Undergraduate Education Research Articles

The Impact of Undergraduate Informatics Education on Nurses' Acceptance of Information and Communication Technologies: A Cross-sectional Study.

This study aimed to examine if exposure to undergraduate nursing informatics educational modalities (ie, lecture, laboratory, and clinical experiences) made a difference in the acceptance of information and communication technologies among nurses in the practice setting. Also, to examine if there was a relationship between selected demographic characteristics and nurses' acceptance of information and communication technologies, a cross-sectional design was used for this study. The Technology Acceptance Model was the theoretical framework for this study. The modified Nursing Acceptance Survey was used to collect data based on the Technology Acceptance Model. The results indicated that exposure to undergraduate informatics education significantly influenced nurses' acceptance of information and communication technologies. The results identified laboratory and clinical as educational modalities influencing nurses' acceptance of information and communication technologies. Demographic characteristics have no statistically significant relationship to nurses' acceptance of information and communication technologies. The results showed that undergraduate informatics education statistically influences nurses' acceptance of information and communication technologies. Findings provide insight into that undergraduate informatics education is important for accepting information and communication technologies among nurses in the practice setting. Also, the findings recognized laboratory and clinical experiences as effective learning modalities for accepting information and communication technologies.

Current application of ChatGPT in undergraduate nuclear medicine education: Taking Chongqing Medical University as an example

Background Nuclear Medicine(NM), as an inherently interdisciplinary field, integrates diverse scientific principles and advanced imaging techniques. The advent of ChatGPT, a large language model, opens new avenues for medical educational innovation. With its advanced natural language processing abilities and complex algorithms, ChatGPT holds the potential to substantially enrich medical education, particularly in NM. Objective To investigate the current application of ChatGPT in undergraduate Nuclear Medicine Education(NME). Methods Employing a mixed-methods sequential explanatory design, the research investigates the current status of NME, the use of ChatGPT and the attitude towards ChatGPT among teachers and students in the Second Clinical College of Chongqing Medical University. Results The investigation yields several salient findings: (1) Students and educators in NM face numerous challenges in the learning process; (2) ChatGPT is found to possess significant applicability and potential benefits in NME; (3) There is a pronounced inclination among respondents to adopt ChatGPT, with a keen interest in its diverse applications within the educational sphere. Conclusion ChatGPT has been utilized to address the difficulties faced by undergraduates at Chongqing Medical University in NME, and has been applied in various aspects to assist learning. The findings of this survey may offer some insights into how ChatGPT can be integrated into practical medical education.

For which entrustable professional activities must medical students be prepared if unsupervised patient care without further training is an expectation? An international Global South study

IntroductionTraining medical students requires objectives that are often translated into frameworks of competencies. Since the introduction of entrustable professional activities (EPAs), these tasks or ‘units of professional practice’, originally conceived...

Estimating Students' Academic Success in the Preclinical Stage of Undergraduate Medical Education Using the Admission Test Approach.

Medical schools face substantial challenges in objectively selecting the best applicants, and the admission process can impact medical students' academic performance. This study aimed to estimate the students' academic success in the preclinical stage of undergraduate medical education using admission tests. This cross-sectional study was conducted on 1,193 students' records from the 2014 to 2019 cohorts. The students' admission data comprised the cohort, sex, admission track, psychological test, and academic tests. The academic success was based on the student's end-year academic evaluation. Data were analyzed using contingency and Kendall's tau b tests with IBM® SPSS® Statistics version 16.0 for Windows. Most of the 1,193 preclinical medical students' records included in the study were females (68.1%), from the regular admission track (78.5%), from the considered psychology test category (52.8%), and had an academic admission test of less than or equal to the median. (51.6%). Most students (89.7%) met all the academic requirements to pass the end-year evaluation. The bivariate analyses showed significant correlations between academic success and cohort (p<0.001), psychology test (p=0.005), and academic test (p<0.001). The analyses showed no significant correlation between academic success and sex (p=0.324), and admission track (p=0.128). This study indicated that cohort and psychology tests could estimate the student's academic success at the preclinical stage of undergraduate medical education. The admission criteria related to the academic tests during the admission process should be re-evaluated, so that the academic tests could select the best students among the applicants.

