BACKGROUND: Active involvement of patients in healthcare professional education is well established, taking a variety of forms. There is a steer towards patient feedback informing the development of dental students and while there is recognition of its potential value to individual students, challenges exist related to collection and use. What is unclear is, within a dental education setting, the extent and use of patient feedback to individual students. A scoping review was conducted to assess and map the volume and characteristics of the research/literature in this area.
METHODS: Systematic searches of bibliographic databases Ovid MEDLINE(R), Scopus, ERIC and Embase were conducted, and wider literature (Google Scholar) was searched. Screening was conducted based on eligibility criteria and a customised data charting form was used.
RESULTS: The electronic and citation tracking searches identified 1021 studies. After duplicates were removed, 778 studies were screened by title and abstract, and 718 studies were found to be irrelevant to the current review. Sixty full-text studies were assessed for eligibility, 46 studies were excluded, and 14 studies were included for data charting.
CONCLUSIONS: This review has identified that patient feedback has been captured through both simulated and real patient encounters. There was a bias towards feedback generated through simulated patient encounters. Feedback was reported to support the development of a range of skills, most frequently communication and patient management. Challenges that were identified by researchers related to staff/student engagement and available resources.

BACKGROUND: Emotional intelligence (EI) is reported to be associated with better academic performance. However, few studies from the Middle East have assessed whether EI affects academic performance in dental students. The objective of this study was to evaluate the relationship between EI and academic performance in a sample of Saudi Arabian dental students.
METHODS: This cross-sectional, questionnaire-based study included first-year to fifth-year dental students and dental interns who were enrolled at King Saud University (KSU) in Riyadh, Saudi Arabia, for the 2023-2024 academic year. Eligible students were invited to complete the self-administered Schutte Self-Report Emotional Intelligence Test (SSEIT) and a demographic questionnaire between October 2023 and January 2024. Academic performance was assessed based on each student\'s self-reported overall current grade point average (GPA) and was dichotomized into high GPA (between 4.5 and 5) and low GPA (less than 4.5).
RESULTS: Of the 437 eligible students, 330 (75.5%) completed the questionnaires. The logistic regression analysis, after sequentially adjusting for various risk factors, showed significantly better academic performance for those who had higher EI (OR=2.6, P-value=0.02).
CONCLUSIONS: The findings of this study suggest a significant association between EI and academic success. EI is essential for improving academic performance in dental education.

UNASSIGNED: Student centric learning approaches have been reported to be effective in introducing higher order cognitive skills required by the health professionals. However, learners\' perceptions must be constructively aligned with new learning interventions to achieve a positive impact on their learning. The aim of this study was to explore the learning experiences of undergraduate dental students with case-based learning in orthodontics.
UNASSIGNED: A case-based learning model was introduced on orthodontic diagnosis and treatment planning for final year students on a Bachelor of Dentistry programme toward the end of their academic year. A survey was conducted to explore the perceptions and experiences of the participants. The research instrument was based on a previously validated questionnaire and included information on demographics and consisted of 12 items aimed at evaluating the benefits and challenges of cased based learning.
UNASSIGNED: All 67 students in the final-year cohort participated in study, yielding a response rate of 100 percent. Participants across the board perceived CBL to be an effective strategy to learn the subject content and helpful in improving the students\' skills in orthodontic diagnosis, treatment planning and team-working. CBL did not pose any significant challenges or barriers to student learning.
UNASSIGNED: Participants reported high acceptance of CBL in orthodontic teaching and learning and a positive impact on their educational experiences. CBL was perceived to be an appropriate strategy to enhance the diagnostic, treatment planning and team-working skills of dental students.

