搜索结果：Journal of dental education

Studies show that short-duration trainings with real-time feedback can improve visible light curing unit (VLCU) technique among dental students. This study tested the effect of such trainings on individuals from different professional backgrounds (dental students, assistants, hygienists, and dentists). Attendees (n&#xa0;=&#xa0;109) at a large dental meeting were asked to light-cure a simulated occlusal Class I posterior restoration using a Managing Accurate Resin Curing Patient Simulator (MARC-PS) as they would in practice or Simulation Clinic. They were then provided visual feedback and short, technique-focused instruction before repeating the simulation. Differences in mean irradiance (mW/cm2), total radiant exposure (J/cm2), rates of minimally acceptable (>&#xa0;6J/cm2), and optimal (&#x2265;&#xa0;16J/cm2) radiant exposures, and the stability of radiant exposure curve profiles were compared by profession before and after training using a combination of Kruskal-Wallis, Wilcoxon Signed Rank, and &#x3c7;2 tests. Results showed significant increases in mean irradiance (&#x3c7;2&#xa0;=&#xa0;32.8, p-value&#xa0;<&#xa0;0.001), total radiant exposure (&#x3c7;2 = 17.304, p-value&#xa0;<&#xa0;0.001), and rates of stable radiant exposure profiles (&#x3c7;2&#xa0;= 32.5, p-value <&#xa0;0.0001) after training for dental students, hygienists, and assistants. The magnitude of increase varied by profession, which hygienists showing the greatest increase. In addition, training had a stabilizing effect that lowered variance across groups and produced more uniform irradiance and total radiant exposure values regardless of professional background. These short refresher trainings were an effective way to improve VLCU technique regardless of professional background and have the added benefit of producing uniformity across different members of the dental team.

Artificial intelligence (AI) is entering dental education and clinical practice, yet little is known about how dental students at different stages of training understand its use, risks, and educational value. This study examined AI-related familiarity, attitudes, concerns, and learning needs among undergraduate, master's, and doctoral dental students in China. A single-center cross-sectional online survey was conducted in July 2025 at the School and Hospital of Stomatology, Wuhan University. The 20-item questionnaire collected information on demographic characteristics, AI-related exposure, and perceived application areas, attitudes toward AI, main concerns, responsibility attribution, and educational needs. Descriptive statistics were used to summarize responses, and Pearson's chi-square tests were used to compare differences across training stages. A total of 343 valid responses were included, comprising 201 undergraduates, 92 master's students, and 50 doctoral students. Few respondents described themselves as unfamiliar with AI, but high familiarity with dental AI remained uncommon. Overall, 89.8% supported the use of AI in dental care, and 84.2% expressed interest in AI education. Training-stage differences were found in information sources, perceived application domains, suitable stages for AI use in clinical care, responsibility attribution, and expectations for future AI development. Undergraduates more often learned about AI through formal courses and tended to place AI near learning support and diagnostic assistance. Master's students showed greater acceptance of AI in treatment planning and implementation. Doctoral students were more cautious about AI in complex decision-making and gave more attention to responsibility, communication, and workload reduction. The most frequently reported concerns were data privacy and security, interpretability, and technological dependence. Dental students in this survey were generally open to AI, but their perceptions and educational needs differed across training stages. Dental AI education should move beyond general exposure and be aligned with students' progression through training. Undergraduate teaching may focus on basic AI literacy and early critical awareness, master's-level teaching on case-based evaluation within clinical workflows, and doctoral training on methodology, data governance, and ethical responsibility. Multicenter and longitudinal studies with practical assessments are needed to examine how AI-related competence develops during dental training.

