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Background Education in Japan and other Asian countries advocates the stereotypical passive learning style where students are limited in their breadth of knowledge dismissing anything not imparted by their teachers. With globalized education, professions are becoming very competitive, embracing student-centeredness compelling them to introduce active learning activities. A study funded by Japan’s Ministry of Education conducted a needs analysis, proposed a solution, and implemented an active learning approach. Since the latter is still new in the Japanese teaching-learning environment, this current study aimed at assessing the willingness of undergraduate students of dental medicine to participate in active learning activities rather than the typical passive-style teaching-learning educational process. Methods Three active implementation-learning activities, namely International Group Discussions (IGD), Student-Teacher Experience (STE) and Role Play Activities (RPA) were included in the Dental English course in a classroom setting at a dental school in Japan. Students had to choose between participating in the activity or taking the final examination. Two hundred and three third-year undergraduate dental students participated over a 5-year period from October 2013 to March 2017. For IGD, the researchers assigned students to a topic and grouped them with visiting international exchange students. For STE, researchers gave students teacher-prepared presentation slides on basic dental topics, which they presented in front of their classmates. For RPA, students had to do prepared role-play and impromptu role play. Peer and teacher feedbacks of the activities were given to all students. At the end of the course, the students evaluated the active learning activities and wrote their comments in a free entry survey. Results All 203 students participated in the active learning activities confirming the changing learning needs of Japanese students in this dental school. The most common comment was that the class was interesting, fun, an easy-to-understand way to learn dental terms, and a safe way to express themselves in the English language. Conclusion The majority of Japanese students preferred the active learning style. The study revealed that students reported greater engagement and better learning with proper guidance and time to prepare for the activities.

Background Globalization of the professions has become a necessity among schools and universities across the world. It has affected the medical and dental professions in terms of curriculum design and student and patient needs. In Japan, where medicine and dentistry are taught mainly in the Japanese language, profession-based courses in English, known as Medical English and Dental English, have been integrated into the existing curriculum among its 83 medical and 29 dental schools. Unfortunately, there is neither a core curriculum nor a model syllabus for these courses. Methods This report is based on a survey, two discussion forums, a workshop, and finally, the drafting of a proposed core curriculum for dental English approved by consensus of the participants from each university. Results The core curriculum covers the theoretical aspects, including dental English terms and oral pathologies; and practical aspects, including blended learning and dentist-patient communication. It is divided into modules and is recommended to be offered for at least two semesters. Conclusions The core curriculum is expected to guide curriculum developers in schools where dental English courses are yet to be offered or are still in their early development. It may also serve as a model curriculum to medical and dental schools in countries in Asia, Europe, Africa, and Central and South America, where English is not the medium of instruction.

Due to the existing extensive curricula of English for Dental Purposes (EDP) courses and absence of enough weekly hours to cover them in Iran, there is a limited insufficient exposure to English to improve students’ English communication skills to the levels necessary for their future career. Therefore, there have been needs to appraise the present teaching approaches and reform the configuration and context of EDP classes to yield highest profit for their students. The study was designed to address issues central to the perception and expectations of students in regard the use and the impact of the social medium, WhatsApp. As part of this impression, a spectrum of procedures has been depicted to employ this cross-platform messaging application. This research was conducted among 70 2nd year dentistry students at Kashan University of Medical Sciences, in a course called English for Dental Purposes (EDP). The descriptive research project employing a qualitative and quasi-experimental study was chosen to collect data using a valid and reliable pretest-posttest design. Two groups 35 subjects were randomly selected via simple random sampling. The control group was taught by conventional method, while the experimental group was taught through the proposed whatsApp assisted language learning approach in a blended way. A paired t-test was utilized to compare the results of each group and an independent sample t-test was utilized to compare the results in control and experimental group. The f-ratio value is 7.88138; the t-value is 2.80738. The p-value is .006512 and the result is significant at p < .01. Therefore, there are good reasons to think WhatsApp-based method of teaching EDP as a more effective approach than the face to face method . The Likert scale questionnaire descriptively analyzed via SPSS 16.00 version revealed experimental group had generally positive attitudes towards Apps-based teaching of academic materials. This media helps students get to be more capacitated in EDP, advances the class learning of English for Dental Purposes, enhances students' knowledge more satisfactorily, motivates them to gain a positive impact and willingness in their class activities and had resulted in more continuity in study and self-confidence. So, it deserves considering the incorporation of the new application i.e. WhatsApp effectively in the curriculum of EDP pedagogies as an educational means.

