Contemporary educational methods in periodontology.

AIM: The 1st European Workshop on Periodontal Education in 2009 made recommendations regarding the scope of periodontal education at undergraduate (UG), postgraduate (PG) and continuing professional development (CPD) levels, defining competencies and learning outcomes that were instrumental at the time in helping to define periodontal teaching curricula. The 19th European Workshop on Periodontology and 2nd European Consensus Workshop on Education in Periodontology (Education in Periodontology in Europe) was held in 2023 to identify changes and future developments in periodontal education (including those informed by the COVID-19 pandemic) and embracing methods and formats of periodontal teaching and training. The aim of this review was to assess current knowledge regarding education methods in periodontology, including traditional face-to-face (F2F) teaching and the move to student-centred methods, virtual learning methods and use of digital technology, as well as blended teaching and learning (including teaching delivery and assessment) at UG, PG and CPD levels. MATERIALS AND METHODS: Systematic searches were conducted to identify relevant studies from the literature. Data were extracted and descriptive summaries collated. RESULTS: The pandemic was a major disruptor of traditional F2F teaching but provided opportunities for rapid implementation of alternative and supplementary teaching methods. Although online learning has become an integral part of periodontal education, teachers and learners alike favour some form of F2F teaching. Blended teaching and learning are feasible in many areas of periodontal education, both for knowledge and skills acquisition as well as in assessment. Student-centred methods and blended approaches such as the flipped classroom seem highly effective, and online/virtual classrooms with both synchronous and asynchronous lectures are highly valued. Learning with haptic methods and virtual reality (VR) enhances the educational experience, especially when VR is integrated with traditional methods. The quality of the teacher continues to be decisive for the best knowledge transfer in all its forms. CONCLUSIONS: Live F2F teaching continues to be highly trusted; however, all types of student-centred and interactive forms of knowledge transfer are embraced as enhancements. While digital methods offer innovation in education, blended approaches integrating both virtual and traditional methods appear optimal to maximize the achievement of learning outcomes. All areas of periodontal education (UG, PG and CPD) can benefit from such approaches; however, more research is needed to evaluate their benefits, both for knowledge transfer and skills development, as well as in assessment.

Implementation of a communication curriculum in undergraduate dental education-students' opinions during a 5-year development phase.

INTRODUCTION: Communication training has become an essential part of the dental curriculum. The aim of this study was to evaluate the communication curriculum developed and introduced 2016-2021 at the University of Bern, School of Dental Medicine (SDM), Switzerland. MATERIALS AND METHODS: The curriculum was implemented cumulatively in three phases: (1) lectures and accompanying role plays, (2) forum theatre and trainer-based communication training and (3) self-assessment. Students were surveyed 2016-2021 at the end of each semester using anonymous online questionnaires with five-point Likert scales (0-4). RESULTS: A total of 191 fourth- and fifth-year students were surveyed, and 165 (86.4%) questionnaires were analysed. The mean age of the participants was 24.2 ± 1.4 and 45.5% were female. While students' opinions about the need to communicate increased during weekly lectures in phase 1, their opinions about their ability to communicate simultaneously decreased. During phase 2, fourth-year students' opinions on the need to communicate with dental patients increased from 3.22 ± 0.61 to 3.73 ± 0.45 (p = .001), anticipated benefits for dentists increased from 2.78 ± 0.71 to 3.43 ± 0.57 (p = .001) and for patients from 3.00 ± 0.76 to 3.47 ± 0.63 (p = .022). Only in phase 3, opinions on the ability to communicate statistically significantly increased for both fourth- (2.34 ± 0.71 to 2.72 ± 0.60, p = .033) and fifth-year (2.20 ± 0.63 to 2.86 ± 0.59, p = .001) students. Preferred teaching and assessment methods were trainer-based communication trainings (73.1%), lectures (67.3%) and self-assessments in the student clinic (59.6%). CONCLUSION: Communication curricula in dental education using methods such as lectures and trainer-based communication trainings may additionally need to include self-assessments to be effective from the students' perspective.