Early exposure to research is essential for developing evidence-based practitioners and academic leaders in dentistry. To this end, University of Mississippi School of Dentistry established the Undergraduate and Professional Student Training in Advanced Research Techniques (UPSTART) program to integrate research, mentoring, and professional development. Since 2008, the UPSTART program has provided a structured curriculum comprising team-science mentoring, hands-on laboratory research, professional development seminars, and oral research presentations. Program data from 2008 to 2022 were analyzed to evaluate outcomes related to student and mentor participation, skills provided by research projects, and after-graduation outcomes for the participant students. Over 15 years, 244 students (132 dental, 81 undergraduate, 31 postbaccalaureate) completed the UPSTART program. Out of the 194 projects conducted during that time, 37% projects were categorized as being "closer to clinic" and 63% projects were categorized as being "closer to bench." With continuous mentoring that involved teams of dental and undergraduate students mentored by graduate students and faculty, the UPSTART participants produced more than 50 peer-reviewed publications, 200 presentations, and received over 50 research awards. Among dental students, 65% successfully matched into postgraduate residency programs-more than double the rate of non-participants. Undergraduate alumni also demonstrated strong advancement into graduate (36%) and clinical (32%) programs. The UPSTART program demonstrates that structured research training with personalized mentoring and professional development enhances students' research engagement and postgraduate competitiveness. Such a program can serve as a scalable model for dental schools seeking to strengthen research scholarship and prepare future clinician-scientists.

The 2023 iteration of the Global Burden of Diseases, Injuries, and Risk Factors Study (GBD) estimated prevalence, incidence, and health burden for 375 diseases and injuries, including 12 mental disorders. We assess past, current, and emerging trends in the prevalence and burden of mental disorders across sexes and age groups, for 21 regions, 204 countries and territories, and by Socio-demographic Index (SDI) quintile, from 1990 to 2023. Mental disorders included in GBD 2023 were anxiety disorders, major depressive disorder, dysthymia, bipolar disorder, schizophrenia, autism spectrum disorders, conduct disorder, attention-deficit hyperactivity disorder, anorexia nervosa, bulimia nervosa, idiopathic developmental intellectual disability, and a residual category of other mental disorders. A literature review identified epidemiological data for each disorder. These were analysed via a Bayesian meta-regression to estimate prevalence by disorder, sex, age, location, and year. Disorder-specific prevalence was multiplied by disability weights representing the severity of health loss associated with each disorder to estimate years lived with disability (YLDs). Deaths due to anorexia nervosa were assessed with a Cause of Death Ensemble modelling strategy to estimate deaths by sex, age, location, and year, and then multiplied by the standard life expectancy at age of death to estimate years of life lost (YLLs). YLDs equalled disability-adjusted life-years (DALYs) for all mental disorders except anorexia nervosa (the only mental disorder considered as an underlying cause of death in GBD), for which DALYs represented the sum of YLDs and YLLs. We presented prevalence, deaths, YLDs, YLLs, and DALYs as counts, age-specific rates per 100&#x2008;000 population, and age-standardised rates per 100&#x2008;000 population. We estimated 1&#xb7;17 billion (95% uncertainty interval 1&#xb7;06-1&#xb7;31) prevalent cases of mental disorders globally in 2023, equivalent to an age-standardised prevalence rate of 14&#x2008;210&#xb7;7 cases (12&#x2008;849&#xb7;5-15&#x2008;940&#xb7;1) per 100&#x2008;000 population. These estimates represented a 95&#xb7;5% (75&#xb7;0-121&#xb7;2) increase in prevalent cases and 24&#xb7;2% (11&#xb7;4-41&#xb7;4) increase in age-standardised prevalence rate between 1990 and 2023. All mental disorders showed increases in prevalent cases between 1990 and 2023, while notable increases were seen in age-standardised prevalence rates for anxiety disorders, major depressive disorder, dysthymia, anorexia nervosa, bulimia nervosa, schizophrenia, and conduct disorder. There were an estimated 171 million (127-228) DALYs due to mental disorders globally across sex and age in 2023, equivalent to an age-standardised DALY rate of 2070&#xb7;5 DALYs (1519&#xb7;1-2750&#xb7;5) per 100&#x2008;000 population. Mental disorders contributed to 6&#xb7;1% (4&#xb7;8-7&#xb7;6) of all-cause DALYs in 2023, making them the fifth leading cause of global DALYs (up from 12th in 1990). DALYs were almost entirely composed of YLDs. Mental disorders were the leading cause of YLDs in 2023 (up from second in 1990), explaining 17&#xb7;3% (14&#xb7;8-20&#xb7;6) of all-cause global YLDs. Leading causes of mental disorder DALYs were anxiety disorders (ranked 11th among the 304 diseases and injuries at Level 4 of the GBD cause hierarchy), major depressive disorder (15th), and schizophrenia (41st). Globally in 2023, mental disorder age-standardised DALY rates were higher among females (2239&#xb7;6 [1643&#xb7;7-3014&#xb7;1] per 100&#x2008;000) than among males (1900&#xb7;2 [1399&#xb7;8-2510&#xb7;8] per 100&#x2008;000), and peaked in the 15-19 years age group (2617&#xb7;3 [1850&#xb7;6-3696&#xb7;8] per 100&#x2008;000). All locations showed increased mental disorder DALY rates in 2023 compared with 1990, ranging across countries and territories from 1302&#xb7;4 (952&#xb7;7-1683&#xb7;7) per 100&#x2008;000 in Viet Nam to 3555&#xb7;8 (2661&#xb7;9-4715&#xb7;0) per 100&#x2008;000 in the Netherlands. Across SDI quintiles, DALY rates ranged from 1853&#xb7;0 (1352&#xb7;1-2469&#xb7;3) per 100&#x2008;000 for middle SDI to 2184&#xb7;1 (1606&#xb7;1-2890&#xb7;3) per 100&#x2008;000 for high SDI. A significant health burden was imposed by mental disorders in all countries and territories in 2023, irrespective of the health resources available. In some instances, this burden has increased over time and is unevenly distributed across populations. Stronger surveillance systems, particularly in low-income and middle-income countries, are required. Additionally, we need more coordinated and inclusive policies to reduce the burden through early treatment and prevention, tailored to sex and age differences across locations. Responding to the mental health needs of our global population, especially those most vulnerable, is an obligation, not a choice. Gates Foundation, Queensland Health, and University of Queensland.

