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Background Medical assessment of patients treated by dental school students with regard to medical history, medication use and allergies to determine potential medical risks of the changing population structure and to develop implications for future curriculum design. Methods A cross-sectional study was conducted to assess the medical records of patients, treated between November 2020 and October 2021, for demographic data (age, sex), allergies, systemic disorders, existing diseases, and medication use. Diseases were categorized according to the International Classification of Diseases (ICD), while medication was classified based on the Anatomical Therapeutic Chemical (ATC) Classification. A statistical analysis of the correlations between patient characteristics and prevalence data was performed. Results Data of 297 participants were analysed, including 142 women (mean age 55.51 ± 14.9 yrs) and 155 men (54.91 ± 15.52 yrs). Systemic diseases were present in 189 individuals (63.6%), 178 (60.1%) were taking medication, and 138 (46.5%) had at least one allergy. Polypharmacy (≥ 3 medications) was observed in 28% of participants (mean age 62.4 years). Medication use and disease burden increased significantly with age (e.g., cardiovascular medication: OR = 1.09 per year; 95% CI: 1.07–1.12; p  < 0.001). A statistically significant sex difference was observed for hormonal medication (ATC H: 68% female vs. 32% male; p  = 0.0012). Conclusion The observed advanced age profile of the patients and its correlation with the prevalence of systemic diseases, medication use, and allergies demonstrated the medical complexity of dental patients care. These observations emphasize the importance of providing undergraduates but also postgraduates with a more comprehensive medical education to prepare them to effectively treat medically complex patients.

Background The rapid aging of the European population and the subsequent increase in the oral care needs in older adults necessitates adequate training of dental professionals in Gerodontology (Geriatric Dentistry). This study was designed to investigate the current status of Gerodontology teaching amongst European dental schools at the undergraduate, postgraduate and continuing education levels. Methods An electronic questionnaire was developed by a panel of experts and emailed to the Deans or other contact persons of 216 dental schools across 39 European countries. The questionnaire recorded activity levels, contents and methodology of Gerodontology teaching as part of dental education programs. Repeated e-mail reminders and telephone calls were used to encourage non-responders to complete the questionnaire. Results A total of 123 responses from 29 countries were received (response rate: 56.9%). Gerodontology was taught in 86.2% of schools at the undergraduate level, in 30.9% at the postgraduate level and in 30.1% at the continuing education level. A total of 43.9% of the responding schools had a dedicated Gerodontology program director. Gerodontology was taught as an independent subject in 37.4% of the respondent schools. Medical problems in old age, salivary impairment and prosthodontic management were the most commonly covered topics in Gerodontology teaching. Clinical teaching took place in 64.2% of the respondent schools, with 26.8% offering clinical training in outreach facilities. Conclusions The vast majority of European dental schools currently teach Gerodontology at the undergraduate level. More training opportunities in oral care of frail elders should be offered, and more emphasis should be placed on interdisciplinary and interprofessional training, educational collaborations, and the use of modern technologies. Dedicated postgraduate Gerodontology courses need to be developed to create a significant number of specialized dentists and trained academics.

The current Spanish curricula for degrees in dentistry include conscious sedation (CS) as a basic training competency. However, is the CS training delivered by Spanish dental schools a consensus‐based educational framework enabling students to use this anesthetic technique after graduation? To answer this research question, a study was designed aiming to identify the strategies used to teach this competency in Spanish dental schools and the characteristics of teaching. The authors reviewed legislation concerning officially established requirements for a degree in dentistry as well as curricula currently taught in Spain. Our analysis identified clear discrepancies among the schools of dentistry studied. The only overlap was observed in reference to the level of proficiency imparted, which prevents Spanish dentistry students from using this anesthetic technique after graduation. Specific features of the normative framework and of the Spanish legislative system underlying the design of the present curricula of degrees in dentistry would explain the discrepancies in CS competencies taught at our schools of dentistry. Almost 10 years since its implementation and in light of the new demands of the complex society in which we live, Spanish universities must unify their educational criteria regarding CS training to ensure the appropriate qualification of our new dentists in this technique.