Impact of COVID-19 on dental education in Europe: The students' perspective.

INTRODUCTION: COVID-19 pandemic impacted dental students and postgraduate residents world-wide, forcing them to rapidly adapt to new forms of teaching and learning. Dental school leaderships needed to ensure the academic continuity, therefore the majority of the in-person actives were transitioned into a virtual setting. The aim of this study was to identify students' perception regarding the measures taken to adapt during the pandemic by different dental schools in the European Region. MATERIALS AND METHODS: This cross-sectional study utilised a validated 37 questions survey. Ethical approval was obtained from the Trinity College Dublin, Ireland. Using this instrument, the perceptions of the European dental students regarding the impact of COVID-19 on their education and mental health were identified. The questions were divided into categories: standard demographic information; models of education during the COVID-19 pandemic (types of teaching, examination and other educational activities) and support received. The survey was administered through electronic online tools, and all responses remained confidential. The data were processed through quantitative and qualitative analysis. RESULTS: A total of 879 student responses to the survey from 34 countries in the European Region were included in this study. When asked about the time spent on their education, 50% of the participants (n = 435) reported spending less time on their education and 30% (n = 265) reported spending more time. The types of teaching included showed a heterogeneous approach, varying from online simulations to problem solving for the didactic setting, or a hybrid model with group activities for the clinical setting. There were broad splits in satisfaction with the education delivered, with 44% (n = 382) being either satisfied or very satisfied and 31% (n = 279) being either unsatisfied or very unsatisfied. Students were most concerned with their clinical experience and skills. CONCLUSIONS: The qualitative and quantitative data compiled in this cross-sectional study enable a direct comparison between different approaches to adapt dental education during the COVID-19 in the European Region. Future studies are recommended that will include compiling perceptions from the staff, faculty and administrators on the transition as well.

Defining dental operative skills curricula: An ADEE consensus paper.

This paper reports on the recent activity of the pan-European consensus of the ADEE Special Interest Group for Pre-Clinical Operative Skills. Following the previous recommendations from the group, and in order to support teachers and to harmonise the delivery of skills training across Europe, a more formal curriculum relating to pre-clinical operative skills needs to be created. This paper reports European consensus surrounding the categorisation (level of importance, and difficulty) of basic operative dental clinical skills within the undergraduate curriculum and provides recommendations relating to session structure and timing of curricular elements for basic operative dental clinical skills teaching.

Students' opinions on tutor-supported comprehensive care training in clinical dental education.

Tutor-supported comprehensive care training at the University of Bern School of Dental Medicine (SDM) has been used for many years. Therefore, the aim of this study was to evaluate dental students' opinions on tutor-supported training to identify key aspects of future course organisation that are important for students to achieve the minimum requirements for their graduation. A digital survey was developed and distributed among all fourth- and fifth-year dental students enrolled in the SDM in 2014 and 2016. A total of 28 (41.2%) and 21 (36.2%) students participated in the survey in 2014 and 2016, respectively. The average age of all respondents was 25.8 (±4.0) years. The proportion of females was 75% with no differences between groups, neither among classes nor years of the survey. The students felt well prepared following the bachelor's degree pre-clinical programme and a two-week introduction immediately preceding the clinical course. During clinical training, the students' experiences with their assigned tutors were positive even though waiting times for tutors during patient care as well as organisational efforts to manage attestations and logbooks were mentioned. For each discipline, patient assignment (ρ=0.54, p<0.0001) and frequently meeting with their tutors (ρ=0.56, p<0.0001) revealed the highest correlation with 1) achieving minimum requirements and 2) improving treatment planning skills in both fourth- and fifth-year dental students. In conclusion, tutor-supported comprehensive care training is well accepted by dental students while focusing on both patient assignment and frequent discussions with tutors may help students to better achieve minimum requirements in clinical dental education.

Dental Students' Discomfort and Anxiety During the First and the Second Lockdown Due to COVID-19 Pandemic at the School of Dental Medicine, University of Zagreb.

