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The practice of dental surgery requires a few different skills, including mental rotation of an object, precision of movement with good hand-eye coordination, and speed of technical movement. Learning these different skills begins during the preclinical phase of dental student training. Moreover, playing a musical instrument or video game seems to promote the early development of these skills. However, we found that studies specifically addressing this issue in the field of dental education are lacking. The main aims of this study are to evaluate whether the ability to mentally represent a volume in 3D, the precision of gestures with their right and left hand, or the speed of gesture execution is better at baseline or progresses faster for players (video games or music or both). A prospective monocentric controlled and longitudinal study will be conducted from September 2023 and will last until April 2025 in the Faculty of Dental Surgery of Nantes. Participants were students before starting their preclinical training. Different tests will be used such as Vandenberg and Kuse's mental rotation test, the modified Precision Manual Dexterity (PMD), and performing a pulpotomy on a permanent tooth. This protocol was approved by the Ethics, Deontology, and Scientific Integrity Committee of Nantes University (institutional review board approval number IORG0011023). A total of 86 second-year dental surgery students were enrolled to participate in the study in September 2023. They will take part in 4 iterations of the study, the last of which will take place in April 2025. Playing video games or a musical instrument or both could be a potential tool for initiating or facilitating the learning of certain technical skills in dental surgery. DERR1-10.2196/55738.

Background The COVID-19 pandemic has become a global health issue and has had a major impact on education. Consequently, half way through the second semester of the academic year 2019/2020, learning methods were delivered through distance learning (DL). We aimed to evaluate the student perspective of DL compared to classroom learning (CL) in the undergraduate dentistry study program at the Faculty of Dentistry Universitas Indonesia. Methods An online questionnaire was sent at the end of the semester. A total of 301 students participated in the study. Results Duration of study influenced student preference. Higher number of first-year students preferred DL compared to their seniors ( p  < 0.001). Students preferred CL for group discussion, as DL resulted in more difficult communication and gave less learning satisfaction. Only 44.2% students preferred DL over CL, although they agreed that DL gave a more efficient learning method (52.6%), it provided more time to study (87.9%) and to review study materials (87.3%). Challenges during DL included external factors such as unstable internet connection, extra financial burden for the internet quota and internal factors such as time management and difficulty to focus while learning online for a longer period of time. Conclusion Despite some challenges, dental students could adapt to the new learning methods of full DL and the majorities agreed blended learning that combined classroom and distance learning can be implemented henceforth. This current COVID-19 pandemic, changes not only the utilization of technology in education but the pedagogy strategies in the future.

PurposeDuring this forced down-time of COVID-19 pandemic, shift to virtual anatomy education is the solitary solution to support the learning of students. The purpose of this study was to understand the visible and invisible potential challenges being faced by the 1st year medical and dental students while attending digital anatomy classes.MethodsThe present study was conducted on 81st year medical and dental students who were admitted to their respective college in August 2019 and were willing to participate in the study. A multiple choice close-ended questionnaire regarding their opinion on virtual classes was designed and feedback was taken from the students.ResultsMajority (65%) of the students agreed that they missed their traditional anatomy learning i.e., dissection courses, face to face lectures and interaction with mentors. The students strongly felt the lack of confidence and difficulty in the topics completed without dissections, models, microscopic slides and other modalities. 83% felt lack of proper gadgets, high-band width and strong internet connections, a potential barrier in their digital learning. Lack of self-motivation was felt by 69% students.ConclusionsThe current situation of anatomy education is not intentional, and is not the long term silver bullet solution for a visual subject like anatomy. Though learners face a lot of challenges, however, a shift to online must be supported at this time of health crisis. As the digital learning may go for indefinite period, the feedback of students may be helpful for relevant and timely modifications in digital anatomy education.

Background The quarantine associated with the COVID-19 pandemic forced dental schools to suspend their clinical training and to shift to distant learning methods. The aim of this study is to investigate the impact of quarantine on the self-perceived preparedness of dental graduates and to explore the efficacy of online education from students’ perspectives. Methods The questionnaire distributed to dental students comprised of two main sections. The first part covered the online education experience, and the second part measured the level of self-perceived preparedness for a range of cognitive, communication and professional skills. Results The survey yielded a response rate of 72%. The majority of students (77%) agreed that they missed educational experiences as a result of the lockdown. More than half of them felt less motivated to follow-up with distant e-learning and believed that online assessment is not a good method for evaluation. A high percentage of the students (66%) thought that online group discussions had a positive value while 67% preferred online lectures compared to theatre lectures. Majority of students particularly 5th year (78.7%) ( p  < 0.001) stated that the quarantine increased their collaboration with their colleagues. According to 87% of students, the experience most negatively affected was their clinical training. In general, students showed satisfactory self-perceived preparedness related to a range of attributes and professional skills. Conclusions The data showed that students partially appreciated the online system, whereas they did not consider it a substitute for face to face clinical practice. The overall self-perceived preparedness level was promising; however students had reservations regarding independent practice following graduation.