As part of asynchronous learning resources, podcasts are increasingly used as an adjunct in dental education. This systematic review examines the evidence on educational podcasts in dental education, with emphasis on usage patterns, learner perceptions, and their impact on knowledge-related outcomes. Electronic databases, including PubMed, Scopus, and Web of Science, were searched in September 2025 using specific inclusion and exclusion criteria. Eligible studies enrolled undergraduate dental students, implemented audio podcasts as educational adjuncts, and reported data on knowledge outcomes or podcast usage and learner perceptions. Study quality was appraised using the Joanna Briggs Institute Critical Appraisal Checklist. The search identified 693 records, of which six studies met the inclusion criteria. Across cohorts, most reported podcast use and consistently showed high perceived educational utility and acceptability. Between 73% and 97% of respondents in individual studies agreed that podcasts improved learning, aided exam preparation, or were important or very important for theoretical learning. In contrast, ratings for practical or skills-based learning were lower. One quasi-experimental study showed higher immediate multiple-choice test scores in the podcast group. Overall, the risk of bias was judged to be high or unclear in most studies. Within a small, heterogeneous, and methodologically limited evidence base, students reported that educational podcasts appear to be acceptable adjunct resources. Further research using objective outcome measures and extended follow-up is required to delineate the pedagogical role and incremental value of podcasts in dental education.

Social and behavioral sciences are an integral part of predoctoral dental education, given the important role of social and behavioral factors in oral health, dentist-patient communication, the provision of person-centered care, and patients' experience of dental treatment and their treatment outcomes. The most recent curriculum guidelines in this area were published more than 30 years ago. Given the significant advances made in research, theory, and application since then, as well as the evolution of accreditation standards, the aim of this project was to provide updated curriculum guidelines. Twenty-one experts participated in a modified Delphi technique to reach agreement on the definition of "behavioral science" and recommended topics, teaching/assessment methods, and other curricular considerations for effective and contemporary instruction in social and behavioral sciences as applied to dentistry and oral health. There was expert consensus on seven guidelines, which are presented here along with corresponding explanations and lists of topics that should be included in curricula to facilitate alignment with the guidelines. Expert consensus was also found for related prerequisites, instruction and assessment approaches, teaching facilities, and integration with other parts of the predoctoral dental curriculum. These updated curriculum guidelines have the potential to advance dental education and the practice of dentistry by fostering effective holistic care.

