Educational approaches to teach the 2017 periodontal classification to dental healthcare professionals: A scoping review.

Opinions of Intern Dentists and Practicing Dentists on Integrated (Multidisciplinary) Clinical Education

Background: Integrated (multidisciplinary) clinical education is gaining increasing importance in dental curricula as an approach aimed at developing comprehensive treatment planning and clinical competence. This study aims to evaluate the views of dental students, graduate dentists, and faculty members regarding integrated clinical education and to shed light on future curriculum arrangements.Methods: A 13-question survey was prepared in Google Forms and distributed to fourth- and fifth-year dental students, licensed dentists, and faculty members nationwide. A total of 178 participants from eleven different dental faculties responded to the survey. The survey consisted of multiple-choice and 5-point Likert scale questions covering educational value, structure, duration, assessment methods, and open-ended feedback. The data were analyzed using descriptive statistical methods.Results: The vast majority of participants found integrated clinical training to be necessary and beneficial. Endodontics, restorative dentistry, prosthetic dentistry, and periodontology were identified as the most fundamental disciplines to include in integrated clinical training. Participants preferred a structured but time-limited model (half a term or annual practice in the final year). A multidimensional, points-based assessment system was deemed more appropriate than threshold-based systems based on patient or procedure counts. Open-ended responses emphasized the importance of quality and case complexity over quantity and highlighted concerns about stress, workload, and organizational issues.Conclusions: Students and graduates widely support integrated clinical education as a valuable educational model that promotes holistic treatment planning and multidisciplinary coordination. However, to maximize educational effectiveness, assessment systems, organizational structure, and student-centered practices need to be developed.Keywords: integrated clinical training, multidisciplinary dentistry, dental curriculum

Professionalism in Postgraduate Oral Health Education: A Rapid Review.

BACKGROUND There is no empirical evidence guiding the teaching of professionalism in postgraduate oral health education. Therefore, the objective of this rapid review is to assess the current status of the research literature on professionalism teaching in postgraduate oral health education. METHODS We conducted a rapid review searching four major electronic databases: MEDLINE, Embase, Scopus, and Web of Science, for articles published between January 1, 2004, and July 25, 2024, the date of our search. The search targeted qualitative, quantitative, and mixed-method studies, as well as reviews focusing on professionalism in postgraduate dental education. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, articles were considered eligible for inclusion if they fulfilled the following criteria: 1. The study population consisted of postgraduate dental students. 2. The educational outcomes assessed an aspect of professionalism. RESULTS Our search resulted in 1478 publications from databases. Following initial screening of titles and abstracts, 243 articles were selected for full-text review, from which 212 were excluded. A critical appraisal of the remaining articles was conducted after which a total of 21 studies were included. The data extraction yielded findings which can be categorized into four themes: 1. Professionalism Teaching/Curricula (n = 2). 2. Assessment of Professionalism (n = 3). 3. Professionalism Knowledge, Awareness and Attitude (n = 10). 4. Elements of Professionalism (empathy, emotional intelligence, reflection; n = 6). CONCLUSIONS This rapid review highlights a scarcity of peer-reviewed research on professionalism teaching and curricula in postgraduate oral health education. This does not imply an absence of professionalism teaching in practice, but rather a significant gap in the published scientific evidence base. This gap should be addressed through a cohesive and well-structured approach to professionalism education and its evaluation in postgraduate oral health education.

Application of deep machine learning in dental education: a systematic review of effectiveness in dental students' teaching learning outcomes.

Adjunctive Effect of a Serious Game Application Improves Learning of Periodontal Classification in Undergraduate Dental Education-A Randomised Educational Trial.