Exposure to and awareness of oral and maxillofacial surgery for first degree dental undergraduates in the United Kingdom

Evidence shows that the majority of OMFS trainees undertook dentistry as their first degree, however, an increasing number of undergraduates undertaking OMFS training have completed medicine first. It is vital that all undergraduates wanting to commit to another degree have adequate exposure to, and understanding of, the specialty. The aim of our study was to evaluate the perspectives of final-year dental students concerning their exposure to, and perceptions of, OMFS during their undergraduate teaching. This is a cross-sectional cohort study that used an online survey to collect data. All final-year dental students at a UK dental school who will graduate in 2024 were included. Regarding the exposure to OMFS, 122 (71.8%) respondents reported that they had been offered OMFS-related clinical placements from their respective dental schools, while 48 (28.2%) had not. Of the 122 who reported receiving placements, the placement lasted a mean of 3.78 days. Participants were then asked if they thought they had adequate experience and information to make an informed choice regarding OMFS as a career, to which 70 (41.2%) responded that they did have that knowledge and experience whilst 100 (58.8%) responded that they did not. Our study overall shows a better understanding of the scope of oral and maxillofacial surgery amongst final-year dental students in the UK compared with their medical student counterparts from previous literature. However, our results reflect areas in which knowledge, exposure to, and perception of, OMFS can be improved amongst dental undergraduates.

Prevalence of knowledge and awareness about Helicobacter pylori infection among urban population of Kingdom of Saudi Arabia

IntroductionThis cross-sectional study investigates the prevalence of knowledge and awareness of Helicobacter pylori (H. pylori) infection among the urban population of the Kingdom of Saudi Arabia (KSA). The study is motivated by the need to understand the specific demographic segments within the urban setting and their awareness levels of this prevalent bacterial infection affecting the digestive system. MethodologyThe cross-sectional study, employing a purposive sampling method and involving 840 participants from major cities in the KSA, utilized a structured survey questionnaire to gather data on demographic factors, awareness levels, attitudes, and experiences related to H. pylori infection, with subsequent statistical analysis and adherence to ethical guidelines for participant confidentiality and privacy protection. ResultThe study involved 840 participants from major cities, revealing that 59.16% were aware of H. pylori. Demographic variations included higher participation from Jeddah and Riyadh, with the majority being females aged 18-25, Saudi nationals, and individuals with undergraduate education. About 57.02% reported experiencing suspected H. pylori symptoms, and 49.16% had prior infections, with varying severity. Hesitancy toward screening (42.61%), but 72.97% believed in preventability. Limited awareness of treatments (15.35%) and identification of factors like water and food were noted. Participants perceived the seriousness of H. pylori in the mid-range (5 to 7). ConclusionThe findings shed light on variations in awareness, knowledge gaps, and attitudes, emphasizing the need for targeted public health interventions, educational campaigns, and policy measures to address the challenges associated with H. pylori infections in urban areas.

Exploring worldwide training pathways that enable clinical pharmacy career development

BackgroundPharmaceutical education is crucial for preparing pharmacists for evolving professional practice. The clinical component of pharmaceutical education and practice has grown and improved globally, though its implementation varies. Training pathways for clinical pharmacy careers vary worldwide. ObjectiveThis study aimed to explore training pathways enabling career development in clinical pharmacy. MethodsIn-depth interviews on clinical pharmacy career development were conducted with a purposive sample of academic and practice experts from thirteen countries, selected based on a prior literature review. Interviews were recorded following participants’ consent, transcribed verbatim, thematically analyzed by one researcher, and verified by a second. Disagreements were resolved through discussion with a third researcher. ResultsIn ten of the analyzed countries, the competencies required to perform clinical activities were considered the foundation of the pharmacy profession, suggesting that undergraduate education is sufficient to perform clinical pharmacy activities.Reported training-related success factors associated with the development of a career in clinical pharmacy included: interprofessional education, focus on the health context of each country, ensuring students’ readiness, practice site partnerships, patient-centricity and patient contact, good mentorship and preceptorship, time and work flexibility of the candidates, effective training evaluation and, financial support for training. Conversely, shortage of mentors and teachers with clinical practice experience, slow responsiveness of the regulatory environment, insufficient funding, resistance to change, and education-practice mismatch were identified as training-related constraints. ConclusionClinical activities form the foundation of the pharmacy profession in most countries, and undergraduate education directly provides the skills to undertake these, even though optional postgraduate education may be pursued. Understanding existing training pathways, including success factors and implementation challenges, can inform the creation, development, and optimization of education for clinical pharmacy careers.

