Academic‐Year Differences in Dental Students' Knowledge of Non‐Ionising Imaging: MRI‐Related Dental Material Safety and Ultrasonography

Abstract

ABSTRACT Introduction Non‐ionising imaging is increasingly relevant to dental education, but students may not develop operational knowledge of magnetic resonance imaging (MRI)‐related dental material safety or dentomaxillofacial ultrasonography. This study examined academic‐year differences in these domains among clinical‐year dental students. Materials and Methods Two anonymous, literature‐based questionnaires were analysed separately in this single‐centre cross‐sectional study. The final locked samples comprised 188 complete MRI questionnaires (third/fourth/fifth year: 60/85/43) and 188 complete ultrasonography questionnaires (62/84/42); the anonymous forms could not be linked at the individual level. MRI items assessed theory and material‐specific artefact, heating, and movement/instability judgements. Ultrasonography items assessed indications, limitations, and advantages. Between‐year comparisons used Kruskal‐Wallis tests with Bonferroni‐adjusted post hoc analyses. Results MRI total scores differed across years (16.98 ± 10.46, 21.61 ± 9.16 and 21.72 ± 8.79; p = 0.017), mainly through theory items (p < 0.001) and heat‐generation judgements (p = 0.005). Artefact and movement/instability subscores did not differ significantly. Ultrasonography knowledge increased more consistently (14.29 ± 7.46, 17.36 ± 6.23 and 19.33 ± 4.46; p = 0.001), with significant differences in indications, limitations and advantages. Conclusion Academic‐year differences were observed, but misconceptions persisted in both imaging domains. Undergraduate curricula should incorporate structured, case‐based non‐ionising imaging literacy training that distinguishes MRI image‐quality effects from safety risks and clarifies context‐dependent uses of ultrasonography.