Background Lesbian, gay, bisexual, transgender and questioning (LGBTQ) individuals experience higher rates of health disparities. These disparities may be driven, in part, by biases of medical providers encountered in health care settings. Little is known about how medical, nursing, or dental students are trained to identify and reduce the effects of their own biases toward LGBTQ individuals. Therefore, a systematic review was conducted to determine the effectiveness of programs to reduce health care student or provider bias towards these LGBTQ patients. Methods The authors performed searches of online databases (MEDLINE/PubMed, PsycINFO, Web of Science, Scopus, Ingenta, Science Direct, and Google Scholar) for original articles, published in English, between March 2005 and February 2017, describing intervention studies focused on reducing health care student or provider bias towards LGBTQ individuals. Data extracted included sample characteristics (i.e., medical, nursing, or dental students or providers), study design (i.e., pre-post intervention tests, qualitative), program format, program target (i.e., knowledge, comfort level, attitudes, implicit bias), and relevant outcomes. Study quality was assessed using a five-point scale. Results The search identified 639 abstracts addressing bias among medical, nursing, and dental students or providers; from these abstracts, 60 articles were identified as medical education programs to reduce bias; of these articles, 13 described programs to reduce bias towards LGBTQ patients. Bias-focused educational interventions were effective at increasing knowledge of LGBTQ health care issues. Experiential learning interventions were effective at increasing comfort levels working with LGBTQ patients. Intergroup contact was effective at promoting more tolerant attitudes toward LGBTQ patients. Despite promising support for bias education in increasing knowledge and comfort levels among medical, nursing, and dental students or providers towards LGBTQ persons, this systematic review did not identify any interventions that assessed changes in implicit bias among students or providers. Conclusions Strategies for assessing and mitigating implicit bias towards LGBTQ patients are discussed and recommendations for medical, nursing, and dental school curricula are presented.

The present study, grounded in the Stress-Adaptation-Growth theory, aims to explore the mental well-being among dental technology students during the post-pandemic period. A mixed-method approach was employed among undergraduate dental technology students in Malaysia. The Depression, Anxiety, and Stress Scale (DASS-21) was adapted and modified for dental technology students. The content of the questionnaire was validated by two experienced faculty experts. Construct validity and internal consistency were measured. An online survey was created using Google Forms and disseminated to 10 Bachelor of Dental Technology (BDT) students. Meanwhile, qualitative data were obtained through one-on-one semi-structured interviews, employing a phenomenology approach and thematic analysis to explore students' experiences in the new educational landscape. All students answered the survey, predominantly females. Prevalence of depression (60% normal, 10% mild, 30% moderate), anxiety (30% normal, 30% mild, 10% moderate, 10% severe, 20% extremely severe), and stress (70% normal, 10% mild, 10% moderate, 10% severe) was reported. Qualitatively, three major themes emerged: \"Problems with adaptations\", \"Anxious about returning to campus\", and \"Concern about the future\". The first theme included sub-themes: \"Difficulties in transitioning to hybrid learning\" and \"Disruption in study-life balance\". The second theme had four sub-themes: \"Fear of being infected\", \"Fear of being stigmatized\", \"Increased vigilance in personal safety measures\", and \"Confusion about standard operating procedure\". The third theme included sub-themes: \"Fear of another lockdown\" and \"Concerns about timely completion of academic requirements\". This study highlights the complex mental health challenges dental technology students faced post-pandemic, underscoring the need for flexible academic policies, global collaborations, and targeted strategies to support their resilience and well-being.

Principles of cognitive psychology (CP) aim to shed light on the fundamentals of perception, attention, and knowledge extraction used for critical thinking, learning, and recollection of information. These principles were incorporated to educate undergraduate medical and dental students, and the study aims to assess the perspectives of medical and dental students regarding applying these principles. The descriptive cross-sectional study was carried out among 555 Bachelor of Dental Surgery (BDS) and Bachelor of Medicine, Bachelor of Surgery (MBBS) students using a validated questionnaire with purposive sampling. Data was analyzed on SPSS version 21. The study population comprised 555 undergraduate medical and dental students, with a mean age of 20.55 ± 1.86 years. Of these, 63.4% were pursuing MBBS, and 36.6% were BDS students. The sample included 320 (57.65%) female and 235 (42.35%) male students. MBBS and BDS students exhibited high confidence levels in most aspects of CP principles required for interactive learning. However, they expressed lower confidence in facilitator-student interaction, receiving feedback within large classes, and experiencing online teaching elements. A significant difference was observed between the two groups. In five of six CP attributes, MBBS students demonstrated significantly higher perceptions than BDS students: overcoming cognitive and emotional challenges, recognizing and overcoming ineffective learning strategies, paying attention in class, and integrating knowledge (p < 0.05). The current study reveals that MBBS students perceived the application of CP principles more positively than BDS students in key interactive learning areas. Furthermore, the integration of CP principles enhanced session interactivity, student engagement, attention, and retention. To optimize learning outcomes, institutions should consider adopting blended learning strategies, curricular innovations, and active learning methodologies (such as case-based, team-based, and problem-solving approaches) aligned with CP principles. Future longitudinal research could provide deeper insights into the long-term impact of CP principles on student learning and perception.

