Years Of Dental Education Research Articles

Dental students' perceptions of the use of two-dimensional and three-dimensional vision in dental education using a three-dimensional haptic simulator: A qualitative study.

To assess the perceptions of novice and experienced undergraduate dental students of virtual learning with two-dimensional (2D) and three-dimensional (3D) vision. This qualitative study involved 21 students from the second and fourth years of a 5-year BDS program. They first performed three operative tasks in virtual reality (VR) training sessions using both 2D and 3D vision. Subsequently, they participated in one of four online focus group discussions (FGDs). The FGDs were recorded and transcribed, and the data obtained from the transcriptions were coded and thematically analyzed. Three main themes emerged from the focus groups. With regard to their perceptions of 2D and 3D vision, most of the participants preferred 3D over 2D vision, mainly due to an improved ability to perceive depth. With regard to the theme of practicing 3D vision in the VR environment, some participants performed their tasks faster with 3D vision than with 2D vision, while others did not perceive any difference between them. Under the same main theme, some participants experienced headaches and eye fatigue with 3D vision. With regard to their perception of technical aspects, with 3D glasses, the participants experienced unpleasant sensations and saw darker images. All the participants placed greater value on practicing with 3D than with 2D vision in the VR environment. They believed that VR training should be used in the early years of dental education as an adjunct to the phantom head as it helps students acquire the skills needed by dental professionals.

HIV/AIDS-Associated Knowledge and Attitudes towards Treating Disadvantaged Communities among Pre-Community-Based Dental Education Dental Students in the U.S.

This study examines HIV/AIDS-associated knowledge and attitudes towards treating disadvantaged communities among predoctoral dental students in U.S. dental schools who have not yet commenced their Community-Based Dental Education (CBDE) training. It also compares the difference in the knowledge and attitudes between students with reported community engagement with PLWHA and those without. Our study comprised 89 predoctoral dental students within their D1-D3 years of dental school who had not yet initiated their Community-Based Dental Education (referred to as pre-CBDE dental students). Their responses were collected via an online survey. The participants were 68% females, 94% heterosexual, and with a mean age (years) of 25.9 ± 3.5 SD. The majority (62%) were in their first (D1) and second (D2) years of dental education. Of the thirty knowledge questions, only five received a minimum of 90% correct responses. Similarly, we found no statistical differences in most of the knowledge/attitude sections between those with and without prior PLWHA exposure. Encouragingly, 90% of our participants reported prior experience working with disadvantaged communities. Early community engagement fosters a sense of professional responsibility towards administering dental care to disadvantaged communities and we propose that it must be encouraged among aspiring dental school students.

Analysis of shade-matching ability in dental students: a comparative study under clinical and correcting light conditions

BackgroundSelecting the ideal tooth shade is essential to the success of aesthetic dental restorations. Students’ cognitive abilities are involved in the multifaceted and intricate process of shade matching. Hence, the present study aimed to assess and compare the shade-matching ability of undergraduate dental students in various years of dental education under clinical and correcting light.MethodsThis comparative cross-sectional study was instigated amongst male 4th, 5th, and 6th-year students of the dental complex of King Faisal University, Kingdom of Saudi Arabia. A total of 72 male dental students assessed the shade under clinical (fluorescent light) and correcting light (handheld Dental Base Light) by using VITA Classical shade guides. Statistical analysis was done using SPSS version 23 (Armonk, NY, USA). The Chi-square test was used to evaluate the association between correct and incorrect shade matching under correcting and clinical light.ResultsOut of 72 male students, 22(30.6%) were from the 4th year, 26(36.1%) were from the 5th year, and 24(33.3%) were from the 6th year, with a mean age of 22.92 ± 1.01 years. The majority of the 6th-year students selected shade of anterior tooth # 11 correctly under clinical and correcting light, and 3(12.5%) students selected incorrectly under clinical and correcting light, with a statistically significant association among them (p = 0.004). As far as the shade selection of the posterior tooth is concerned, a statistically significant difference was observed under clinical light among all clinical students (p = 0.008).ConclusionThe clinical performance of dental students in shade matching improved with advancing years of dental education. Additionally, the shade matching ability of all groups of dental students was superior under correcting light compared to conditions under clinical light.