BACKGROUND: Despite the increasing recognition of the importance of research in undergraduate dental education, limited studies have explored the nature of undergraduate research activities in dental schools in the Middle East region. This study aimed to evaluate the research experience of final year dental students from three dental schools in the Middle East.
METHODS: A descriptive, cross-sectional study was conducted among final-year dental students from three institutions, namely Jordan University of Science and Technology, University of Sharjah (UAE), and Oman Dental College. Participants were asked about the nature and scope of their research projects, the processes involved in the research, and their perceived benefits of engaging in research.
RESULTS: A total of 369 respondents completed the questionnaire.  Cross-sectional studies represented the most common research type  (50.4%), with public health (29.3%) and dental education (27.9%) being the predominant domains. More than half of research proposals were developed via discussions with instructors (55.0%), and literature reviews primarily utilized PubMed (70.2%) and Google Scholar (68.5%). Regarding statistical analysis, it was usually carried out with instructor\'s assistance (45.2%) or using specialized software (45.5%). The students typically concluded their projects with a manuscript (58.4%), finding the discussion section most challenging to write (42.0%). The research activity was considered highly beneficial, especially in terms of teamwork and communication skills, as well as data interpretation skills, with 74.1% of students reporting a positive impact on their research perspectives.
CONCLUSIONS: The research experience was generally positive among surveyed dental students. However, there is a need for more diversity in research domains, especially in qualitative studies, greater focus on guiding students in research activities s, especially in manuscript writing and publication. The outcomes of this study could provide valuable insights for dental schools seeking to improve their undergraduate research activities.

BACKGROUND: Supervisors continuously need to decide when to provide clinical opportunities for unsupervised patient care to facilitate residents\' development in the complex clinical learning context. The aim of this study is to explore residents\' and supervisors\' views and understanding of the influence of clinical supervision on affording a balanced support-autonomy from the cognitive apprenticeship (CA) theoretical lens.
METHODS: Residents and supervisors, representing all disciplines, participated in five focus groups and four semi-structured individual interviews. Purposive and convenience sampling methods were used for recruiting participants. The reflexive thematic analysis approach was used for inductive data analysis.
RESULTS: A total of 15 residents and 8 supervisors participated in this study. All agreed that CA teaching methods can be applied across all levels. Participants experienced changes in their supervision methods and supervisor-resident interactions at different levels of training. They related the selection of supervision to task-, resident- and supervisor-related factors. Learning facilitating factors in clinical learning environment were identified and suggestions to enrich residents\' learning experiences were also reported.
CONCLUSIONS: The current study found that a one-size-fits-all paradigm may not be effective for clinical supervision. It contributes to our understanding of how the CA model may be used to guide supervisor behaviour and how such practices can be modified to residents\' level of development and competencies.

UNASSIGNED: The contemporary era of education prompts the need for innovation that facilitates the comprehensible and immersive learning of students. Three-dimensional (3D) printing or additive manufacturing in the form of 3D-printed teeth provides an attractive alternative to extracted teeth and standard dental models, as they provide educational equality and realistic simulation of natural teeth.
UNASSIGNED: This review article summarises the literature that has proven the role and effectiveness of 3D-printed teeth in dental education.
UNASSIGNED: This review article follows the Scale for the Assessment of Narrative Review Articles (SANRA) guidelines. Two electronic research databases, PubMed and Google Scholar, were used to search for relevant studies. Studies discussing the applications of 3D-printed teeth in dental education were included.
UNASSIGNED: The positive and highly valuable role of 3D-printed teeth in dental education has been validated because of their feasible nature. Improvements in dental students\' confidence, clinical skills, and learning experiences have also been proven.
UNASSIGNED: 3D-printed teeth can serve as a convenient and accessible alternative to extracted and standard dental models for dental education.
UNASSIGNED: يحث عصر التعليم المعاصر على الحاجة إلى الابتكارات التي تسهل التعلم الشامل والشامل للطلاب. تقدم الطباعة ثلاثية الأبعاد أو التصنيع الإضافي على شكل أسنان مطبوعة ثلاثية الأبعاد بديلا لا يقاوم للأسنان المقلوعة ونماذج الأسنان القياسية، حيث توفر المساواة التعليمية والمحاكاة الواقعية للأسنان الطبيعية، وبذلك تصبح جزءا أساسيا من نظام تعليم طب الأسنان. تم توثيق تطبيقات الطباعة ثلاثية الأبعاد في مجموعة واسعة من المجالات. تهدف هذه المقالة المراجعة إلى تلخيص الابحاث التي أثبتت دور وفعالية الأسنان المطبوعة ثلاثية الأبعاد في تعليم طب الأسنان.
UNASSIGNED: تتبع مقالة المراجعة هذه إرشادات مقياس تقييم مقالات المراجعة السردية. تم استخدام قاعدتي بيانات بحثية إلكترونية، ببميد وغوغل العلمي، للبحث عن الدراسات ذات الصلة. تم تضمين الدراسات التي تناقش تطبيقات الأسنان المطبوعة ثلاثية الأبعاد في تعليم طب الأسنان.
UNASSIGNED: تم التحقق من صحة الدور الإيجابي والقيم للغاية للأسنان المطبوعة ثلاثية الأبعاد في تعليم طب الأسنان بسبب طبيعتها الممكنة. كما تم إثبات التحسن في ثقة طلاب طب الأسنان والمهارات السريرية وخبرات التعلم.
UNASSIGNED: يمكن أن تكون الأسنان المطبوعة ثلاثية الأبعاد بمثابة بديل مناسب وسهل الوصول إليه لنماذج طب الأسنان المستخرجة والقياسية لتعليم طب الأسنان.