OBJECTIVES: The aim of the study was to assess discomfort and anxiety of dental students caused by the COVID-19 pandemic crisis and to assess quality of the study during the crisis, as well as to compare subjective experiences and attitudes of preclinical and clinical students towards lectures and practicals during the first and the second lockdown at the School of Dental Medicine, University of Zagreb. METHODS: This research was conducted using online questionnaires. The questionnaires were compiled by students for a presentation at the Brescia Colloquium 2020. The participants were integrated undergraduate and graduate dental students from the School of Dental Medicine, University of Zagreb. The questionnaires were completed by students during March 2020 and during February 2021 and were anonymous. For the statistical analysis of the data, the software package SPSS 20 (IBM Corp., Armonk, New York, USA) was used. Descriptive statistical analysis was used to determine the basic statistical parameters (frequencies, median, mod, minimum and maximum values). The significance of the differences among the tested groups was assessed by the Chi-Square or the Fisher's Exact Tests. RESULTS: All dental students experienced some discomfort and were worried about the future competence. No gender differences were found (p>0.05). Preclinical students were less motivated than clinical students (p<0, 01) during first lockdown, while significant differences were found between preclinical and clinical students considering safety, competence and confidence to treat patients during second lockdown. CONCLUSIONS: COVID-19 pandemic impacted the wellbeing of the students, their learning and teaching at the School of Dental Medicine, University of Zagreb. Students were more overwhelmed by the pandemic during the first lockdown than during second lockdown and have adapted well to the new forms of teaching. However, they are still uncertain about competency in the clinical environment and their future career.

Influence of Oral Health Care Systems on Future Career Environment of Dental Students in Europe.

Oral healthcare is organized subsidiarily and independently by nation states in Europe and also within the EU and consequently, major differences between the nation states and the various oral healthcare systems in Europe are present. The socialization in the respective catchment area can have an impact on the job choice and the perception of employment opportunities of different professional groups. Therefore, the purpose of this survey was to elucidate the influence of different oral healthcare systems on students living or studying in the respective catchment area. A questionnaire (in English, French, German, Italian, and Spanish) with 18 different components was administered. Data on gender, age, country of origin, university, semester, nationality, expected time of graduation, and forecast for future professional practices were gathered. In addition, 3851 students participated (2863 f/988 m). The sample distribution was uneven with predominantly Bismarckian and Southern European System participants. The National oral health care system was statistically significantly linked (p < 0.01) to the ownership period of a dental practice. Students in Bismarckian and Nordic systems tended to find their own practice earlier than in the Beverdigian system or Southern European and Transitional-East European systems. An association between the oral health care system and vocational training was inhomogeneous, but also significantly different (p < 0.01). The majority (47.51%, n = 1555) would like to work in their own practice, 18.95% (n = 621) want to establish a practice with two or more owners. It was striking that no student would like to work in the investor practice/practice chain of both Nordic, Beveridgian and Transitional-East European countries systems (p < 0.01). The oral health care system in which a dental student grows up/resides/studies influences the career choice/perception of future professional practice.

Expectations Regarding Dental Practice: A Cross-Sectional Survey of European Dental Students.

Obtaining information on expectations among dental students regarding their career planning was the main purpose of this observational online survey. The questionnaire was designed with 18 items in five different languages: English, French, German, Italian and Spanish. Data were collected on nationality, age, sex, country of residence, university attended, semester, expected year of graduation and expectations about future career. More than 3000 participants (n = 3851, 2863 females 74.34% and 988 males 25.66% with a sex ratio of 0.35) participated in the survey. Almost one-third (31.29%) of the participants plan to start their own practice at least three years after vocational training, a quarter (25.76%) after three, and only 12.59% after one year. A positive influence of the family in the decision to start a practice was observed in 50.07% of the sample with a statistically significant difference regarding sex (p < 0.01). Almost one-third of the participants did not wish to work in an institution run by private equity or insurance companies, while 21.79% would work in that environment (p < 0.01). European dental students desire mainly to become self-employed and start their own practice. New professional practices also offer them options for their future career that they have not yet decided on or thought about.