The purpose of this study was to obtain a validated consensus among expert periodontists in Saudi Arabia regarding end-of-periodontics-residency-training entrustable professional activities (EPAs) using a modified Delphi method.

Clinical instructors are responsible for educating dental hygiene students in the patient care environment. While these instructors have experience in the dental field, they often do not have pedagogical training, or a background, related to education. The purpose of this qualitative, phenomenological study was to explore the experiences of dental professionals who transitioned from clinical practitioners to clinical instructors at one US dental hygiene program in 2022. As the theoretical underpinning for this study, andragogy offered a lens through which to tailor the creation of training opportunities distinctive to the needs of adult learners. The central research question for this study was, "What are the experiences of dentists and dental hygienists who have transitioned from clinical practice to the role of clinical instructors?" The subquestions guiding this study were "What forms of education, professional development, or support are necessary to help guide the transition from healthcare professional to clinical instructor?" and "How can this education, professional development, or support be delivered to clinical instructors in a way that meets their needs as adult learners?"

The aim of this study was to assess trends related to integrated questions created by fourth-year dental students as a part of the Basic Science and Clinical Science Spiral Seminar Series (BaSiCSsss) at Tufts University School of Dental Medicine (TUSDM).

Limited access to oral care disproportionately affects underserved populations. Community-based clinical education (CBCE) could address this health inequity. The purpose of this study was to compare the identified barriers and benefits of implementing CBCE in the curricula of US dental and dental hygiene education programs.

To compare the educational outcomes of remote instruction (RI) in impression-taking using smart glasses with those of face-to-face instruction (FI) and paper-based self-learning (SL) and analyze the educational effects, aiming to develop a remote clinical training strategy.

Teledentistry (TD) education has become essential to ensure that future dentists acquire the requisite competencies to navigate the evolving landscape of dental care. However, there is a dearth of comprehensive prior research that outlines a specific pedagogy for integrating TD education and training into the predoctoral dental curriculum. This article describes the development and implementation of an innovative TD educational model for predoctoral dental students.

To evaluate the implementation of a longitudinal assessment framework utilizing entrustable professional activities (EPAs) in dental education during the initial 2-year implementation.

The purpose of this study was to assess the impact of a curricular change from mandatory to elective research on the student research outcomes at a Southern California Dental School over ten years. Additionally, the perception of dental students and faculty toward research in dental education was assessed.

With the development of three-dimensional (3D) image, the 3D virtual surgical planning (VSP) system has been broadly used in the treatment planning of orthodontic-orthognathic cases. This study aimed to understand the current education status regarding the use of orthodontic-orthognathic surgical planning tools in the postgraduate orthodontic and oral and maxillofacial surgery (OMFS) programs in North America.

Inadequate oral healthcare remains a critical public health issue in children and adults in the US affecting adverse social, psychological, economic, and health outcomes. Medical clinicians have a clear role in addressing oral health issues and improving outcomes. Oral health guidelines for health profession schools were developed by the Association of American Medical Colleges (AAMC) oral health core competencies, and the newer Center for Integration of Primary Care and Oral Health's (CIPCOH) Entrustable Professional Activities (EPAs). However, the majority of health professional school deans and residency directors in the US report they are not satisfied with the oral health knowledge and skills of their learners at graduation. To address this issue, faculty at the University of Massachusetts Chan Medical School (UMCMS) have worked for the past decade to develop and implement a true spiral curriculum building on lessons of knowledge, skills, and attitudes throughout the 4-year student experience. The current UMCMS curriculum involves most courses at the medical school, has community-based and interprofessional components, and is taught using multimedia. Most of the curriculum is mandatory with selective opportunities for those in specialty tracks or who are seeking more hands-on training. Our study evaluated the UMCMS curriculum using the AAMC and CIPCOH EPA guidelines. Findings show that all students receive training in 42 of 48 AAMC oral health competencies and seven of seven CIPCOH oral health EPAs with the opportunity to explore oral health further through elective courses. Assessments of students show they perform well and evaluation of the oral health curricula by students are positive. Although our oral health curriculum is robust, the next steps include expanding the evaluation of students to ensure they universally meet competencies. We expect that this case study can serve as a map for creating a generalizable, spiral curriculum for other medical schools.

During the 2021-2022 academic year, an integrated curriculum in gerodontology, including interactive teaching activities, has been proposed from the second to the fifth year of initial training. This pilot study aimed to evaluate the educational impact of interactive online mandatory activities including three quizzes and a serious game (SG) offered to fourth-year students in addition to passive courses in gerodontology.

This study aims to compare the effectiveness of the layered curriculum method (LCM) and project-based learning method (PBLM), on dental students in the evaluation of cysts and tumors affecting the jaws and surrounding tissues, which have an important place in dental practice.

In this study, we compared the performance of ChatGPT-3.5 to that of ChatGPT-4o in the context of the Japanese National Dental Examination, which assesses clinical reasoning skills and dental knowledge, to determine their potential usefulness in dental education.

Preclinical dental education can challenge students' wellbeing. These challenges are multifaceted and are experienced differently across student populations. However, an in-depth understanding of these challenges and the changes in the students' response to them remains limited. Therefore, this study aims to explore the wellbeing experiences of preclinical dental students and the strategies they developed to maintain their wellbeing over two time points: the academic years 2021/2022 and 2012/2013.

The triple jump examination (TJE) has been instituted at the Ostrow School of Dentistry of the University of Southern California (OSDUSC) since 2001 as an assessment tool of critical thinking skills for its learner-centered pedagogy. A 2013 study detailed the TJE's design, validity, and initial outcomes. The current study focused on its 13-year sustainability including a transition from in-person to hybrid TJE by assessing outcomes from the graduating Classes of 2014 through 2026.