ASSESMENT OF KNOWLEDGE OF LIGHT MICROSCOPIC ERGONOMICS AMONG PATHOLOGISTS

Back Ground Sound knowledge regarding ergonomics and their practical application are essential for prevention of musculoskeletal disorders (MSD). The role of microscopic ergonomics (ME) in preventing these work related ailments is significant. Methods Authors conducted a cross sectional survey among pathologist of Davangere city, Karnataka, India. The data was collected using 26 - item custom designed proforma, with questions evaluating pathologist’s basic knowledge about microscopic ergonomics. Results Of 100 subjects surveyed, 70% pathologists (staff and post graduate) stated that they came across microscopic ergonomics only through this survey. Also 100% pathologists of believed that the emphasis about microscopic ergonomics is less in the present dental curriculum. Conclusions The findings suggest that the pathologist’s comprehension regarding microscopic ergonomics is limited. This study advocates the revision of dental curricula regarding microscopic ergonomics to prevent musculoskeletal injuries. Practical Implications Increased importance should be given during formative years of dental education about this essential clinical entity either via textbook education or in continuing dental education (CDE) programs. Key Words Microscopic ergonomics; musculoskeletal disorders; micro breaks

Thriving in foreign learning environments: The case of hands-on activities in early years of dental education.

Hands-on learning environments can challenge learners' wellbeing in dental education, given their unfamiliarity with students. As today's learners are more aware about their wellbeing needs, it is important to explore the depth and complexity of the challenges they experience and provide them with the necessary support strategies. This study aims to identify the challenges and sources of cognitive overload of early years' dental students across two time-points: 2012 and 2022. We also aim to describe the students' recommendations for future program revision considerations to support students' wellbeing. This study employs both qualitative and quantitative methods. Qualitatively, we utilized an Interpretive Description approach and conducted focus groups with first-year dental students in 2023. Quantitively, we utilized first-year dental students' responses to the Study Habits survey administered in 2012/2013. Five main concerns and sources of cognitive load emerged from the focus groups and survey data: steepness of the learning curve, inconsistent feedback, stigma around asking for support, structural and organizational challenges, and lack of resources. Students also identified several suggestions to support their wellbeing, including time, instructor support, non-graded exercises, additional resources, and re-organizing the curriculum. This study adopts a wellbeing lens to examine students' transition into hands-on learning activities. These findings were utilized to propose the TIPSS Support Framework (Time, Instructor Capacity Building, Peer Learning and Other Resources, Safe Learning Spaces, and Spiraling Curriculum). The proposed model can serve as a prototype for future studies to explore its applicability and effectiveness in other dental programs.

Teaching has changed … but have the students?

Teaching has changed … but have the students?

150 years of dental education and research - University of Birmingham School of Dentistry.

This paper discusses the historical development of dental education and research over the last 150 years from a Birmingham School of Dentistry perspective. The School opened its doors to students in 1858 and has seen many changes and developments in both education and research. Looking back throughout the history, one of our greatest abilities as dental professionals is to be adaptable and the future will bring plenty of opportunity for us to demonstrate this. We have seen how resilient dentistry has been over the COVID-19 pandemic, both in terms of education and research; the next 150 years will be a very exciting time to work in the field.

