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In oral pathology, virtual clinical scenario illustrating dentist-patient interactions can be utilized by both students and health professionals to deliver/gain knowledge and make clinical diagnosis of oral lesions. Role play is also an educational technique which is designed to engage and motivate students in classrooms. This study aimed to compare usefulness of virtual clinical scenario and role play in learning oral pathology among second-year dental students. The students were randomly divided to one of the two groups: virtual clinical scenario group (n = 50) and role play group (n = 50). Virtual clinical scenario group was provided with virtual clinical cases of oral lesions through Google Forms whereas role play group was exposed to virtual clinical cases of oral lesions through role playing activity. Both groups underwent assessments before and after the intervention. Students’ perceptions on usefulness of both techniques in terms of diagnosis, visual parameters and impact on learning were evaluated by feedback questionnaire. Data were analyzed using Statistical Package for the Social Sciences version 27.0. Wilcoxon signed-rank test was used to compare pre-test and post-test scores. Additionally, the scores and students’ responses from both groups were compared using the Mann-Whitney U test. A P-value of < 0.05 was set as statistically significant. Students in both groups showed significantly higher post-test scores compared to their pre-test scores (P < 0.001). However, the role play group outperformed the virtual clinical scenario group, with a significantly higher post-test score (P = 0.04). Furthermore, feedback concerning role play was significantly higher than that for the virtual clinical scenario across multiple aspects (P < 0.05). Our findings suggest that role play emerges as the preferred method, significantly enhancing dental students’ learning experiences in oral pathology.

Background Contemporary dental education requires swift assimilation of technological advancements to prepare the future generation of dentists. Integrating digital tools, such as prepCheck software in crown preparations offers a promising avenue for enhancing the learning experiences of dental students. This study aimed to evaluate the perceptions and experiences of undergraduate dental students regarding the use of PrepCheck software for learning crown preparations. Methods An interventional study design was employed to investigate the perceptions of undergraduate dental students regarding the use of Sirona prepCheck software their learning experiences in the prosthodontics course at the College of Dental Medicine. were recruited using purposive sampling. Participants received training on crown preparations using standard didactic and practical teaching methods. A total of 64 dental students (Mean age 22.4 years) participated in the study. They were randomly assigned to two groups, 32 participants each. The study group utilized prepCheck software and the control group relied solely on supervisor feedback. Both groups completed their crown preparation labs concurrently, ensuring consistency in training and assessment conditions. Results Out of a total number of 66 students enrolled on the course, 64 participated in the study giving a response rate of 96.96%. The overall mean score for all items was 1.01 (95%CI 0.77–1.25), indicating positive perceptions of the participants about prepCheck software. Analysis of variance revealed no significant variation by gender. Thematic analysis of open-ended items identified key themes related to the advantages and challenges of using prepCheck. Advantages included immediate self-evaluation, objective analysis, and feedback, while challenges included operational difficulties and cost concerns. Conclusion This study provides insights into the effectiveness of prepCheck in dental education, offering perspectives derived from both quantitative and qualitative analyses. A majority of the participants recommended that digital assessment should be integrated with conventional methods, underscoring the importance of human input through supervisor feedback. The study demonstrates the potential of prepCheck software in enhancing participants’ learning experiences in crown preparation assessment. While digital tools offer advantages such as self-evaluation and objective analysis, they need to be supported with input and feedback from the supervisors.