INTRODUCTION The 2018 periodontal classification system improved diagnostic precision and prognostic assessment of periodontitis but has been perceived as complex, posing challenges for dental students and educators. Serious games have emerged as a potential adjunctive educational strategy to enhance learning, engagement and motivation. This study evaluated the effectiveness and user satisfaction of a serious game designed to support dental undergraduates in learning the 2018 periodontal classification system. MATERIALS AND METHODS A randomised educational trial was conducted among dental students (n = 46) at Malmö University. Participants were randomised into a control group receiving standardised digital lectures and written material, or a test group receiving the same materials as well as access to a serious game application. Knowledge was assessed at baseline and after 2 weeks using single best answer questions (SCQ) and multiple-true-false (MTF) questions. Participant satisfaction was evaluated using numeric rating scales. Between- and within-group comparisons were performed using independent-samples t-tests/Welch's tests or paired-samples t-tests, respectively. RESULTS Thirty-eight students completed the study (test group n = 18; control group n = 20). Both groups showed significant improvement in MTF scores over time (p < 0.05). At post-intervention, the test group demonstrated significantly higher MTF scores (p < 0.05), but equal SCQ scores compared with the control group (p > 0.05). Overall satisfaction with the learning experience was high in both groups and no differences were observed (p > 0.05). CONCLUSION The serious game enhanced students' understanding of the periodontal classification system when used as an adjunct to traditional teaching, without compromising learner satisfaction. Serious games represent a promising complementary tool in periodontal education.

Caries Risk Assessment Tools in North American Dental Curricula and Educational Implications: A Systematic Review.

INTRODUCTION Caries Risk Assessment (CRA) facilitates individualized, prevention-focused management of dental caries. Despite its recognized value, CRA remains inconsistently implemented and underutilized. This systematic review aimed to evaluate the implementation of CRA tools within North American dental programs and their integration into curricula. METHODS This systematic review was conducted in accordance with the PRISMA 2020 guidelines (PROSPERO # C CRD420251173049). A comprehensive search was conducted across five electronic databases to identify studies in English from September 2014 to September 2024. The methodological quality of included studies was assessed using the Mixed Methods Appraisal Tool. RESULTS From 1178 potentially relevant articles, 12 were included for analysis. The included papers comprised cross-sectional studies, retrospective analyses, quality assurance, and workshop papers from Canada and the United States. This review found that although CRA tools are incorporated into dental curricula, their clinical integration is still limited. Few studies showed that faculty and student calibration improved CRA accuracy from 8%-56% to 50%-86%, respectively; however, outcome measures varied, and inconsistencies in risk categorization persist. DISCUSSION A gap exists between didactic teaching and clinical application of CRA tools. This inconsistency stems partly from CRA variability and insufficient preventive care. Regular calibration may help improve consistency. CONCLUSION Although caries risk assessment tools have been incorporated into North American dental curricula, challenges remain in their consistent clinical application, particularly with faculty and student calibration and the implementation of preventive caries management. Strengthening training, calibration, and curriculum design may enhance the integration of CRA throughout dental education and support more effective patient-centered care.

Impact of the 2018 periodontal classification on diagnosis, treatment strategies, and assessment of prognosis by dental hygienists in Swedish general dental care

Objective To investigate the impact of the 2018 periodontal classification on diagnostic assessments, treatment strategies, and prognostic assessments made by dental hygienists in general dentistry, compared with the 1999 classification. Materials and Methods A questionnaire comprising five patient cases was administered to dental hygienists in Sweden on two separate occasions. For each case, diagnoses, treatment plans, and prognostic assessments were proposed, first using the 1999 and subsequently the 2018 classification. Cases ranged from no marginal bone loss attributed to periodontitis and few (<10%) bleeding sites to marginal bone loss >30% and generalized inflammation (>30%). Answers from the two occasions were compared. Results A total of 142 dental hygienists completed both questionnaires. Diagnostic assessments changed significantly in three of the five cases when using the 2018 classification (p < 0.05). In four cases, fewer treatment sessions were recommended, and more optimistic prognostic assessments were made when using the 2018 classification (p < 0.05). Conclusion The 2018 classification resulted in greater variation in proposed diagnoses in cases without clear attachment loss and was associated with fewer recommended treatment sessions and more optimistic prognostic assessments. However, it appeared at least as effective as the 1999 classification in identifying cases with periodontitis.