There are a few studies evaluating dental students' knowledge and awareness of intraoral scanners. This study aims to evaluate and compare the knowledge and awareness of levels 3rd, 4th, and 5th-grade dental students regarding intraoral scanners and their use in orthodontics. A survey adapted from similar studies was administered to a total of 278 volunteer undergraduate students [comprising 3rd (n = 94), 4th (n = 88), and 5th-grade (n = 96)] to assess their awareness of intraoral scanners. Descriptive statistics, including frequencies and percentages, were used to analyze the variables within the scope of the study. The Fisher-Freeman-Halton exact test was employed to compare responses across different academic years. A p-value of <0.05 was considered statistically significant. Of the participants, 33.81% were 3rd-grade, 31.65% were 4th-grade, and 34.53% were 5th-grade dental students. There was no significant difference in the distribution of participants across academic grades (p > 0.05). Among the students, 96.81% of the 3rd-grade, 89.77% of the 4th-grade, and 83.33% of the 5th-grade students reported that they had never used an intraoral scanner (p < 0,05). A higher proportion of 3rd-grade students (71.28%) believed that IOSs were used in the treatment of skeletal Class II malocclusions and the fabrication of maxillary expansion appliances, compared to the other grade groups. In contrast, 5th-grade students more frequently associated IOS usage with indirect bonding procedures (63.54%) (p < 0.05). Students in the 4th and 5th grades demonstrated a greater level of knowledge compared to 3rd-grade students. It is recommended that practical training opportunities be expanded and the dental curriculum be revised accordingly to support hands-on experience with intraoral scanners.

Throughout their academic careers, medical and dental students face challenges that cause varying levels of stress, affecting their academic performance and quality of life (QoL). Our study aims to ascertain the effect of academic stress and the educational environment on the QoL and academic performance of medical and dental students, encompassing the perspectives of both students and healthcare professionals. A mixed-method research was conducted from February to May 2022, comprising students from a medical and dental college in Pakistan. During Phase 1, the students participated in the cross-sectional survey and completed the WHO Quality of Life Scale (WHOQOL-BREF), Academic Stress Scale, and Dundee Ready Educational Environment Measure (DREEM) Inventory questionnaires. Academic performance was evaluated through last year's annual assessment results of the students. During Phase 2 of the study, interviews with healthcare professionals who had experience as the students' counsellors were conducted. The mean age of the sample (n = 440) was 22.24 ±1.4 years. The Cronbach Alpha reliability of the DREEM inventory was 0.877, that of the Academic Stress Scale was 0.939 and the WHOQOL scale was 0.895. More than half of the students (n = 230, 52.3%) reported better QoL and the majority perceived a positive educational environment (n = 323, 73.4%) and higher academic stress (n = 225, 51.1%). Males had significantly more academic stress (p<0.05). Those who perceived a positive educational environment and better QoL had better academic performance (p<0.05). Academic performance was positively and significantly correlated with QoL and academic stress (p = 0.000). In qualitative analysis, 112 codes were generated which converged into 5 themes: challenging educational environment, psychological need and support, individual differences, relationship and family life, and adjustment issues. Medical and dental students encounter a myriad of challenges, along with significant academic stress, which detrimentally affects their academic performance, despite perceiving a positive educational environment. Conversely, a better QoL is associated with improved academic performance.

Objective The COVID-19 pandemic has affected the healthcare profession worldwide. Frontline healthcare workers have experienced increased personal and occupational stress related to burnout, depression, and anxiety. The long-term effects of burnout, anxiety and mental suffering may lead to social isolation, substance abuse and behavioral changes. The goal of this study is to assess the self-reported levels of burnout and institutional support among dental students, residents, faculty and staff at the University of California, San Francisco in the aftermath of the COVID-19 pandemic. Methods A 15-minutes short survey questionnaire was distributed to all dental students, dental residents, dental faculty, and staff through Qualtrics ® online survey tool. Out of 109 participants, 108 individuals completed the survey during September 2023. This study was approved by the university’s institutional review board (IRB # 23-39814). After demographic information, institutional support information was collected, the Copenhagen Burnout Inventory (CBI) was used to assess personal and work-related burnout. Results During the period of the study there were 109 participants. We found that most professionals rated institutional support as Good. The CBI subscale scores revealed that both personal and work-related burnout were prevalent among study participants. A total of 108 dental professionals at UCSF completed a 21-item questionnaire assessing the impact of COVID-19 on wellbeing and burnout, with 55.56% ( n  = 60) reporting changes in their work-related wellbeing. Based on the Copenhagen Burnout Inventory, 37.74% ( n  = 40) reported moderate, 8.49% ( n  = 9) high, and 1.89% ( n  = 2) severe personal burnout, while 38.68% ( n  = 41) experienced moderate and 14.15% ( n  = 15) high or severe work-related burnout. Conclusion Our study findings emphasize the need for proactive measures to address burnout and support the well-being of dental students, faculty, and staff. Practical implications The findings suggest that dental institutions should implement targeted support systems and mental health resources to address burnout among dental professionals effectively. By fostering a supportive environment, institutions can improve both professional well-being and patient care quality.