To evaluate outcomes of the first 2 years of a peer tutoring program designed to enhance first-year dental students' (D1) learning in tooth morphology and to identify upper-class students interested in academic careers. This retrospective study analyzed academic performance and survey feedback from D1 students and teaching assistants (TAs) over two academic years (2023-2025) at Loma Linda University School of Dentistry. The D1 Class of 2026 served as a baseline group without peer tutoring, while the Classes of 2027 and 2028 received peer tutoring in addition to faculty instruction. Data included laboratory project scores, competency scores, responses from survey items, and open-ended responses. Descriptive statistics, qualitative summaries, Kruskal-Wallis tests, and regression analyses were performed. The TA's knowledge, quality of feedback, and program organization were highly rated by D1s, with many expressing interest in serving as TAs in the future. Qualitative feedback emphasized overall satisfaction, along with requests for additional demonstrations and a refined session structure. TAs reported gains in communication and teaching skills, as well as increased willingness to help others, which was significantly associated with interest in academic careers (p&#xa0;=&#xa0;0.002). From the final formative assessment to the summative competency evaluation, performance gains were 18.7%, 37.6%, and 41.9% for the Classes of 2026, 2027, and 2028, respectively, with significantly greater improvements in the peer-tutored cohorts (p < 0.001). The peer tutoring program enhanced D1 students' learning experiences and facilitated early identification of students with academic career interest. High satisfaction rates and greater improvements from formative to summative assessments highlight the program's potential as a sustainable pathway for developing future dental faculty.

Spontaneous preterm birth (SPTB) is the leading cause of perinatal and early childhood mortality worldwide. Studies have generally suggested that mid-trimester transvaginal sonographic cervical length <25&#x2009;mm is an important predictor of SPTB. Aggregate data meta-analyses are limited by data availability and reporting in the primary literature. The purpose of this individual participant data meta-analysis (IPDMA) was to quantify the prognostic value of mid-trimester cervical length for SPTB in asymptomatic women with singleton pregnancy, and to assess other factors which may modify this association. The project was prospectively registered with PROSPERO (CRD42020146987). We searched Medline, Embase, CINAHL, LILACS, Database of Abstracts of Reviews of Effects (DARE), Cochrane database, JBI Database of Systematic Reviews, ClinicalTrials.gov, and Google Scholar. We included cohort studies and non-treatment arms of randomized controlled trials which assessed an association between mid-trimester transvaginal sonographic cervical length and SPTB in asymptomatic women with singleton pregnancy. The search was performed on 30/9/2020, with an update performed on 4/11/2025. The primary outcome was STPB <37 weeks. Two reviewers screened all studies for inclusion and performed risk of bias assessments using QUIPS. We performed a two-stage IPDMA in a logistic regression model using cervical length as a continuous variable (the primary analysis) with restricted cubic splines to explore non-linear associations. IPD of 27 eligible studies were obtained and included (n&#x2009;=&#x2009;91,404). Mean cervical length was 40&#x2009;mm (standard deviation [SD] 9&#x2009;mm) at about 20 weeks' gestation. SPTB <37 weeks occurred in 4,442 (5.2%) participants. An L-shape non-linear association between cervical length and SPTB was observed. A longer cervical length was associated with steeply lower odds of SPTB until it reached 40&#x2009;mm, beyond which the odds of SPTB became stable. This means that compared to a woman with a cervical length of 40&#x2009;mm, those with a cervical length of 20 and 30&#x2009;mm were associated 6.22 and 2.10 higher odds of SPTB (95% confidence intervals [4.76, 8.13] and [1.85, 2.38]), respectively. Limitations included suboptimal data retrieval rate (51% of all eligible participants) and a lack of comprehensive co-predictors of SPTB across all datasets. We found a non-linear association between cervical length and SPTB. We found a non-linear association between cervical length and SPTB. Shorter cervix is associated with progressively higher risk of SPTB when length is less than 40&#x2009;mm, but probability of term birth is high when cervical length is over 40&#x2009;mm.