Increased concerns about the safety of amalgam restorations in children have resulted in many dental schools emphasizing the teaching of alternative dental materials. This study investigated the current teaching of different dental materials for use in posterior teeth in the United States predoctoral pediatric dentistry programs. In 2011, the authors invited the chairs of the predoctoral pediatric dentistry departments in all accredited dental schools at that time (N = 57) to participate in an internet‐based survey. Descriptive statistics were calculated to describe the frequency of using different restorative materials. Regression models were developed to explore the factors related to the use of dental restorations in predoctoral pediatric clinics. Among the 44 dental schools that responded (77% response rate), 74% used amalgam, and 93% used composite in primary posterior teeth. Glass ionomer was used by 61% of the schools in primary posterior teeth. Placing amalgam in primary posterior teeth was associated with programs that treated more 3–5‐year‐old patients (β = .302, p < .043), whereas the use of glass ionomer was associated with having students serving at off‐site satellite dental clinics (β = .015, p < .012). In general, having departments with chairs who had positive attitudes towards Minimal Invasive Dentistry (MID) used composite (β = .091, p < .0001) and glass ionomer (β = 103, p < .0001) more frequently and were less likely to use amalgam (β = −.077, p < .005) in primary posterior teeth. Although teaching MID concepts in predoctoral pediatric clinics in dental schools is increasing, the use of amalgam in posterior primary and permanent teeth is still widely practiced.

Background It is still unclear to what extent the PBL tutor affects learning in PBL-sessions. This mixed-methods study (Part 1 and 2) evaluated the effects of facilitative (f) versus non-facilitative (nf) tutoring roles on knowledge-gain and group functioning in the field of endodontics. Methods Part 1 was a quantitative assessment of tutor effectiveness within a prospective, experimental, single-blind, stratified, randomized, two-group intervention study. Participants attended PBL in the context of a hybrid curriculum. A validated questionnaire was used and knowledge assessments were conducted before and after the intervention. External observers rated tutor performance. Part 2 was a qualitative assessment of tutor effectiveness and consisted of semi-structured expert interviews with tutors and focus group discussions with students. Results Part 1: f tutors obtained significantly higher scores than nf tutors with respect to learning motivation and tutor effectiveness ( p  ≤ 0.05). nf tuition resulted in a slightly larger knowledge gain ( p  = 0.08). External observers documented a significantly higher activity among facilitative tutors compared to non-facilitative tutors. Part 2: Tutors found the f role easier although this led to a less autonomous working climate. The students rated f tutoring as positive in all cases. Conclusions With respect to PBL-group performance, students felt that groups guided in a non-facilitative fashion exhibited a higher level of independence and autonomy, especially with increasing PBL experience. In addition, students reported that more preparation was necessary for sessions guided by a non-facilitative tutor. Tutors were able to modify their role and influence group processes in a controlled manner. Results are useful for future “Train-the-Teacher” sessions.

Improving oral health is a leading population health goal; however, curricula preparing health professionals have a dearth of oral health content and clinical experiences. We detail an educational and clinical innovation transitioning the traditional head, ears, eyes, nose, and throat (HEENT) examination to the addition of the teeth, gums, mucosa, tongue, and palate examination (HEENOT) for assessment, diagnosis, and treatment of oral–systemic health. Many New York University nursing, dental, and medical faculty and students have been exposed to interprofessional oral health HEENOT classroom, simulation, and clinical experiences. This was associated with increased dental–primary care referrals. This innovation has potential to build interprofessional oral health workforce capacity that addresses a significant public health issue, increases oral health care access, and improves oral–systemic health across the lifespan.

Objective: The primary objective of this cross-sectional national study was to investigate the status of digital dental technology (DDT) adoption in Saudi Arabian undergraduate dental education. A secondary objective was to explore the impact of dental schools’ funding sources to incorporate digital technologies. Methods: A self-administered questionnaire was distributed to the chairpersons of prosthetic sciences departments of the 27 dental schools in Saudi Arabia. If any department chairman failed to respond to the survey, a designated full-time faculty member was contacted to fill out the form. The participants were asked about the school’s sector, DDT implementation in the curriculum, implemented level, their perceptions of the facilitators and challenges for incorporating DDT. Results: Of the 27 dental schools (18 public and 8 private), 26 responded to the questionnaire (response rate: 96.3%). The geographic distribution of the respondent schools was as follows: 12 schools in the central region, 6 in the western region, and 8 in other regions. Seventeen schools secure and preserve patients’ records using electronic software, whereas nine schools use paper charts. Seventeen schools (64,4%) implemented DDT in their curricula. The schools that did not incorporate DDT into their undergraduate curricula were due to not being included in the curriculum (78%), lack of expertise (66%), untrained faculty and staff (44%), and cost (33%). Conclusions: This national study showed that digital components still need to be integrated into Saudi Arabian dental schools’ curricula and patient care treatment. Additionally, there was no association between funding sources and the DDT implementation into the current curricula. Consequently, Saudi dental schools must emphasize the implementation and utilization of DDT to align with Saudi Vision 2030 for healthcare digitization and to graduate competent dentists in digital dental care.

