Effectiveness of using concept mapping by dental students in the radiographic interpretation of jaw diseases.

OBJECTIVES: Interpretation of dental radiographs is a difficult process, particularly for inexperienced students. This study introduced concept mapping for dental students to help in the radiographic interpretation of common jaw lesions. We aimed to analyze the efficacy of the concept map (CM) in radiographic interpretation, with a discussion of the diagnostic reasoning dilemma. METHODS: This study included 39 dental students. After a 1-h class for CM guidance and based on three group discussions and one-on-one feedback, the students completed and submitted CMs for three jaw diseases (ameloblastoma, odontogenic keratocyst, and simple bone cyst). All participants underwent a pretest and posttest of knowledge and diagnosis; all students but one completed an open-ended questionnaire regarding the use of CMs. RESULTS: Concept mapping effectively improved diagnostic accuracy. The participants' posttest scores were better than their pretest scores in both knowledge and diagnostic tests. Most of the students attempted radiographic interpretation through analytic reasoning. The time required for the students to draw a CM varied from student to student from 3-5 h to 1-3 days. CONCLUSION: This study shows that CMs can improve the radiographic diagnostic ability of dental students by providing a framework for analytic reasoning. Continuous research is warranted to improve the effectiveness of CM in oral radiographic interpretation in the dental student's class.

Navigating the Path to Independent Dentist: A Qualitative Phenomenological Exploration.

OBJECTIVE: The objective of this study was to explore the process of becoming an independent dentist, extending beyond the entry-level period. MATERIALS AND METHODS: Fifteen general dental practitioners were interviewed. The recorded interviews were transcribed verbatim, and utilizing Colaizzi's descriptive phenomenological method, we sought to exclude subjectivity and derive meanings and themes from participants' experiences concerning the process of becoming independent dentists. RESULTS: The study identified 3 phases in the process of developing as an independent dentist: (1) the foundation phase, involving dental training as a student under faculty supervision; (2) the extension phase, expanding experience as an entry-level dentist; (3) the equilibrium phase, characterized by providing stable dental care based on diverse experience and professionalism. CONCLUSION: Becoming an independent dentist entails more than unsupervised treatment provision; it involves developing the professionalism necessary for delivering quality dental care through deliberate practice and reflection. CLINICAL RELEVANCE: The study outlines the stages of transitioning to an independent dentist, spanning foundational training, entry-level experience, and achieving stable care provision. Emphasizing the importance of professionalism and reflection, it provides a valuable framework for enhancing dental education and on-going professional development, fostering both technical proficiency and a commitment to quality patient care.

Dental students' perception of their educational environment in relation to their satisfaction with dentistry major: a cross-sectional study.

BACKGROUND: Students' perception of their educational environment and satisfaction with their major can reveal the extent of their readiness to practice their profession after graduation. This study aimed to evaluate dental students' perception of their educational environment and satisfaction with their major in dentistry, as well as the relationship between these two factors. METHODS: An online survey was conducted in 2022 among first- to fourth-year students across 11 dental schools in Korea. The Dundee Ready Education Environment Measure (DREEM) and Academic Major Satisfaction Scale (AMSS) were used to measure the students' perception of the educational environment and satisfaction with their major in dentistry, respectively. RESULTS: A total of 539 students participated in the survey (response rate = 18.1%). The overall mean scores of the DREEM and AMSS were 125.03 (maximum score 200) and 22.01 (maximum score 30), respectively. Fourth-year students had the lowest scores in the overall DREEM, DREEM subscales (excluding students' perceptions of atmosphere), and AMSS. The overall DREEM scores and all DREEM subscales showed statistically significant positive and moderate correlations with AMSS (p < 0.001). CONCLUSION: Using the DREEM, we identified areas that need improvement and the academic year (fourth year) that require proactive support. Considering the positive correlation between all DREEM subscales and the AMSS, measures to comprehensively improve the educational environment are needed to improve dental students' satisfaction with their major.

Concept map-based learning in an oral radiographic interpretation course: Dental students' perceptions of its role as a learning tool.

OBJECTIVES: Concept mapping is used to promote critical thinking and meaningful learning in health professions education. This study aimed to evaluate dental undergraduates' perceptions of concept mapping as a learning tool for oral radiographic interpretation competency. METHODS: A total of 39 third-year undergraduates at a dental college participated in the oral radiological interpretation session. The students received 1 hour of instruction before creating their concept map (CM). Participants were provided an assignment of four relevant clinical cases to draw an individualised CM. The students' draft and final CM were submitted. The instructor evaluated the CMs to identify whether students could analyse, connect and organise the information in a meaningful way. Among them, 37 completed the questionnaire about their experiences and responses to concept mapping. RESULTS: Students perceived concept mapping positively. The instructor's feedback helped them recognise their misconceptions and fostered greater motivation to learn. Students attempted to integrate basic biomedical knowledge and clinical features through cross-linking. However, they also expressed negative attitudes toward concept mapping regarding time consumption and heavy burden. CONCLUSIONS: Concept mapping motivated students' directed learning and gave them the opportunity to recognise their misconceptions. This study suggests the potential use of CMs as an adjunctive learning strategy in the oral radiographic interpretation class.

The use of interdental cleaning devices and periodontal disease contingent on the number of remaining teeth in Korean adults.

This study aimed to investigate the effect of interdental brushes and dental floss on the prevention of periodontitis in participants with ≥ 20 or < 20 remaining teeth by using the Korea National Health and Nutrition Examination Survey 2016-2018. Data from 11,614 participants were analysed using multivariate logistic regression after adjusting for sociodemographic factors (age and sex), socioeconomic factors (level of education and individual income), oral health-related variables (daily toothbrushing), and systemic health-related variables (smoking, diabetes, and obesity). The adjusted odds ratio (AOR) showed statistically significant results for both floss (AOR, 1.41; 95% confidence interval (CI) 1.22-1.64) and interdental brushes (AOR, 1.16; 95% CI 1.01-1.34). However, no significant difference was found in the subjects with fewer than 20 teeth. The subgroup analysis showed that interdental brushes had a significant preventive effect on women who had more than 20 teeth. Among participants with fewer than 20 teeth, interdental brush users had more periodontitis in men. Regarding those with more than 20 teeth, health inequality was alleviated when floss and interdental brushes were used. The bottom line is that the effect of preventing periodontitis in interdental brushes and dental floss was more evident in participants with ≥ 20 remaining teeth rather than in participants with < 20 remaining teeth.

Exploring dentists' strategies for overcoming failure in daily dental practice.

OBJECTIVE: This study aimed to explore the strategies used by dentists to overcome failure in their daily practice. METHODS: In-depth interviews and qualitative description were used in the study. Fifteen dentists with more than 5 years of clinical practice experience participated. After consent was obtained, the interview was audio-recorded, transcribed verbatim and analysed using thematic analysis. RESULTS: All participants had experienced failure during dental practice and used various strategies for overcoming it. Seven strategies were identified. These related to the dentists themselves (reflecting, learning, correcting), colleague dentists (asking, referring), patients (communicating), and advances in dentistry (adopting). CONCLUSIONS: Strategies for overcoming failure are related to multiple factors. Dentists need to comprehensively consider various strategies to achieve the best outcome when faced with failure. As lifelong learners, dentists need to continually develop competencies for overcoming failure. CLINICAL SIGNIFICANCE: Failures occur in everyday life, and clinical dentistry is no exception. Therefore, strategies for overcoming failure will help ensure patient safety and provide high-quality dental care.