Editorial: Mind-Body Wellness in Dentistry

Christina DiBona Pastan: It was a September morning, and as I walked into my second-year endodontic resident’s operatory, she presented herself very differently than I had previously observed. She was moving fast, talking fast, and setting up her bracket tray at turbo speed. I was about to mentor her on her first apicoectomy. She began to articulate to me her fear in performing her first surgical procedure, concern that she would perforate the sinus and not be able to control the bleeding—and as all of this was happening, instruments began to fall on the operatory floor. I knew in that moment I could relate, because I once was in her shoes. However, being a long-time practitioner of yoga and meditation, I have evolved into a very different individual and a very different endodontist. More important than the apicoectomy, it was important for me to make her aware that she was not in the right frame of mind and body to perform this procedure on a patient, and it would ultimately compromise the outcome and her patient’s experience. I stepped out of my traditional clinical instructor mode and asked her if I could teach her a breathing skill that I know calms the body and focuses the mind. She agreed, and within minutes, I watched my student’s entire demeanor change. Her body relaxed, her breathing slowed down, and she centered herself. She looked at me with confidence and said, “I think I can do the surgery now.” I knew my resident could perform the surgery, but what she realized is that she was now in the right frame of mind and body to perform surgery. My resident executed the procedure with excellent results, and the patient was happy and at ease. When the clinic session ended, my resident shared her long-time struggles with anxiety and how she found ways to mask it over the years, but in that moment, it had gotten the best of her. In her seventh year of dental education, she was grateful to learn a new skill that helped her personally cope with her anxiety and simultaneously make her a better professional. This led me to pursue a formal training in yoga and meditation and to address the administration at Tufts University School of Dental Medicine on the importance of including mind-body wellness techniques in the curriculum for all students, specifically the ancient practices of yoga, diaphragmatic breathing, and mindfulness meditation. For the past 6 years in my role as Director of Mind-Body Wellness, I have witnessed the positive effects of teaching these practices to our students, incorporating them in the basic science curriculum, preclinical simulation lab, and patient clinic, and the impact it has had on students’ overall personal and professional success. The goal of dental providers is to deliver mindful, compassionate, and empathetic care to patients. This is achieved through competent clinical and technical skills in conjunction with sensitive communication skills. Dentistry is a stressful profession, and when stress is not managed properly in the clinical environment, it can affect this goal. In 1975, Benson et al published an article on the relaxation response, proving that stress not only contributes to health problems but that mental-focus techniques are good for the body and overall wellbeing.¹ The first code of ethics written by the American Dental Association (ADA) in 1866 states, “The dentist should be temperate in all things, keeping mind and body in the best possible health, that his patient may have the benefit of that clearness of judgement and skill which is their right.”² I don’t know if back in 1866 the ADA was thinking of yogic breathing to achieve this goal, but the organization was definitely making the connection between mind-body wellness and its effect on patient care. Whenever the body is relaxed and the mind is clear, we become consciously aware and therefore interact with the world differently. We are more skillful in our actions, we are better communicators and listeners, and we are more patient and kind to others and less reactive—all qualities that are essential for the dental professional. Mind-body wellness has found its place in our institution and enriched our dental curriculum, community relationships, and clinical experiences. The world we live in today challenges us to be temperate in all things, but the choice is ours to strive to keep ourselves healthy in mind and body for ourselves, for our families, and to deliver the best care for our patients. Christina DiBona Pastan, DMD Boston, Massachusetts, USA

The Association between Emotional Stress, Sleep, and Awake Bruxism among Dental Students: A Sex Comparison

Psychosocial factors may play an important role in the etiology of sleep and awake bruxism. The purpose of this study was to assess the relationship between emotional stress and bruxism in male and female dental students at various stages of their education. Dental education in Israel is based on a six-year curriculum, divided into three stages: pre-medical studies (yr. 1–2), manual skills (yr. 3–4), and clinical experience (yr. 5–6). Each stage requires different capabilities and skills. Questionnaires regarding psychological state (SCL-90) measuring depression, anxiety, and somatization as well as stress evaluation questioners (Perceived Stress Scale questionnaire 14) were completed by 387 dental students in the 1st to 6th years. Sleep and awake bruxism were evaluated based on the respondent’s awareness. During the manual stage of studies, a significant increase was identified, albeit with weak correlations, between stress scales, depression, anxiety, somatization, and the prevalence of awake bruxism, particularly among males. Only in females was sleep bruxism correlated with emotional parameters, whereas no significant difference in sleep bruxism was observed in males throughout the stages of the study. The manual years of dental education were found to be linked to higher levels of emotional distress and awake bruxism, particularly in men. Sleep bruxism, on the other hand, was not directly linked to emotional factors, implying a distinct etiology.

Use of cosmetology and facial aesthetic medicine treatments by medical students

Introduction. There is an increase in the popularity of aesthetic treatment among increasingly younger groups of people, which also includes medical students. Their decisions are often dictated by their own acquired knowledge in this area of expertise.Aim. To estimate the number and determine the age threshold for the use of cosmetology and facial aesthetic medicine among Polish and English-speaking students.Material and Methods. The statistical analysis included 240 questionnaires (175 females and 65 males) addressed to Polish and English-speaking students in 3rd, 4th, and 5th year studies within the field of dentistry at the Medical University of Poznań in 2019 and 2020. The Pearson chi-squared test was performed to determine the significance of this test (p < 0.05).Results. Most of the respondents (89%) confirm that they use necessary facial aesthetic and cosmetology treatments. Moreover, the number of opposing respondents decreases within the next year of dental education. The respondents indicated that the treatments should be started at the age of 25–30 or 30–35. About 82% of Polish-speaking students and 75% of English-speaking students have not used these types of treatments thus far. Conclusions. The level of acquired medical and dental knowledge influences the tendency of students to undergo facial aesthetic and cosmetic treatments.