Background The use of serious games in medical education provides a bridge between rapidly developing technology and traditional health-care teaching. Building on a promising web-based serious game for reviewing and acquiring factual knowledge in dental education, the present study investigated the benefits of a dual-player mode and various game options for enhancing knowledge gain and study motivation. Methods Before the intervention, students’ dental knowledge and game experience were assessed using a pre-knowledge test and questionnaire-based self-assessment. Students in the clinical study phase ( n  = 57) were stratified based on prior knowledge and gender and then randomly assigned to two groups, with two player modes: single player (SP) and dual player (DP). In the SP group, each participant played alone, whereas in the DP group, the participants played against a previously determined peer. For a period of 4 weeks, the students were able to playfully acquire knowledge from the field of operative dentistry using METIS, a serious game application with three different game options (Marathon, Sprint, and Time). After the intervention phase, both groups completed a post-knowledge test. The usability of the serious game was evaluated with a self-assessment questionnaire. Results The competitive game mode (DP mode; M = 8.69, SD = 0.45) resulted in an increase in the factual knowledge test that was a mean of 2.97 points higher than the SP mode (M = 5.72, SD = 0.43; p  < 0.001). The DP group also found the game significantly more helpful for learning ( p  = 0.04) and engaged more with the teaching content because of the app ( p  = 0.04). Overall, the usability of METIS was rated as excellent, and students successfully improved their knowledge of dentistry after game play with both game modes (SP, DP, p  < 0.001), with the game option “Marathon,” which involves playing the largest number of questions, being the most preferred. Conclusions These results suggest that serious games such as METIS are a suitable educational medium for increasing students’ knowledge and interest in the field, and that competition with peers provides even greater motivation to engage with the learning content.

Background Traditional lecture-based learning has been the cornerstone of dental education; however, active learning strategies such as flipped classrooms are gaining popularity for their potential to enhance student engagement and performance. This study evaluated the effectiveness of three teaching methods—traditional live lectures, flipped video classrooms, and interactive flipped classrooms—on improving academic performance and student perceptions among fourth-year dental students. Methods This study employed a stratified randomization design involving 156 fourth-year dental students using a single lecture in an undergraduate orthodontics course. The students were first grouped into four categories based on their Grade Point Average (GPA): Excellent, Very Good, Good, and Satisfactory. From these groups, students were randomly drawn and placed into one of three intervention groups: live lecture, flipped classroom with video lectures, and flipped classroom with interactive video lectures. Pre- and post-intervention assessments evaluated knowledge improvement, while objective structured assessments measured academic performance. Student perceptions were gauged using validated Likert-scale questionnaires. Paired t-tests assessed within-group differences, and ANOVA compared effectiveness across teaching methods. Pearson’s correlation analysis examined the relationship between academic performance and GPA of the students. Results All three teaching methods showed significant improvements in post-intervention scores ( p  < 0.001). The Live Lecture Group had the greatest mean improvement (27.69), followed by the Flipped Video Lecture Group (27.30) and the Flipped Interactive Lecture Group (27.11). However, ANOVA revealed no statistically significant differences between the groups ( F (2, 153) = 0.007, p  = 0.993). Female students performed better in the live lecture setting (32.60 ± 25.08) compared to males (23.79 ± 21.44). Students with lower GPAs benefited most from the interactive flipped classroom, Pearson’s correlation indicated a strong positive association between GPA and post-intervention scores ( r  = 0.708, p  < 0.001). Student satisfaction was highest in the interactive flipped classroom, with 97.7% rating the experience as “Excellent” or “Very Good.” Conclusions All three teaching methods led to significant improvement in post-test scores. While students reported higher engagement and satisfaction in flipped and interactive flipped lectures, the live lecture method was also effective for knowledge retention. These findings highlight the importance of tailoring educational strategies to diverse student needs in dental education. Educators should consider a blended model that integrates flipped and traditional strategies selectively, balancing feasibility with student needs, as developing multiple formats can be time-intensive with only modest differences in outcomes. Clinical trial number Not applicable.