Variability exists in how US dental schools integrate predoctoral temporomandibular disorder (TMD) training, yet multilevel determinants influencing implementation are underexplored. This study applied the Consolidated Framework for Implementation Research (CFIR) to examine differences in predoctoral TMD training and challenges in implementing CODA standards from leadership perspectives. A CFIR-guided REDCap survey was distributed to deans/associate deans of academic affairs across all 75 dental schools (September, 2025 to October, 2025), assessing TMD screening, management, student exposure, and implementation challenges. Schools were classified into TMD-educational models based on orofacial pain (OFP) postgraduate affiliation (Model 1), presence of OFP specialists managing TMD patients (Model 2), OFP specialists providing didactic instruction only (Model 3), and absence thereof (Model 4). Outcomes were compared across models using chi-square tests; thematic analysis summarized implementation challenges via CFIR constructs. Of 38 responses, 84.2% provided both didactic and clinical TMD instruction and routine screening. Overall, 97.4% managed TMD patients, with modalities varying by models (p&#xa0;<&#xa0;0.001). Model 4 schools were significantly less likely to provide TMD management (p = 0.033). Confidence in meeting CODA standards was moderate-to-high for didactic (84.0&#xa0;&#xb1;&#xa0;18.2 on 0-100 scale, 100 = "high confidence") and clinical (77.3&#xa0;&#xb1;&#xa0;21.0) components. Perceived challenges differed across models (p = 0.006), including lack of specialists (Model 4), limited general faculty trained in TMD (Models 2 and 3) and patient availability, curricular constraints (Models 1, 2, and 4), and institutional barriers. Variability in TMD education reflects multilevel implementation determinants. Embedding TMD competencies in a primary-care framework, strengthening OFP faculty recruitment, and enhancing curricular integration could improve consistency and implementation fidelity nationwide.

To evaluate the association between Social Determinants of Health (SDOH), Social Capital (SC), and dental caries experience according to severity in 12-year-old children from a rural Peruvian community. A cross-sectional study was conducted with 61 schoolchildren and their families in Pampacolca, Arequipa - Peru. DMFT index (decayed, missing, and filled teeth) was assessed via clinical examination (kappa&#x202f;=&#x202f;0.90). SDOH and SC were evaluated through household interviews with parents, using a survey based on the National Census and the short version of the Adapted Social Capital Assessment Tool (SASCAT), respectively. Data were analyzed using Spearman's correlation and the coefficient of determination (R2). The mean DMFT score was 5.25&#x202f;&#xb1;&#x202f;2.94. SDOH explained 3.99% of the variance in caries experience overall (p >&#x202f;0.05). Significant associations were found when stratified by severity: in children with low severity (DMFT&#x2264;3), maternal education showed a significant correlation (r =&#x202f;-0.632, p =&#x202f;0.007), explaining 39.9% of the variance. In children with high severity (DMFT&#x2265;5), limited access to health services was the most relevant factor (r =&#x202f;-0.605, p =&#x202f;0.001), explaining 36.6% of the variance. Regarding social capital, only Cognitive SC showed a significant correlation (r =&#x202f;0.494, p =&#x202f;0.044), explaining 24.4% of the variance in the low-severity group. The findings suggest that SDOH and specific dimensions of SC are associated with dental caries, with effects varying by disease severity. While limited access to health services was linked to greater caries experience in high-severity cases, higher maternal education and cognitive social capital appeared to be associated with lower caries experience in children with lower severity. These results highlight the importance of context-specific social interventions.

This study evaluated the effectiveness of combining a digital real-time evaluation system and virtual simulation system in enhancing tooth preparation skills for preclinical training. A total of 32 students from the Class of 2020 were trained using the traditional phantom head simulator. In contrast, 28 students from the Class of 2021 and 32 students from the Class of 2022 completed the training and the first ceramic crown preparation test and were assigned to Groups A or B, receiving training either with the digital real-time evaluation system or with the virtual simulation system, respectively. After completing the second incisor crown preparation test, training tasks were exchanged for a month, concluding with a final incisor crown preparation test and questionnaire. Students from the Class of 2022 completed a multidomain well-being survey to evaluate their perceived stress levels and overall well-being. The 2021 and 2022 cohorts scored significantly higher than the 2020 cohort in the final test. Groups A and B (the 2021 and 2022 cohorts) showed statistically significant sequential improvement across the three tests. However, no significant difference was observed between the performance of Group A and Group B in any individual test (p&#xa0;>&#xa0;0.05). Students expressed stronger support for the implementation of the digital real-time evaluation system relative to the virtual simulation system. The combination of the digital real-time evaluation system with virtual simulation system enhances the manual dexterity of dental students in ceramic crown preparation. The sequence in which these two digital methods are implemented does not influence the effectiveness of preclinical tooth preparation training, suggesting that this combined approach may serve as a flexible and effective strategy for preclinical education. A positive association was observed between students' final test scores in tooth preparation and their emotional well-being.