Oral Health Behaviours, Knowledge and Attitudes Among Dental College Students in Sulaimani City, Iraq

Objectives: The present study aimed to investigate the oral health behavior, knowledge, and attitudes of dental college students. 
 Methods: A self-assessment questionnaire was used in this study. Participants were divided into two groups according to their level of study (pre-clinical and clinical). 
 Results: A total of 140 students participated in the study, with 79(56%) pre-clinical and 61(44%) were at the clinical levels. The majority of students reported brushing their teeth (90.7%) with no association between toothbrushing behavior and gender or level of study (P>0.05). The most common tooth brushing frequency was twice daily with no gender association (P>0.05), and a higher percentage of students at clinical levels of the study reported brushing their teeth more than twice daily (P<0.05). The majority of students reported using fluoridated toothpaste (60.7%). In total, about half of the students reported using dental floss with a significant association with the level of study (P<0.01). Tongue cleaning was reported by 69.3% of the students, and about half of the students reported using mouthwashes, and one-fourth of the students reported using Miswak. In total, about half of the students reported their oral health status as “Good”. Routine dental visits and the level of the study were significantly associated (P<0.01). 
 Conclusions: Noticeable differences in oral health behaviors could not be concluded on a statistical basis. Nevertheless, there were areas of oral health behaviors where increased knowledge showed an improvement in health behavior. It is recommended that preventive programs, including self-care regimes, be started from the first year of dental education.

Evaluation of diagnostic radiology acumen between 2 groups of clinical dental students

To evaluate and distinguish if an additional year of clinical experience increases the cognitive ability of dental students to accurately assess and interpret dental radiographs. Radiological acuity was assessed between two groups of clinical dental students at Penn Dental Medicine (PDM). Group 1 was composed of 147 third-year dental students (D3), group 2 was composed of 145 fourth-year dental students (D4). A 65-question test comprising the length and breadth of radiographic anatomy and pathology was administered to both D3 and D4 students. The test was designed to test the participants' knowledge of radiographic technique, anatomy, and differential diagnosis. The null hypothesis was that there would be no significant differences between the two groups. STATA 15 software (StataCorp LLC, College Station, TX, USA) was used to statistically analyze the findings. Although, the mean correct score for group 1 was higher (60/65) than group 2 (59/65), there was no statistically significant difference between the performance of the groups. On average, group 1 outperformed the clinically more experienced group 2 on an individual question basis. The average overall number of correctly answered items compared to incorrectly answered items reflected this difference. An additional year of clinical dental education does not appear to correlate with any higher radiographic acumen. This may be due to tapering exposure to unique pathology and findings, as more routine findings are encountered daily and classroom instruction during the fourth year of dental school is limited. Early incorporation of new radiographic education tools that are clinically oriented may be one method to increase retention of knowledge accumulated in the initial didactic years of dental education.

Self-reported depressive symptoms in dental students: Systematic review with meta-analysis.

This study aimed to systematically review the literature about the prevalence of self-reported depressive symptoms in dental students. PUBMED, SCOPUS, and EMBASE databases were search up to January 2020 with the following focused questions: "What is the prevalence of self-reported depression symptom in dental students?" and "Are sex and years of educational training associated with self-reported depressive symptom in dental students?". Observational studies that applied a questionnaire assessing depression were eligible. Standard mean differences (SMD) and pooled odds ratios (OR) were calculated for the questionnaires' scores and self-reported depressive symptom, respectively. Fifty-eight studies were included, and 15 different questionnaires were used. The prevalence of self-reported depressive symptoms/at least mild depression ranged from 2.75% to 89.84%, and the pooled overall prevalence was 29% (95% confidence interval [CI]: 26-34). Meta-analysis showed significantly lower scores in the questionnaires for self-reported depressive symptoms of male students (SMD: -0.22; 95% CI: -0.42 - -0.03). Conversely, no significant difference was detected for the OR of self-reported depressive symptom in the comparison between sex (OR: 1.11 - 95% CI: 0.77-1.62). Similarly, no significant difference was observed for the different school years regardless of the analytical strategy used. It was concluded that female dental students presented more self-reported depressive symptoms, but no difference is demonstrated during the years of dental education.

Dental students' tooth shade selection ability in relation to years of dental education.