A 67-year-old male patient reported to the department with a chief complaint of tooth mobility. The patient presented with a medical history of diabetes for which he was on medication, and he also reported a history of chronic periodontitis. After a thorough assessment of the patient, a proper treatment plan was designed, which included full-mouth rehabilitation, prior to which the patient was advised full-mouth extraction. Six implants were inserted into the mandibular and maxillary arches as part of the treatment. After the implant was placed, zirconia was the preferred choice for the restoration because of its superior aesthetic results. Polyvinyl siloxane impression material was used to make implant impressions after an eight-week healing period. The case report provides the technique for the current approach to full-mouth rehabilitation with all six concepts of implant placement. In these situations, it is crucial to plan and insert implants correctly and adhere to the entire treatment plan. Restorations were performed using the latest computer-aided design/computer-aided manufacturing (CAD/CAM) technologies for a more aesthetically pleasing result. The case study highlights the significance of meticulous preparation and implementation for the accomplishment of successful full-mouth rehabilitation.

暂无摘要。

This study aims to assess the impact of an educational intervention on the knowledge, attitudes, and intentions of oral health providers regarding the recommendation of the human papillomavirus (HPV) vaccine. A qualitative evaluation was conducted in 2021 with dental professionals who participated in a training program focused on HPV vaccination. Saturation was reached at 12. Results showed increased knowledge and awareness of the link between HPV infection and oropharyngeal cancers among participants. Intention to recommend was universally endorsed. The use of role-play with youth actors was highly regarded as an effective method for improving communication skills and confidence in recommending the vaccine. These findings emphasize the importance of targeted interventions to enhance oral health professional education and the intention to recommend HPV vaccine.

BACKGROUND: The coronavirus (COVID-19) pandemic created challenges for healthcare providers, especially dental professionals in practices and universities. This study investigated dental students\' concerns about COVID-19 and whether institutional communication influenced pandemic-related stressors.
METHODS: An online survey designed to elicit dental students\' concerns about COVID-19 was distributed to all dental students enrolled at a private non-profit academic institution in the Western United States from 26 April 2021 to 25 August 2021. Descriptive statistics were used to characterize the respondents, and Chi-square test and z-test analyses were used to compare students\' experiences.
RESULTS: A total of 92 dental students answered the survey. The respondents\' ages ranged from 22 to 47 years. Slightly more than half (50.5%) were male and 93.3% were non-Hispanic or non-Latino. Over one-fourth of the students (27.5%) reported that they either often or always felt anxious that they might become infected with the COVID-19 virus, with 16.3% of the students expressing concern about contracting COVID-19 while on campus. There were no statistically significant differences in anxiety levels about contracting COVID-19 from clinic patients or while on campus between the group of students who perceived the institution communicated effectively and those who did not. However, students who felt that the dental school clearly communicated COVID-19 protocols were more likely to believe that students took protocols seriously and expressed less concern about contracting COVID-19 by touching dental school items.
CONCLUSIONS: About one-quarter of dental students expressed high levels of anxiety about being infected with COVID-19. Clear communication about COVID-19 protocols reduced students\' fear of contracting COVID-19 from dental school items and strengthened their belief that other students followed protocols.