The aim of this study was to evaluate the effects of the COVID-19 pandemic on parents' perceptions of their children's oral health related quality of life (OHRQoL). This longitudinal study was performed in two stages: baseline (T1), before the pandemic, and follow-up (T2), from August to November 2021. Children aged eight to eleven years and their parents who were seeking dental care or were referred to the Pediatric Dental Clinic of the School of Dentistry, residing in Pelotas, state of Rio Grande do Sul (RS) were included. OHRQoL served as the primary outcome measure and was assessed using the Brazilian short-form of the Parental-Caregiver Perceptions Questionnaire (P-CPQ) at T1 and T2. Child's sex and age, caries status (dmft/DMFT), parents' education, and household income were collected at T1. Variables related to COVID-19 were collected at T2: fear of COVID-19 and of family virus transmission, job loss, and children's dental pain in the past 4 weeks. The non-parametric Wilcoxon test was used to compare OHRQoL. Changes in OHRQoL over time were analyzed using a multilevel negative binomial regression model. The random intercept and fixed effects model considered repeated measurements (level 1) grouped into individuals (level 2). The level of significance was set at 5%. There was no statistically significant difference between the median for total score and for each domain. In the multilevel analysis, fear of COVID-19 was linked to poorer OHRQoL perceptions. Having dental pain and younger children also negatively impacted these perceptions. Emotional and psychological factors and non-normative parameters significantly influenced parental perceptions of OHRQoL during the pandemic.

This study is aimed at systematically evaluating the accuracy and reliability of dental age (DA) estimation methods and conducting a meta-analysis of studies on different DA estimation methods in Iranian children. A systematic search of English and Persian literature from database inception to March 2024 was conducted across international and national databases to identify eligible studies on DA estimation using radiographs in Iranian children. Studies that used dental radiographs from healthy individuals aged 3-18 years and reported the mean difference (MD) between DA and chronological age (CA) were included. The meta-analysis calculated the MD between dental and chronological age, with 95% confidence intervals (CIs), to assess the applicability of the DA method for estimating CA in the Iranian population. Twenty-seven eligible published articles were included in this study. Demirjian's method overestimated age (overall MD: males: +0.784 years; females: +0.323 years). Among the alternative methods studied in the systematic review, Moorrees and Nolla's methods tended to underestimate age, whereas Cameriere, Smith, and London Atlas'methods tended to overestimate age. Most methods studied consistently overestimated age and should be used cautiously in forensic age estimation, underscoring the importance of tailoring methods such as the Demarjian method for the Iranian population to ensure accuracy and relevance in professional practice. Additional studies employing similar methodologies and focusing on the customization of dental age estimation methods are recommended to improve accuracy and applicability across diverse populations.

Aims To explore the attitudes of undergraduate dental students towards dental foundation training (DFT), also known as dental vocational training in Scotland, and other early career pathways.Methods An online questionnaire was distributed via the British Dental Students' Association's communication channels to UK dental students using convenience and snowball sampling. The survey included closed- and open-ended questions. Quantitative data were analysed statistically and thematic analysis was applied to open-ended responses.Results A total of 177 responses were received, primarily from final-year students. Nearly all respondents planned to apply for DFT, with 25% aiming for NHS-only work, 52% for mixed NHS and private work, 9% private-only, 4% abroad, and 10% undecided. Expected earnings post-DFT ranged from &#xa3;30,000 to &#xa3;70,000 (median &#xa3;50,000-&#xa3;60,000) and a trend toward reducing workdays over time was noted.Conclusion UK dental students perceive DFT as a valuable step in preparing for independent practice. Insights into student attitudes, along with concerns about NHS challenges, financial pressures and career pathways, can inform workforce planning and policy, supporting sustainable development of the dental profession.