Background and Objectives:Perfect tooth shade selection is indispensable for successful esthetic dental restorations. Shade matching is a complex and multidimensional process that involves the cognitive ability of students. Hence, the aim of the present study was to assess and compare the shade matching ability of undergraduate dental students in various years of dental education.Methods:A cross-sectional study was conducted among 150 students enrolled in all five class years of the Bachelor of Dental Surgery course in a dental college in India. Each enrolled participant was presented with two exercises to assess shade matching ability. In the first exercise, basic shade matching ability of the students was assessed by a shade tab matching in a bench setting using Vitapan Classical shade guide. In the second exercise, the participants were asked to perform intraoral tooth color matching to evaluate their ability of shade matching in a clinical setup. Data was analyzed using SPSS version 21 and descriptive statistics were applied. Chi-square test was applied to find out significant differences among years of education.Results:For Exercise 1, 53 participants (35.30%) showed fair color matching ability in bench setting, 26.70% (n = 40) showed good ability, 22.70% (n = 34) demonstrated an excellent ability, whereas 15.30% (n = 23) had a poor ability of color matching. For Exercise 2, where clinical color matching ability of the students was analyzed, 34% (n = 51) obtained fair scores, 33.30% (n = 50) obtained good scores, 26% (n = 39) obtained excellent scores, whereas 6.70% (n = 10) of the participants had poor scores.Conclusion:This study showed that the clinical performance of dental students for shade matching improved as the years of dental education increased. Also, better outcomes were seen in clinical setting as compared to in vitro conditions.

An evaluation of knowledge and practices toward the basic life support/cardiopulmonary resuscitation among undergraduate dental students

Introduction: Life-threatening emergencies may occur in dental practices. The objective of this study was to evaluate knowledge towards basic life support (BLS)/cardiopulmonary resuscitation (CPR) and its practices among dental undergraduate students. Methodology: An educational intervention study was carried out among 3rd and 4th year dental undergraduate students in an academic hospital located in Vadodara, Gujarat, India. For the purpose of the study, a questionnaire with 18 questions was developed, The intervention was done in the form of training and was divided into theoretical and practical parts. The questionnaire was distributed before and after training. Results: Overall, 93 undergraduate dental students were enrolled in the study. Of these 48 (51.6%) were 3rd year students, while 48.4% (n = 45) were in their 4th year of dental education. A significant difference was noted in the mean pre- and post-training scores on BLS/CPR knowledge amongst the 3rd (5.73 ± 1.94 vs. 12.04 ± 2.14; P

Self-reported anxiety of dental procedures among dental students and its relation to gender and level of education

Abstract Objectives The study aimed to identify the dental procedures that elicit the highest level of anxiety by various dental procedures and to determine the correlation of anxiety with students' gender and varying perceptions of anxiety across years of dental education. Methods This cross-sectional study was conducted at Sardar Begum Dental College, Peshawar, Pakistan during June 2014. The Corah's Dental Anxiety Scale (DAS) was distributed to all students. This instrument had 26 items examining the anxiety levels experienced for different dental procedures. Options ranging from 1 to 4 were provided for every item, where 1 represented low anxiety and 4 represented the highest anxiety. Results The overall response rate was 67.3% (n = 101; 64 females and 37 males). Among the top five dental procedures eliciting the highest anxiety levels, females were found to be more anxious than males for all procedures (fear of injection/needle, root canal treatment, extraction, and application of cold air) except the need for further treatment. Pre-clinical students (1st and 2nd year) were found to be more anxious than clinical students (3rd and 4th year). Significant differences (p Conclusions Higher anxiety levels were reported by females and pre-clinical students than their respective counterparts. Educational sessions and graded exposure therapy at an initial stage of dental educational training may decrease the anxiety associated with dental procedures.

Attitude of Dental Practitioners Towards their Colleagues: A Justifiable Criticism.

A cross-sectional, questionnaire based study was conducted in Moradabad, U.P., India to assess the attitude of dental practitioners towards their colleagues. Materials and Methods : Eleven-item, close-ended, validated questionnaire was formulated. The responses of 60 registered dental practitioners were recorded. Majority of the respondents were well versed with ethical obligations towards their colleagues but only few of them were aware of all the principles mentioned in Codes of dental ethics, DCI, India. Dentists face ethical problems/dilemmas while dealing with their duties towards colleagues and their patients. Adopting of ethical ways in practice was independent of gender, qualification and experience of practice. It is recommended that dental ethics should be emphasized upon during the formative years of dental education.