Background Uncertainty is present in many situations in dental practice, but must not prevent wise clinical decision-making. Dental education should acknowledge uncertainty and teach useful management strategies. This study explored if dental students are aware of, and comfortable with uncertainty. The aims were to (i) measure students’ comfort or discomfort with and awareness of uncertainty while conducting risk assessment, and (ii) investigate whether a reflection exercise makes the students more aware of, and comfortable with, uncertainty. Methods In January 2021, final-year students ( n  = 51) were randomized to either a structured written reflection exercise (intervention) or to a control exercise. Five months later, in June, each group was assigned the other exercise (cross-over design; ensuring a sufficient sample). Students’ statements of uncertainty and comfort were gathered using a developed questionnaire before and after the exercises. The students were blinded to which of the exercises was the intervention. The exercises and questionnaire were administered in mandatory sessions on an internet-based learning platform, ensuring anonymity and informed consent. Potential carryover effects were mitigated by analyzing intervention exercise data from both groups but control exercise data only from the first group. Results At baseline 80% (41/51) of the students stated feeling very uncertain, uncertain or neither certain nor uncertain about assessing the risk and 84% were comfortable or very comfortable with their ability to handle the situation, with no between-group differences. The majority, 57% (29/51) of the students stated that they thought an experienced colleague would feel certain or very certain. After the exercise in June, 36% (9/25) of the students exposed to the reflection exercise changed their statements on how certain they felt about their capacity to handle the case. Conclusions The exercise did not affect the awareness of uncertainty and the students’ comfort with it, as the majority of students stated already feeling comfortable in their ability to handle the situation at baseline. However, the reflection exercise highlighted the students’ perception that experience is important in managing uncertainty. There is a need for further research to better understand students’ and teachers’ perception and attitudes to uncertainty and its effective management. Clinical trial number Not applicable.

Objectives This study aimed to develop an experimental teaching module based on virtual simulation (VS) to facilitate the instruction of undergraduates in regenerative endodontic procedures (REPs) and to assess its impact on academic outcomes and students’ perceptions. Methods A REPs-VS platform with detailed diagnostic thinking, treatment protocol, and outcome evaluation scripts we developed. In total, 123 undergraduates in the fourth year were randomly divided into group A (REPs-VS teaching mode) and group B (traditional teaching mode). The effectiveness was evaluated by theoretical and operational examinations. The perspectives of students were assessed via questionnaires. Results The total scores of the theoretical and operational examinations in group A were 82.10 ± 14.50 and 90.65 ± 4.81, respectively, which were significantly higher than the control group. Approximately 98.3% of students in group A agreed that the REPs-VS teaching platform improved their knowledge and skills. Most of the students in both groups unanimously acknowledged that the REPs-VS platform effectively enhanced the course’s entertainment value and consequently increased their enthusiasm. Conclusion The REPs-VS teaching platform established herein is an innovative and practical tool that can enhance the comprehension of REPs among undergraduate students, providing a more robust foundation for clinical practice.

Background Despite the increasing use of digital impressions in orthodontics, this technique does not usually form part of the learning objectives in dental training. The aim of this study was to determine how students assess the user-friendliness of intraoral scanners compared to a conventional impression technique after a theoretical and practical teaching module. Methods Thirty-one dental students in their seventh semester (4th year) received and conducted digital (3 M, St. Paul, NM) and conventional (alginate) impressions from: (i) the dentist’s perspective, and (ii) the patient’s perspective. Each student completed four questionnaires to evaluate: (i) the user-friendliness of intraoral scanning, and (ii) intraoral scanning compared to the conventional method. Results Thirty (97%) students had not previously performed digital impressions. Twenty-four (77%) students were overall “very” or “rather” satisfied with the handling of the intraoral scanning method, and 18 (58%) preferred digital to alginate impressions from the dentist’s perspective. From the “patient’s” perspective, the students did not report any significant differences between the two methods. However, the impression tray in conventional impressions reduced “patient” comfort significantly more than the camera in digital impressions (Z = − 3.496, p  < 0.001). Conclusions Dental students were able to practice both conventional alginate and modern digital impressions without prior knowledge of intraoral impression techniques after basic training and an introduction from dentists. Students reported a preference for the digital technique. Implementing digital intraoral impressions into undergraduate training is recommended to familiarise students with this rapidly developing digital technique at an early stage.