Effective communication with paediatric patients is one of the cornerstones of paediatric dentistry. Strong communication skills play a critical role in reducing dental anxiety, enhancing patient satisfaction, and facilitating the overall treatment process. This study aimed to assess the verbal and nonverbal communication skills of paediatric dentists working across Turkey and to explore variations based on demographic variables. This descriptive cross-sectional study was conducted through an online questionnaire completed by 331 actively practising paediatric dentists in Turkey. The questionnaire included items structured on a 5-point Likert scale designed to evaluate communication competencies. Data were analysed using IBM SPSS Statistics 25.0. Descriptive statistics (frequency, percentage, mean) were used to summarise the participants' responses, and comparative analyses were performed based on selected variables (eg, gender, years of professional experience, parenthood status). The Mann-Whitney U test was applied for comparisons between two groups when parametric test assumptions were not met. Furthermore, questionnaire items were grouped under specific sub-dimensions of communication and presented thematically. A significance level of P 0.05 was adopted. Overall, participants reported a high level of perceived self-efficacy regarding their communication skills. Communication scores of faculty members and private practitioners were significantly higher than those of research assistants (P 0.001). A significant positive correlation was found between years of clinical experience and communication competencies (P 0.01). Notably, younger clinicians scored lower in subdomains such as the use of 'I-messages' and democratic guidance. While the communication skills of paediatric dentists appear to be generally strong, younger clinicians may require further support in developing certain experience-based communication strategies. These findings highlight the need to integrate structured and practice-oriented communication training into both undergraduate and postgraduate dental education.

This study aimed to evaluate the effectiveness of manikin-head simulator-based demonstration training in improving intraoral suturing proficiency among dental residents, and to understand the perspectives of residents in China's Standardized Residency Training (SRT) program on preclinical training. Eighteen postgraduate dental residents from the Hospital of Stomatology, Wuhan University, participated in the intraoral suturing training program. Theoretical instruction by a senior oral surgery instructor delivered lectures on four fundamental suturing techniques. Then, residents engaged in hands-on practice using a customized silicone model integrated into a manikin head simulator. Subsequently, optimal suturing techniques were demonstrated, after which residents replicated the suturing procedure. Completion time was recorded, and suture quality was assessed using a 32-point validated rubric evaluating seven domains. In addition, participants completed questionnaires to provide subjective feedback on the training. Paired t-tests compared pre- and post-demonstration completion times and scores. Residents' operational time significantly decreased (from 23.99&#xa0;&#xb1;&#xa0;2.55 to 14.54&#xa0;&#xb1;&#xa0;1.99&#xa0;min, p&#xa0;<&#xa0;0.001) with improved quality scores (from 21.22&#xa0;&#xb1;&#xa0;5.12 to 29.67&#xa0;&#xb1;&#xa0;2.35, p&#xa0;<&#xa0;0.001). Junior participants showed greater score improvements than seniors, who maintained higher baseline scores and efficiency. Participants reported enhanced suturing speed, which was consistent with objective time metrics. Participants also noted improved instrument proficiency and reported improved perceived confidence. All participants agreed that the training effectively addressed clinical skill gaps. Manikin-head-based demonstration training effectively enhances simulated intraoral suturing performance and self-reported confidence among dental residents in a preclinical setting. This approach bridges critical gaps between undergraduate education and clinical demands in China's SRT program by providing scalable, cost-effective preclinical practice, which may ultimately contribute to improved patient safety and clinical outcomes.