School based inclusive mentoring within the scope of an experiential learning model (IEM) for teacher education

This research employed school-based Inclusive Experimental Monitoring (IEM) mentoring within the scope of Kolb's (1984) experiential learning model. This was used to support pre-service teachers, combined with their existing undergraduate education at a Turkish university. The study undertook a mixed research approach, using the pre- and post-test experimental group (n=11) and control group (n=11). Various quantitative and qualitative data collection tools were used, including a personal information form, scales, questionnaires, video recordings, and unstructured observation. The results indicate that IEM has several positive outcomes for self-efficacy in inclusive education and readiness for the teaching profession. However, the study did not find any substantial changes in attitudes towards individuals with special educational needs, despite some observed positive impacts. It is believed that integrating IEM into the entire undergraduate education process can lead to further development in this regard.

Knowledge And Perception About Dental Implant And Its Complications Among GeneralPractitioners And Post Graduates In Coimbatore – A Cross Sectional Survey

Background: It is necessary for dental students and freshly graduated dentists to apply their education and practice to different clinical and preclinical procedures. The implant success rate and durability are high. Therefore, this study was designed to assess the level of knowledge, awareness and perception of dental practitioners and post graduate students regarding dental implant complications in Coimbatore. Materials and Methods: A prevalence study design using a web-based method was conducted among dental practitioners and postgraduate students in Coimbatore. Data were collected from all (n = 212) general dental practitioners and postgraduate students using a pretested standardized self-administered web-based questionnaire that was prepared and circulated using a template provided by Google Forms (Google, Inc., USA). Results: In a survey of 212 general dental practitioners and postgraduate students in Coimbatore, 69.2% considered dental implants a viable option for tooth replacement, though 38% noted financial constraints affecting patient acceptance. While 38.5% were highly aware of the risks associated with implants, 61.5% emphasized the importance of case selection. Common issues included postoperative infections (53.8%) and screw loosening (46.2%). Aesthetically, 30.8% cited loss of the interdental papilla as a concern. Most participants favored flap surgical methods (61.5%) and recommended considering patient conditions when choosing implant prostheses. Notably, 61.5% were aware of regenerative possibilities related to dental implants. Conclusion: A comprehensive evaluation concluded that undergraduate instruction in basic implantology is essential due to the increasing prevalence of implants. Additionally, postdoctoral training programs should be established to enhance practitioners' skills and knowledge, providing them with the confidence needed to treat patients effectively

Utilizing the Delphi Method to Develop Undergraduate Medical Education Learning Objectives to Address Medical Care of Gender and Sexually Diverse Individuals.

Introduction Gender and sexually diverse (GSD) individuals disproportionately experience worse outcomes, bias, discrimination, and inequities in their care. Many avoid seeking healthcare due to fear of discrimination and mistreatment. One method for improvement focuses on specific GSD medical care training for undergraduate medical education (UME) learners. Efforts to standardize GSD care in UME are present, as displayed by the competencies put forth by the Association of American Medical Colleges (AAMC); however, these attempts resulted in broad themes that can be challenging to implement. The need for specific and easily implementable learning objectives exists. Methods We aimed to create a set of learning objectives specific to GSD care by utilizing the Delphi Method to develop consensus. Three hundred and seventy-nine individuals were invited to participate in this study, which involved four iterative rounds of expert participation. In round one, the expert panel received an initial questionnaire comprising published learning competencies and items.The panel was requested to review and propose additional items.The research team then consolidated and structured these items into learning objectives.In round two, the expert panel was asked to review these objectives and edit language to reflect appropriate, inclusive language.In round three, the expert panel was asked to rate the importance of each learning objective using a 5-point Likert scale (1 =not at all important; 5 =extremely important).In round four, experts were given the overall panel's mean and mode rating for each objective, reminded of their rating, and asked to make a final rating. Learning objectives rated 4 or 5 ("very important" or "extremely important") by at least 80% of experts were determined to be at consensus. The researchers then further examined objectives that had 100% respondent rating of either 4 or 5, thus achieving universal consensus by our expert panel. Results Although 59 individuals agreed to participate in the study, 31 individuals engaged in at least one round of the iterative process as part of the expert panel.The initial questionnaire comprised 30 competencies published by the AAMC and 32 published overlapping learning items.After round two, 79 learning objectives were created.This process eliminated 28 objectives, resulting in 51 succinct objectives that used inclusive and patient-centered language. Conclusion These learning objectives can easily be integrated into existing curricular structures in UME. They can be utilized to improve curricular education for future health professionals, with the final goal of improving health equity for GSD individuals.