Pronunciation is one aspect of language that cannot be easily mastered by a second language user, especially after the age of puberty. This paper discusses the difficulties involved in adult learners of a second language. The emphasis is on Yoruba learners of English as second language, with particular reference to the production of the dental fricatives /θ / and /δ/, which are non-existent in Yoruba language phonology. It is opined that only young children who are ten years or under can truly master the intricacies of a second language, including its phonology. This study, used an unobtrusive observation method as a classroom teacher, complemented by an empirical study. The researcher watched and listened several times to adult studentteachers in their speech behavior. This led to the design of a special passage given to the teacher-trainees by the researcher and was analyzed through frequency counts, to confirm the unobtrusive observations. It was discovered that although there may be production problem on the part of Yoruba speakers of English as a second language, there seems to be no perception problem as mutual intelligibility is still attained, notwithstanding the mispronunciation of these sounds. The study's conclusion is that with the widespread of English globally, variations, especially in pronunciation, are bound to occur, and as long as such variations do not border on unintelligibility, either locally or internationally, they remain part of world's Englishes. [PUBLICATION ABSTRACT]

This article is a study on a direction of English education for dental hygiene students. The purpose of this study is to analyze the present situation of English education in dental hygiene school of Korea, and to propose a way to improve it. This study investigates the achievement satisfaction in the English classroom, and develops a structured questionnaire for further studies. The subjects included 240 students at dental hygiene school College and 16 dental hygienists at International Hospital of Korea. The detailed goals of each English class were not considered. However, this study provides actual and practical data for effective English education from a viewpoint of the students within the English classroom. Finally, further related studies in this field should be conducted. This study suggests that formal English education background obtained from universities lacked efficiencies in developing English communication skills of students at their present working environment. Most of students believed that increase in listening and hearing courses in the curriculum would definitely help them become better English speaker.

Background Clear and concise communication between providers and patients is the cornerstone of building trust and delivering effective medical and oral healthcare. The aim of this quality improvement study was to examine patient-provider communication during caries management sessions in an academic dental teaching practice. Methods Questionnaires were administered to student-providers (3rd and 4th years) and patients (age 18+) in the Harvard Dental Center Teaching Practice from July through December 2022. The student-provider questionnaire assessed challenges, adherence, and communication approaches used during caries management. The patient questionnaire focused on patients’ communication preferences, understanding of caries, oral health literacy, and attitudes towards caries management. Descriptive analyses were calculated for both student-provider and patient data, and open-ended student-provider responses were analyzed using a content analysis and organized into themes. Results Questionnaires were completed by 34 student-providers (50% response rate) and a convenience sample of 110 patients. Among student-providers who reported conducting a caries management session, all reported using simple language and 65.6% focused on discussing limited concepts at a time. Patients preferred simple language (54.8%), motivational interviewing (47.1%), and visual aids, such as models and x-rays (40.4%), to better understand concepts. A subset of student-providers (39.3%) reported challenges in effectively communicating and motivating patients to improve oral hygiene habits. Approximately half of the patients (55.2%) felt confident completing dental forms independently. Regarding their understanding of caries, 54.7% of patients responded that tooth decay will always necessitate fillings and 43.6% of patients responded that they will know when they have tooth decay. Conclusions These findings highlight the importance of interpersonal communication skill training in dental education to facilitate productive provider-patient communication, particularly in the context of caries risk assessment and management.

Access to dental services is a core component of public healthcare. The aim of this study was to evaluate the perceptions and experiences of the public regarding access, quality and affordability of dental services in Pakistan. It was an analytical cross-sectional study based on an online survey. The data collection instrument was based on eight items related to participant perceptions and experiences of dental services in public and private sectors. Pretesting of the survey questionnaire was done, and the target participants were approached through social media, and dental service providers. A total of 1007 participants representing all provinces of the country responded to the study questionnaire including 54.32% (n = 547) females and 45.68% (n = 460) males. Education and financial status showed the largest effect on perceptions. Although all groups agreed that dental professionals contribute positively to improving public health, those in the 'No Education' or 'Poor' groups showed fewer positive perceptions about the accessibility, quality, and affordability of dental services. Perceptions of dental services between genders showed minimal differences. Chi-squared tests of association showed significant (p < 0.001) relationships between personal awareness of oral health and respondent characteristics such as education, employment, financial status and location. This study provides useful insights into the public perceptions and experiences of dental health services in Pakistan. The findings reveal disparities in access, quality, and affordability of dental services among disadvantaged groups, particularly within the public sector. Oral health awareness was also reported to be low amongst people with low educational and financial status. Given the limitations of the current study, further research using qualitative methods may provide a more in-depth understanding of the facilitators and barriers to dental services to inform a major reform to improve public dental services in the country. Members of the public with previous experience of using dental services were involved in pretesting of the study questionnaire Pretesting of the survey questionnaire was done in two phases: In the first phase, cognitive interviews were conducted with eight members of the public including four participants each with proficiency in English and Urdu. The purpose of the cognitive interviews was to determine that the participants were able to comprehend all items of the questionnaire accurately. In the second phase the questionnaire was piloted with 15 members of the public who were given a choice to answer the questionnaire in English or Urdu based on their individual preference.