The teaching of root canal therapy, particularly engine-driven root canal preparation, varies across dental schools. Therefore, this qualitative, questionnaire-based study aimed to identify preferred engine-driven endodontic systems at top-ranked dental universities and to explore the reasons behind their selection. An online questionnaire with 16 questions (both open and closed-ended) was distributed to academicians responsible for teaching endodontics at 80 leading dental schools, selected based on the 2023 QS (Quacquarelli Symonds) rankings. The survey gathered information on the selection and use of instruments for root canal preparation in dental curricula. Data analysis involved descriptive statistics and chi-square tests. Forty-six valid responses were received (58.2% response rate). WaveOne Gold and ProTaper Gold were the most commonly used instruments in both general dental and postgraduate courses. For general courses, ease of use and safety were key factors in instrument selection, while shaping time was the least important. In postgraduate courses, evidence-based practice was prioritized, with shaping time again being the least important. Significant relationships were found between system selection and geographic location (p&#xa0;=&#xa0;0.014), funding type (p&#xa0;=&#xa0;0.037), students' ability to treat molars (p&#xa0;=&#xa0;0.001), and instructor qualifications (p&#xa0;<&#xa0;0.001). This study highlights the primary factors influencing the selection of root canal instruments in dental education programs, with ease of use, safety, and evidence-based practice being the most significant determinants. These factors play a crucial role in the selection of tools taught to dental students. However, further investigation is needed to determine whether these preferences are associated with clinical outcomes and to explore the potential for diversifying the instruments taught in dental schools globally.

The aim of this cross-sectional study was to assess platelet-rich fibrin (PRF) application and education in clinical use among US graduate periodontology, endodontic, and oral and maxillofacial surgery programs. A survey questionnaire was electronically distributed to 84 oral and maxillofacial surgery (OMFS), 46 endodontic, and 46 periodontology program directors in the US (n&#xa0;=&#xa0;176). The questions focused on PRF implementation, types of equipment used, specific procedures for which PRF was employed, and the level of education and clinical training provided to residents. Data were analyzed using descriptive statistics and Fisher's exact test. A total of 55 directors responded (31% response rate). The study found that participating periodontology and OMFS programs used PRF (100% and 65%, respectively), although its use was considerably less common in endodontics programs (19%). PRF was utilized in a variety of applications, but most commonly in bone grafting procedures (97%). Twenty-two (71%) of the participating programs provided didactic and clinical training, with the majority (65%) offering 1-5&#xa0;h of instruction (p&#xa0;=&#xa0;0.044). Of the programs not currently implementing PRF, the major barrier identified was "equipment availability." In conclusion, this study indicates that most graduate periodontology and OMFS programs are providing PRF training and treatment. Significant variability exists in PRF application, training methods, and time allocation, equipment used, and the methods for evaluating treatment effectiveness across these programs. These findings suggest a need for further standardization to optimize PRF's integration into dental education and clinical practice.

Head and Neck Squamous Cell Carcinoma (HNSCC) ranks as the 6th most prevalent cancer worldwide, imposing a significant burden on global healthcare systems. The progression to metastasis poses a substantial challenge in the clinical management of HNSCC and is a leading cause of patient mortality. Patients diagnosed with distant metastasis (DM) often have limited treatment options and predominantly receive palliative care. Therefore, timely detection of HNSCC patients at risk of metastasis is paramount for proactive intervention and close monitoring, offering the potential for early-stage treatments and enhancing patient survival rates. The pre-processing of Whole Slide Images (WSIs) involved patching, segmentation, background removal, and color normalization. A novel diagnostic framework was introduced using deep learning to predict the likelihood of DM in patients with HNSCC. The proposed model integrates a Self-Attention mechanism with a Residual Network (ResNet), enhancing performance and addressing challenges arising from patch-level variability during pre-processing. The proposed model outperformed convolutional neural networks (CNNs), ensemble methods, and classical classifiers such as multilayer perceptrons (MLPs) and logistic regression. It achieved an accuracy of 82.14%, an AUC of 0.80, and an F1 score of 0.82 in predicting metastasis. Robustness and generalizability were further confirmed through stratified 10-fold cross-validation on the TCGA-HNSCC dataset and external validation on the TCGA-ESCA dataset, demonstrating consistent performance across diverse patient subgroups and cancer types. The proposed framework showcases potential of using Deep Learning in enhancing clinical decision-making. These findings highlight the use of attention-based models when integrated with deep residual networks offering insights for oncological diagnostics. Future work may focus on improving explainability and interpretability, incorporating multimodal data, and generalizing the approach to other cancer types.