Background There is a considerable debate in clinical practice regarding the use of amalgam restorations in primary molars. The current study aimed to assess the weight of teaching amalgam cavity preparation and restoration in various pediatric dentistry programs in Egypt, as well as the perceptions of pediatric dentistry educators regarding the teaching and use of dental amalgam as a restoration for primary molars. Additionally, this study sought to correlate the data with the respondents’ demographic data. Methods A 24-question web-based questionnaire was created, validated, and sent to heads of pediatric dentistry departments in 30 dental schools in Egypt. The questionnaire was asked to be completed and shared with the teaching staff. The data gathered were exported into an Excel spreadsheet and statistically analysed. Spearman’s rank correlation coefficient and chi-square test for independence were used to assess associations between demographic variables and several statements from the questionnaire. Results A total of 139 respondents from 26 schools were included in the data analysis. 21 and 7 schools teach amalgam in undergraduate and postgraduate programs, respectively. 88% of the respondents have not used amalgam for a year or more, 73% will have no actual effect on their practice if amalgam were not an available option. 21% and 42% disagree with continuing to teach amalgam in undergraduate and postgraduate programs, respectively. Statistically significant relations were found between the age, years of experience, type of institution of respondents, and respondents’ agreement with the different statements from the questionnaire concerning the continuation of use and teaching amalgam, as well as increasing the time dedicated to teaching adhesive restorations. Conclusions For most paediatric dentistry faculty members, amalgam is not the best choice for restoring primary molars; however, they are cautious and not yet ready to discontinue teaching amalgam, especially among the older and more experienced faculty members. They also believe that the number of training hours dedicated to adhesive restorations should be increased. Registration The current study was registered on clinicaltrials.gov on May 28, 2025, with the identifier number NCT06995859.

The goal of this study was to gain student-centered insights to better understand the challenges of transitioning from undergraduate to dental education. To this end, questionnaires were designed and distributed to incoming dental students, as well as second-, third-, and fourth-year students in the same year for a cross-sectional assessment in 2015/2016. The same questionnaires were also distributed to those same incoming students when they were in their second, third, and fourth years for a longitudinal assessment (2015–2019). There were both open-ended and Likert scale-type questions about expectations (incoming students) and experiences (years 2–4) in dental school compared to undergraduate education. Accordingly, data analysis involved a combination of qualitative and quantitative statistical approaches. Cross-sectional and longitudinal analyses showed that incoming students expected an increased workload in dental school, but also more attention, support, and access to faculty than they received as undergraduates (i.e., they expected a stronger academic support system). All students also reported experiencing more stress and greater difficulty managing their time than expected when compared to their undergraduate experiences. Thus, our study highlights areas of discrepancy between dental students’ initial expectations and their lived experience. Importantly, dental schools can take measures to address these discrepancies, foster a better learning environment, and improve students’ overall experience to help pave a smooth path for students to become successful and well-prepared oral health care providers.

The ongoing conflict in Sudan has severely disrupted the health professions education, notably in dentistry. This study aims to explore the impact of the armed conflict on dental education and training. A mixed-method cross-sectional study encompassed 29 dental schools in Khartoum, Darfur, Kordofan States, and Merowe City. Five key informants from the Sudanese Medical Specialization Board, the Human Resource Development Administration, and a university offering clinical dental master’s programs were interviewed. Quantitative data on attacks against dental schools were collected through a structured Google form, and qualitative data on postgraduate training were obtained through semi-structured key informant interviews. Findings reveal that 79.3% of dental schools faced military assaults, with 73.9% experiencing looting and 60.9% repurposed as military bases. Notably, 44.8% of schools shifted to online education,3.4% collaborated with other universities, and 27.6% adopted a combined approach. Key informants’ interviews unveiled disruptions in specialty training and housemanship, limiting access to crucial training facilities. The primary proposed solution was overseas training. Recurrently emphasized strategies to enhance the resilience of the training system included establishing dental centers in all states, collaborating with external training bodies, and anticipating and preparing for potential disasters. The adverse effects of the conflict on both undergraduate and postgraduate dental education are discernible, manifested through resource limitations, a shortage of dental materials and supplies within training facilities, and direct disruptions to clinical training due to attacks on healthcare institutions. The imperative need for urgent interventions is underscored to alleviate these consequences and safeguard the continuity of educational and training efforts.