Background Patients with limited English proficiency (LEP) are rarely provided with translated clinical materials. Typically, healthcare clinics cite high costs of translation and lack of professional translators as barriers to this service. The purpose of the current study was to investigate the perceptions of LEP dental patients regarding the readability, understanding, and helpfulness of translated clinical forms produced by dental student doctor translators. Methods We used a survey design and convenience sampling to recruit LEP patients from a dental school clinic. Participants completed a 9-question (8 Likert-type items and 1 open-ended item) paper survey about translated forms. The bilingual survey was a combination of English and 8 other languages (Arabic, Dari, Pashto, Russian, Spanish, Ukrainian, Urdu, or Vietnamese) and assessed the type of form received; self-reported literacy; design, readability, and helpfulness of the form; overall understanding of the form; understanding of medical and dental terms; helpfulness for patient-provider communication; and comfort level with dental care after receiving the form. Demographic characteristics of participants were collected from the clinic’s electronic health record. Survey responses were analyzed descriptively, and Spearman’s correlation was used to examine the relationship between outcomes. Results Ninety-seven LEP patients (61.9% [60] female, 78.4% [70] Spanish speakers) completed 140 surveys for various translated forms in Dari, Pashto, Spanish, Urdu, or Vietnamese. Participants positively rated translated clinical forms: range, 50.4% (70) for design of the form to 80.0% (112) for comfort level with dental care after receiving the form. For the open-ended item, participants indicated the translations were good, and no improvements were needed. They also thought providing the form was evidence of good customer service. When examining relationships between outcomes, positive correlations were found between self-reported literacy and readability (Spearman r  = .57, P  < .001), overall understanding and understanding of medical and dental terms (Spearman r  = .58, P  < .001), and type of form and helpfulness for patient-provider communication (Spearman r  = .26, P  = .005). Conclusions Study results suggested the translated clinical forms were perceived as helpful and beneficial by LEP dental patients. Similar approaches should be considered to reduce language barriers in healthcare.

Background The shift to online learning during the COVID-19 pandemic highlighted the need for reliable tools to evaluate students’ attitudes. This study aimed to adapt the “Medical School Students’ Attitudes Towards Online Learning Scale” for dental students and assess its validity and reliability. Methods A cross-sectional study with 181 dental students was conducted. Data were analyzed for mean, standard deviation, count, and percentage. Validity analyses included the Kaiser-Meyer-Olkin (KMO) test and Bartlett’s Sphericity test for factor analysis suitability. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) assessed construct validity. Reliability was evaluated through Cronbach’s Alpha, item-total correlations, and split-half reliability. Model fit indices (χ²/df, RMSEA, CFI, TLI, SRMR) were used to ensure acceptable goodness-of-fit values. Analyses were conducted using SPSS 20.0 and JAMOVI 2.5.3, with p  < 0.05. Results The first-order CFA model aligned with the original structure (χ²/df = 2.336, RMSEA = 0.080, SRMR = 0.069, CFI = 0.893). Cronbach’s alpha was 0.938 for the entire scale and ranged from 0.876 to 0.930 for subdimensions. Item reliability analyses showed alpha values from 0.933 to 0.939, while split-half reliability coefficients ranged from 0.865 to 0.930. Hotelling’s T² test revealed significant differences in item means ( p  < 0.001). Conclusions The adapted scale exhibited strong psychometric properties, making it a reliable tool for assessing dental students’ attitudes towards online learning.

Silver diamine fluoride (SDF) is used in minimally invasive dentistry for arresting dental caries. However, discoloration of teeth is a significant side effect that has limited the use of SDF. Hence, the application of potassium iodide (KI) following SDF has been proposed to ameliorate the staining. Although antimicrobial activity is one of the major mechanisms of the caries-arresting effect of SDF, the antimicrobial potency of SDF/KI combination is unclear. Thus, the primary objective of this systematic review was to appraise the studies on the antimicrobial efficacy of SDF/KI combination on cariogenic microbes. The secondary objective was to summarize the evidence on the potential of KI in reducing the discoloration associated with the application of SDF. Electronic databases of Medline via PubMed, Cochrane Library, Web of Science, and EBSCO host were searched for English language manuscripts from January 2005 to 15 th November 2020. The reference lists of these manuscripts were manually searched for additional studies. Twelve studies were included in the final analysis, seven of which have investigated the antimicrobial efficacy of SDF/KI, and the rest have examined the anti-staining potential of KI. The exploratory findings from the reviewed articles revealed the promising antimicrobial potential of SDF/KI on cariogenic microbes associated with dentine caries. There is, however, contradictory evidence on the effect of SDF/KI on tooth color. The reviewed in-vitro studies indicated significant effectiveness of KI in preventing staining. A clinical trial on primary dentition showed 25% reduction in the incidence of staining by SDF after applying KI, while a clinical study on root caries in adults showed no significant effect. Within the methodological limitations of this review, we conclude that for arresting dental caries, SDF could be combined with KI, as there may be a lower likelihood of staining. Further, well-designed clinical trials on the antimicrobial and anti-staining effect of SDF/KI are needed to obtain more robust evidence.