Objectives To compare three methods of delivering an orthodontic laboratory procedure on students’ academic performance; live demonstration, video-recorded demonstration, or both. To assess students’ perceptions and preferences to the demonstration methods employed. Materials and methods A total of 202 fourth-year undergraduate students were randomly allocated to three groups; live demonstration, video-recorded demonstration, or both. Students were instructed to construct a buccal canine retractor immediately after the demonstration method ended, answer 2 short essay questions about buccal canine retractors to assess their theoretical comprehension, and fill a questionnaire to assess their perception and attitude towards the methods of demonstration. Results The mean score for construction of the buccal canine retractor was significantly higher for the live demonstration group compared to the 2 other groups ( P  < 0.05). There were no significant differences between the 3 groups in answering the essay questions ( P  > 0.05). Most students (95.3%) agreed that live demonstrations helped them visualize and understand difficult wire bending techniques, and allowed interaction between students and the lecturer (93.9%). Around 83% agreed that video recordings were a useful aid to live demonstrations but only 11.9% indicated that they could totally replace live demonstrations. More than half of the students preferred a live demonstration compared to watching a video-recording. Conclusion The live demonstration group performed better than the video-recorded demonstration group. Most students preferred a live demonstration method of teaching orthodontic wire bending, however the majority indicated that a video-recorded demonstration was a useful aid to a live demonstration.

Objectives This study aims to assess the impact of preclinical training using instructional typodont-phantom head on undergraduate students’ anxiety levels, clinical performance, and satisfaction. Materials & methods Sixty-fourth-year students from Istanbul Okan University with no clinical periodontal experience were randomly divided into two groups. Both groups received one hour of theoretical periodontal training on comprehensive examination and supragingival instrumentation. Group 1 received only theoretical training, while Group 2 additionally completed 60 min of hands-on preclinical training using a typodont-phantom head with artificial calculus. Before their first patient procedures, students completed a state anxiety test and afterward rated their training satisfaction on a VAS. Clinical performance was assessed using a scaling operation score sheet. Results Group 2 had significantly higher clinical performance (77.67 ± 17.17) and satisfaction scores (8.23 ± 1.79) compared to Group 1 (59.93 ± 15.38 and 6.67 ± 1.62, respectively; p  < 0.05). No significant difference in state anxiety scores was observed between groups, nor any correlation between anxiety and clinical performance. Conclusion Preclinical training in periodontal instrumentation improved clinical performance and satisfaction but did not affect anxiety. Integrating theoretical and practical preclinical training with a typodont-phantom model can enhance learning outcomes. Clinical trial registration The study was retrospectively registered with ClinicalTrials.gov (ID: NCT06593873) on 10/09/2024.

Background This study aimed to compare the efficacy of instructional videos and live demonstrations in crown preparation training for preclinical dental students. Methods A randomized controlled trial was conducted over 12 months with 96 final-year Bachelor of Dental Surgery (BDS) students. Participants were randomly allocated into three groups: Group A (instructional video), Group B (live demonstrations), and Group C (hybrid approach). Each group underwent training in porcelain-fused-to-metal tooth preparation through their respective methods. Performance was assessed using a standardized scoring chart, while satisfaction and perceptions were evaluated using a 5-point Likert scale. Data were analyzed using Chi-square and paired t-tests, with statistical significance set at p  < 0.05. Results The group comparisons revealed significant differences in perceptions between Group A and Group B regarding stress levels during crown preparation ( p  = 0.013) and the adequacy of preclinical training ( p  = 0.034), with Group B showing higher satisfaction. However, no significant differences were found between Groups A and C or between Groups B and C ( p  > 0.05). Exercise scores across all groups showed no significant variation ( p  > 0.05), indicating comparable performance. Knowledge assessment revealed that while a majority of students correctly identified key concepts such as finish line depth, bur choices, and cusp reduction, 10–16% of students held misconceptions in areas like margin design and reduction ranges. Conclusion This study demonstrates that instructional videos, live demonstrations, and a hybrid approach are all effective methods for teaching crown preparation skills to preclinical dental students. The slight advantage of the hybrid approach suggests that combining different teaching methods may provide the most comprehensive learning experience. Future studies should explore the long-term impact of these methods on clinical performance. Trial registration The study was registered at clinicaltrials.gov, identifier NCT06426095.