Undergraduate psychiatry education in Sri Lanka: the current situation and the way forward

No abstract available

Critical Thinking Disposition and Influencing Factors Among Sophomore Pediatric Medical Students.

The second year of undergraduate medical education is a critical phase transitioning from basic medical knowledge to specialized learning, requiring strong critical thinking abilities. Pediatric diseases, with their unique characteristics, demand active critical thinking from pediatricians. This study aims to investigate and analyze the critical thinking dispositions of second-year pediatric medical students, identify influencing factors, and propose recommendations for improving teaching methods. This cross-sectional study employed the Chinese version of the California Critical Thinking Disposition Inventory (CTDI-CV) and conducted an online survey among 240 second-year pediatric medical students at Chongqing Medical University, Chongqing, China. The study described the overall CTDI-CV scores and sub-dimension scores (mean ± standard deviation) and analyzed the distribution of critical thinking dispositions using t-tests and trend analysis. A total of 229 students (95.4%) completed the survey, with 58.95% being female. The overall mean critical thinking score was 287.96 ± 39.09, and 139 students (60.70%) exhibited positive or highly positive critical thinking dispositions. Rural students scored lower than non-rural students (t = -2.773, P = 0.0069), while only children scored higher than non-only children (t = 2.659, P = 0.0086). Higher high school academic ranking was associated with higher scores (H = 23.85, P < 0.001). Students whose parents had a bachelor's degree or higher scored significantly better (t = 2.373, P = 0.0188). Interest in pediatrics was linked to higher scores (H = 15.36, P = 0.0015). Positive correlations were found between analyticity, inquisitiveness, and self-confidence (r ≥ 0.75). Second-year pediatric medical students in China generally display strong critical thinking abilities. Factors such as family background, academic performance, parental education level, and interest in pediatrics significantly influence these abilities. Pediatric educators should account for these individual differences to better enhance critical thinking development in students and improve teaching strategies accordingly.

“PE Is More Than Playing Kick Ball the Entire Hour”: Using Standards-Based Grading to Elevate Physical Education’s Status Among Preservice Physical Educators

Purpose: This study sought to examine how preservice physical educators conceptualize and intend to use standards-based grading (SBG) after receiving a 1-hr workshop on implementing SBG into a physical education (PE) setting. Methods: Using a qualitative descriptive approach, the researchers utilized class reflection assignments, a perceptions survey, and interviews with 10 undergraduate physical educators at a Midwestern university. Findings: The SBG workshop positively influenced participants’ views of the importance of PE, enhanced their attitudes toward organized and meaningful instructional planning, and shaped participants’ perceived norms and level of control when implementing SBG in their future classrooms. Discussion/Conclusion: SBG provides a means for preservice physical educators to validate their field and area of study and to visualize the interconnectedness of teaching, learning, and assessment within PE.

Impact of Occupational Socialization on South Korean Physical Education Teachers’ Interpretation and Delivery of the Hanaro Teaching Model

Purpose: To determine the impact of occupational socialization on eight South Korean teachers’ interpretation and delivery of the Hanaro Teaching (HT) model. Method: Data were collected through formal interviews, film of teachers employing HT, document analysis, reflective journaling, and the critical incident technique. They were analyzed using analytic induction and constant comparison. Findings: The teachers interpreted and delivered the HT model in four different ways. These were the full and full+ versions of the model, watered down, and taking a cafeteria approach. The organizational socialization phase was key in shaping how the teachers delivered the model. The teachers’ acculturation and professional socialization were mainly supplemental. Conclusions: The fact that seven of the teachers employed HT without any formal training suggests that the model was fairly easy to learn. Specific training in undergraduate physical education teacher education, however, could lead to more teachers employing the full and full+ versions of the model.

Holistic Review in Applicant Selection: A Scoping Review.

