepted: 2 August 2021 / Published: 5 September 2021

Comparison of empathy with patients between first-year and last-year medical students of Tehran University of Medical Sciences

PurposeThis study was conducted to assess the developmental factors of empathy among medical students of Tehran University of Medical Sciences (TUMS).MethodsTo assess the empathy levels, 42 first-year and an equal number of last-year medical students were randomly selected. They answered a questionnaire including the medical student version of the Jefferson Scale, demographic, and some related variables. Statistical analyses were performed using the Chi-square test, T-test, univariate, and multivariate regressions.ResultThe study population consisted of 51 (60.7 %) men and 33 (39.3 %) women with a mean (SD) age of 22.24 (4.10) years. The Jefferson score was 110.19 ± 13.61 and 103.52 ± 20.00 in first- and last-year medical students, respectively. Moreover, medical students who completely passed at least one of the considered empathy courses of the TUMS curriculum had higher empathy scores compared to their counterparts (109.83 ± 15.54 vs. 103.68 ± 19.02). There was no significant association between empathy and gender, self-experience of illness, marital status, family history of chronic disease, and parents’ education (all P-values > 0.05). After adjusting for the effects of confounders, the empathy scores were significantly associated with the academic year level (p = 0.04), level of interest in medicine (p = 0.001), and passing the empathy courses (p = 0.04).ConclusionsThe data provided from a top Iranian medical school indicated that the academic year level, level of interest in medicine, and passing the empathy courses were significantly associated with the empathy level. Further studies are recommended.

The efficacy of antibiotic prophylaxis for impacted and semi-impacted third molar surgery: A prospective randomized double-blind clinical trial

Impacted and semi-impacted third molar surgery is a frequent dental procedure. Due to potentially major tissue manipulation during surgery, antibiotic prophylaxis may be indicated to prevent infection of the surgical wound. This study evaluated the surgical conditions of patients following extraction of impacted and semi-impacted third molars with or without prior antibiotic prophylaxis. Signs of infection and inflammation, postoperative pain level and efficacy of the prescribed drugs were recorded. This was a prospective, randomized, double blind clinical trial with split-mouth design. A total of 23 healthy (ASA I) volunteers with indication for bilateral mandibular third molar extraction were recruited, totaling 46 surgical procedures. One hour prior to the procedure, volunteers received 1g of amoxicillin or placebo and a drug for pain prevention and control. The surgical acts were performed by last-year dental students. Postoperative pain was assessed using a visual analogue scale and an 11-point box scale at selected postoperative intervals of 4 h, 12 h, and 24 h. After seven postoperative days, study volunteers were examined for clinical signs of infection and/or inflammation, such as pus, intra and extraoral swelling, trismus, heat, flushing and temperature change. There were only two cases of postoperative complications, one of intraoral edema (placebo group) and one of trismus (antibiotic prophylaxis group). There were no statistically significant differences for any of the indicative signs of infection. The pain scales revealed no differences between pain levels in both groups at all times evaluated, regardless of the pain scale used (P &gt; 0.05). To conclude, the low infection rate observed in our study does not reflect any need for antibiotic prescription in systemically healthy patients. The adverse effects of antibiotics in addition to selection for resistant bacteria outweigh the benefits of antibiotic prophylaxis in healthy (ASA I) patients.

Online EFL Teaching and Learning: Different Skills, Different Challenges

Online EFL teaching and learning has been described as a viable method of dealing with the pandemic. Only a few studies have focused on teachers' expectations as an important component of teaching effectiveness. As a result, the aim of this study is to ascertain teachers' perceptions of teaching English skills digitally, as well as their difficulties in dealing with them. The qualitative analysis approach was used in this sample, with three English teachers serving as respondents. It collects data through in-depth interviews. Data is compiled, transcribed, and sorted according to the primary topic of each sentence. The findings revealed that EFL teachers faced a number of difficulties when teaching English skills online.Teachers struggle to find adequate resources for listening, depend exclusively on YouTube, have difficulty recognizing students' comprehension, and do not consider last-year students to be relevant. In general, the internal network does not accept video conferences, there is a lack of feedback, and it is a time-consuming operation. Teachers find it difficult to monitor their students' reading activity, loss of reading abilities, more student-centered attitude, and poor attendance in class when it comes to reading. Finally, pupils are unable to write proper sentences, and teachers do not provide any critical thinking activities. It has also been discovered that the receptive abilities of listening and reading are the most difficult to develop in relation to online learning.

Frequently affected teeth by different types of iatrogenic perforations made during dental training in Bulgaria

Background: One of the reasons for endodontic treatment failure is iatrogenic perforation. That is why it is important to provide adequate endodontic education for graduating young practitioners. Aim: The aim of this study is to determine the most common locations of the iatrogenic perforations made by last year students in the Dental Faculty in Sofia, Bulgaria, to note the association of particular errors with particular teeth and to determine how this information can improve their education. Methods: All patient records of last-year students for 2015 and 2016 were examined. Perforations were diagnosed by radiography, and also confirmed clinically. Results: From all 778 teeth 30 incidents of root perforations were found: 10 in 2015 and 20 in 2016. More perforations were found in upper posterior teeth- 80% of all the perforations made in 2015, and 45% of all registered perforations in 2016. For the entire period of the research perforation frequency in upper molars, and in upper anterior teeth were found to be significantly higher than in other group of teeth. In academic 2015 year, 8 of the perforations (80%) were furcal. In 2016 year, 11 (55%) of all perforations were apical. Conclusions: More in-depth knowledge of endodontic anatomy , and also more strict supervision on students’ tasks are needed, especially regarding standard root canal treatment on molar teeth.