The effectiveness of using a patient simulator to teach light-curing skills

The authors evaluated the effectiveness of using a patient simulator (MARC Patient Simulator [MARC PS], BlueLight analytics, Halifax, Nova Scotia, Canada), to instruct dental students (DS) on how to deliver energy optimally to a restoration from a curing light. Five months later, the authors evaluated the retention of the instruction provided to the DS. Toward the end of the DS' first year of dental education, the authors evaluated the light-curing techniques of one-half of the class of first-year DS (Group 1) before and after receiving instruction by means of the patient simulator. Five months later, they retested DS in Group 1 and tested the remaining first-year DS who were then second-year DS and who had received no instruction by means of the patient simulator (Group 2). They gave DS in Group 1 and Group 2 MARC PS instruction and retested them. The authors also the tested fourth-year DS (Group 3) and dentists (Group 4) by using the MARC PS before giving any instruction by means of the MARC PS. The results of one-way analysis of variance (ANOVA) showed that there were no significant differences in the ability of dentists and DS to light cure a simulated restoration before they received instruction by means of the patient simulator (P = .26). The results of two-way ANOVA and Fisher protected least significant difference tests showed that after receiving instruction by means of the patient simulator, DS delivered significantly more energy to a simulated restoration, and this skill was retained. There were no significant differences between DS in Group 1 and Group 2 after they had received instruction by means of the patient simulator. The abilities of dentists and DS to light cure a simulated restoration were not significantly different. Hands-on teaching using a patient simulator enhanced the ability of DS to use a curing light. This skill was retained for at least five months. The education provided to dentists and DS is insufficient to teach them how to deliver the optimum amount of energy from a curing light. Better teaching and understanding of the importance of light curing is required.

Measuring Change in Critical Thinking Skills of Dental Students Educated in a PBL Curriculum

This study measured the change in critical thinking skills of dental students educated in a problem-based learning (PBL) pedagogical method. The quantitative analysis was focused on measuring students' critical thinking skills achievement from their first through third years of dental education at the University of Southern California. This non-experimental evaluation was based on a volunteer sample of ninety-eight dental students who completed a demographics/academic questionnaire and a psychometric assessment known as the Health Sciences Reasoning Test (HSRT). The HSRT produced the overall critical thinking skills score. Additionally, the HSRT generated five subscale scores: analysis, inference, evaluation, deductive reasoning, and inductive reasoning. The results of this study concluded that the students showed no continuous and significant incremental improvement in their overall critical thinking skills score achievement during their PBL-based dental education. Except for the inductive reasoning score, this result was very consistent with the four subscale scores. Moreover, after performing the statistical adjustment on total score and subscale scores, no significant statistical differences were found among the three student groups. However, the results of this study found some aspects of critical thinking achievements that differed by categories of gender, race, English as first language, and education level.

Dental Student Perceptions of Oral and Maxillofacial Surgery as a Specialty

The specialty of oral and maxillofacial surgery (OMS) encompasses the diagnosis and surgical management of a variety of pathologic, functional, and esthetic conditions of the oral and maxillofacial region. Despite the specialty's prominent role in the field of dentistry, a lack of complete understanding still remains among dental and medical health professionals as to the exact scope and expertise of the oral and maxillofacial surgeon. The present study aimed to analyze a population of dental students' perceptions of OMS as a specialty with respect to treatment rendered, referral patterns, and a general opinion of the specialty as a whole. A survey consisting of 10 multiple-choice questions was compiled and distributed to dental students through an on-line polling service (SurveyMonkey). A total of 5 dental student classes at a single dental school were polled using school-based electronic mail, including the graduating seniors. All answers were kept confidential, and no individual students were identified. The students were not able to retake the survey once completed. The final tallies of the survey results were compiled and submitted for statistical analysis. Statistically significant associations between the year of dental education and student perceptions of OMS were determined. As dental students progress through their undergraduate studies, their perceptions change with regard to the referral of dental implants. Periodontists were found to have statistically significantly greater rates of referral than oral and maxillofacial surgeons from dental students in the fourth year and recent graduates compared with younger dental students from the first, second, and third years for placement of dental implants. Statistically insignificant in terms of a changing dental student perception was the finding that third molar removal was within the domain of the oral and maxillofacial surgeon, as well as the management of cleft lip and palate deformities and mandibular fracture repair. Almost all the dental classes believed that the specialty of OMS was both medical and dental in nature and that it is a very important dental specialty. Dental student perceptions of OMS change throughout their undergraduate training. The reasons for such a change are multivariate and might include factors such as the amount of didactic training and clinical exposure. It is vital to both recognize and address this change at an undergraduate level of training in an effort to increase educated referrals to a surgeon who might provide the best treatment options for the patient. A stronger understanding of the dental students' perception of OMS provides an opportunity for the oral and maxillofacial academic faculty to better educate students and, ultimately, strengthen our specialty.