To avoid overreliance on metrics and better identify candidates who add value to the learning environment, some medical schools and residency programs have begun using holistic review for screening and selection, but limited data support or refute this use. This scoping review examines holistic review definitions and practice in medical education, summarizes research findings, and identifies gaps for future research. The authors searched 7 databases using the keywords holistic, attributes, mission-based, mission-centric, and socially accountable for articles on holistic review within undergraduate medical education (UME) and graduate medical education (GME) published from database inception through July 5, 2024. Author pairs independently screened articles for inclusion and extracted data. Discrepancies were resolved via discussion. Quantitative and qualitative synthesis was performed. A total of 6,511 articles were identified, with 33 included in this review. Twenty-five studies (76%) focused exclusively on GME, with only a few assessing holistic review in UME. Holistic review was implemented at 3 main stages: screening, interviewing, and ranking. Common rationales included service patterns, patient-physician identity concordance, enhancing patient trust, professional advocacy, and educational benefits. Holistic review elements varied, with most falling within the Association of American Medical Colleges experiences, attributes, and metrics framework. Nearly all studies reported an increase in the percentage of underrepresented in medicine trainees interviewed or selected. Several studies also demonstrated increases in other groups (e.g., women, lower socioeconomic status). Many studies included additional interventions to promote diversity, limiting the ability to assess holistic review in isolation. This scoping review summarizes the literature on rationale, development and implementation process, structure and components, outcomes assessed, barriers, and strategies for success for holistic review. This work can inform institutions and departments seeking to develop or refine their own holistic review systems and serve as a nidus for future research.

Environmental Factors, Undergraduate Science Education Students’ Achievement, and Interest in Nigeria Universities: Implications for Funding

This study investigated the effects of environmental factors on the academic performance and interest of undergraduate scientific education students in Nigerian universities, as well as the funding implications. A descriptive survey research design was used in the study. The study included 270 final-year undergraduate students from the Department of Science Education at two Nigerian universities: Chukwuemeka Odumegwu Ojukwu University, Igbariam, and Nnamdi Azikiwe University, Awka. Both universities are located in the sixth state of Anambra. The study used a sample of 161 students, 56 of whom were male and 105 of whom were female, that was drawn by chance sampling methods. Three experts verified the questionnaire, which was used as the data gathering tool. Using the Cronbach Alpha formula, the dependability of 0.90 was determined. The hypothesis was examined using t-test statistics at the 0.05 level of significance, and the research topic was addressed using mean and standard deviation. The study's conclusions showed that, while gender had no discernible impact on how science education students responded to the aforementioned environmental factors, socioeconomic background, good school infrastructure, extracurricular activities, class size, accommodations, attitudes of teachers and parents, appropriate teaching methods, and poor lighting in school buildings and hostels could all affect students' interest and achievement in science education at universities. Further strategies for enhancing the environmental elements that affect academic achievement and interest of science education students in universities include the government's and alumni's funding of science labs and infrastructure, fostering university competition, using appropriate teaching methods, and properly citing of schools.

Self-perception of Teaching Difficulties in Prospective Teachers: Adaptation of the Teaching Problems Inventory

The aim of this article is to analyze the psychometric properties of an abbreviated version of the Teaching Problems Inventory. For this purpose, the scale is subjected to a previous exploratory factor analysis to statistically examine the underlying constructs. Previously, a confirmatory factor analysis was performed and a new grouping into dimensions was generated. To analyze the properties of the items, descriptive statistics were performed: mean, standard deviation and inter-item correlations. To study the psychometric properties of the scale, Cronbach's alpha, Exploratory Factor Analysis (EFA) -to identify the latent structure of the variables-, and Confirmatory Factor Analysis (CFA) were used as a procedure to check the results of the EFA. As recommended, participants were randomly divided into two groups to perform the AFE with one group and the AFC with the other to avoid distortions Participant: the proportion of items, sample size, normality, linearity, and correlation between variables were checked as assumptions for the factor analysis. The sample consisted of 992 undergraduate teacher training and master's degree students from different Spanish regions: Valencia, Andalusia, Catalonia, Madrid, Castilla la Mancha, and Castilla y León. The results of the different reliability and validity analyses showed that the reduced scale has higher reliability values and is still sensitive to capture gender and age scoring difference. As a conclusion, the consistency of the instrument to evaluate the teaching difficulties of students of different degrees and postgraduate degrees in education is highlighted. As for the limitations, the elimination of 2 items relevant at a theoretical level stands out: Motivating students in school tasks and Discipline problems with students/groups of students.

ANALISIS FAKTOR-FAKTOR YANG MENGHAMBAT KAJI ETIK PROTOKOL PENELITIAN: STUDI PADA KOMITE ETIK PENELITIAN FAKULTAS KEDOKTERAN UNIVERSITAS SEBELAS MARET, SURAKARTA

Ethics review is essential prior to conducting research involving humans and animals. This study aimed to evaluate the effectiveness of ethics review procedures and identify the causes of delayed ethical approval of the protocols submitted to Research Ethics Committee of the Faculty of Medicine, Universitas Sebelas Maret during 2022-2023. Retrospective data collected include protocol identity number, institution and educational level of the proposer, research type, date of protocol submission, completion of initial ethics review, and issuance of the ethical clearance certificate. A total of 458 protocols were received over 2 years period but the processing of 8 protocols were discontinued so that those 8 protocols were excluded from further analysis. Of the 450 protocols analysed, most involved human subjects (331; 73.6%). The majority of proposers were from UNS (309; 68.7%), were students (353; 78.4%), and had undergraduate education (166; 36.9%). The duration of the initial ethics review was generally &lt;2 weeks (90.4%). Most (92.7%) protocols needed revision. The majority (66.4%) of proposers needed &lt;2 weeks to revise the protocol. The total time for the entire ethics review process was 22.9 ± 14 days. Further evaluation found that the average duration needed for protocol revision was longer than that for reviewing (16 vs 9 days). It can be concluded that the ethics review process ran effectively so that almost all protocols submitted could undergo initial reviews in a relatively short time. The delayed ethical approval was due to the slow protocol revision process by the proposers.

Investigating Pre-Service EFL Teachers’ Self-efficacy in Their Classroom Management Skills using the EPOSTL as a Self-assessment Tool

Self-efficacy in classroom management is one of the important dimensions of the concept of teacher self-efficacy. Higher levels of classroom management self-efficacy (CMSE) have been positively correlated with an increase in teacher resilience and students’ learning outcomes. Therefore, it is crucial for teachers to develop CMSE beliefs to promote the quality of their teaching. Although the issue of classroom management has been comprehensively explored in the field of education, there are not many studies focusing on pre-service EFL teachers’ development of CMSE beliefs. Moreover, the relationship among several variables such as teachers’ affective states and students’ attitudes towards teachers or courses has been explored in the context of foreign language education (FLE). However, whether there is a relationship between self-assessment and development of CMSE beliefs in FLE settings has not been studied extensively. In this vein, the purpose of this study is to investigate pre-service EFL teachers’ CMSE beliefs depending on their use of the European Portfolio for Student Teachers of Languages (EPOSTL) as a self-assessment tool in their undergraduate education. This study follows an interventionist experimental design based on mix-method data collection. The participants of the study are 31 senior pre-service EFL teachers studying at a state university in Türkiye. Quantitative data of this study were collected through Teachers’ Sense of Efficacy Scale (TSES) by Tschannen-Moran and Woolfolk Hoy (2001) in the form of pre-test and post-test to the participants. Between pre and posttest period, the participants assessed themselves through the EPOSTL for three times. Qualitative data were collected through the participants’ reflective reports and semi-structured interviews and subjected to thematic analysis. The findings of the study have shown that the use of EPOSTL leads to an increase in participants’ level of CMSE beliefs. It may be stated that the wide-spread use of the EPOSTL can be fostered by designing language teacher education programs as more reflection-oriented. By this way, pre-service EFL teachers’ autonomy, CMSE beliefs, perseverance, and continuous professional development can be sustained.

Undergraduate dental sleep medicine teaching at German university dental schools - a questionnaire-based survey

PurposeDiagnosing and treating obstructive sleep apnea (OSA) requires fundamental understanding of sleep medicine, including training and clinical experience. So far, dental sleep medicine (DSM) has not yet become a mandatory part of dental education in Germany. This questionnaire-based survey for both lecturers and students aimed to evaluate DSM education among undergraduate students.MethodsA structured questionnaire was sent to the managing directors and student councils of all 30 German university dental schools. The questionnaire contained 13 questions on teaching quantity and content, lecturers’ knowledge, and future interest in DSM. For each university dental school, only one questionnaire should be completed by the student council and the managing director. A scoring system assessed lecturers’ knowledge based on clinical experience and qualifications. Descriptive data and correlation coefficients were calculated (P < 0.05).ResultsThe responses of 24 lecturers (80%) and 28 students (93.3%) could be evaluated. DSM was reported to be included in the curriculum by 14 lecturers (58.3%) and 4 students (14.3%). Mean teaching hours per semester were 1.4 ± 1.4 h (lecturers) and 0.2 ± 0.6 h (students) accordingly. Greater knowledge of lecturers in DSM was positively correlated with the inclusion of DSM in the curriculum (P = 0.022) and with the number of teaching hours per semester (P = 0.001).ConclusionPostgraduate education and incorporating DSM knowledge into undergraduate education (“Teach the Teacher”) seems to play a key role in fundamentally training future dentists in this field.