PURPOSE/OBJECTIVES:To describe self-reported confidence of final-year oral and maxillofacial surgery (OMS) residents in managing pediatric sedation and to explore associated training-related factors. METHODS:A prospective, cross-sectional, multicenter electronic survey was distributed to all CODA-accredited OMS residency programs in the United States during 2025-2026, using an instrument adapted from two validated OMS resident confidence tools. Of 108 confirmed eligible final-year residents reached across 25 programs, 61 responded (56.5%; 22.4% of 272 eligible residents nationally). Primary analyses were descriptive and nonparametric; ordinal logistic regression was exploratory. RESULTS:Mean overall confidence was 3.54 (SD 0.96; scale 1-5). IV sedation showed the highest self-rated proficiency (54.1% at expertise level) and IM sedation showed the lowest (13.1%). At least one adverse event during training was reported by 72.1% of residents; 23.0% reported insufficient pediatric anesthesia education. Autonomy as primary operator showed the strongest bivariate association with confidence (ρ = 0.651; p < 0.001), and mean confidence differed by perceived training quality (4.32, 3.47, and 2.00 for training exceeding, meeting, and falling below residents' needs; p < 0.001). Procedural volume correlated with confidence across all four modalities (ρ = 0.256-0.412). Early responders reported higher confidence than late responders (3.83 vs. 3.26; p = 0.027). CONCLUSIONS:Senior OMS residents report moderate confidence in pediatric sedation, with IM sedation proficiency and educational sufficiency being the most prominent gaps. These descriptive findings are hypothesis-generating. Confidence developed within supervised, hospital-based residency training should not be equated with readiness for independent single-operator practice or with objective competence.
Clinical reasoning is a core competency in health professions education, yet evidence regarding effective teaching and assessment strategies remains fragmented across disciplines. This systematic review synthesized evidence on educational strategies and assessment approaches used to develop and evaluate clinical reasoning in medicine, dentistry, nursing, and physiotherapy. Studies published between January 2000 and November 2025 were identified through systematic searches of PubMed, Scopus, Google Scholar, and manual searches of relevant journals, and were narratively synthesized in accordance with PRISMA 2020 guidelines. Twenty-seven studies met the inclusion criteria. Active, learner-centered educational strategies including case-based learning, illness script-based teaching, simulation, and deliberate practice with feedback were generally associated with improved clinical reasoning and diagnostic performance, whereas passive instructional approaches demonstrated limited or mixed effects. Validated assessment tools, including the Script Concordance Test, Key Feature Test, Diagnostic Thinking Inventory, and Reasoning Skills Test, effectively differentiated reasoning ability across learner groups. Clinical experience and guided reflection further supported the development of clinical reasoning. Overall, the findings support integrating interactive teaching approaches with structured assessment to strengthen clinical reasoning in health professions education. Future research should evaluate longitudinal outcomes, cross-disciplinary effectiveness, and greater standardization of assessment methods.
Dental education must continually adapt to changes in licensure, assessment expectations, patient care priorities, and institutional resources. At the University of Tennessee Health Sciences Center College of Dentistry, Class II and Class III operative dentistry competencies for D4 students were moved from the clinical setting to the simulation laboratory, where students complete standardized preparations and restorations on plastic teeth with simulated caries. This perspective uses that curricular change as a case example to analyze a broader assessment problem: how dental programs can improve standardization, fairness, and feasibility without narrowing the construct of clinical competence. Drawing on concepts of validity, reliability, authenticity, educational impact, and programmatic assessment, the manuscript argues that simulation-based competency assessment can produce defensible evidence of technical readiness but should not be interpreted as a complete measure of operative clinical competence. A hybrid model is proposed in which standardized simulation competencies are embedded within a broader system of patient-based clinical requirements, direct observation, faculty calibration, and outcomes monitoring. This approach preserves the benefits of simulation while maintaining the diagnostic reasoning, patient management, professional accountability, and adaptability required for real patient care.
PURPOSE:Nutrition and diet are vital for oral and systemic health. It is unclear how well US predoctoral dental programs prepare students in nutrition screening and counseling. This study analyzed US dental school curricula on these topics. METHODS:A cross-sectional online survey was sent to the publicly available email addresses of 67 of 72 academic dental deans at US Commission on Dental Accreditation-accredited dental schools. Items assessed availability, modes and hours of instruction, curricular topics, clinical integration, and instructors. Descriptive statistics summarized responses. RESULTS:A total of 21 academic deans responded, for an overall response rate of 29%. Most (85%) of responding academic dental deans reported that nutrition and diet education was mandatory, with none treating it as optional. Of these schools, 83% offered both classroom and clinical training, while 17% provided only didactic teaching. Didactic hours varied; 42% reported 10 or fewer hours. Foundational nutrition topics were common, although dietary guidelines such as MyPlate were reported less often (66%). Oral health-related nutrition content was broadly covered, with all respondents reporting instruction related to caries, erosion, periodontal disease, and oral dysfunction. Counseling content was less consistent, particularly public health nutrition (67%) and the impact of oral dysfunction on diet and nutrition (72%). CONCLUSION(S):Most responding academic dental deans report including nutrition and diet education in their curricula. However, it remains uncertain whether these topics are incorporated at schools that did not participate in the survey. Variability in curricular time, counseling, and teaching highlights the need for clearer competencies and more clinical training. Improving this could better prepare future dentists for common dietary risks affecting oral and systemic health.
PURPOSE:The "failure to fail" phenomenon, faculty reluctance to assign failing grades to underperforming learners, poses persistent challenges in health professions education. This study examines the prevalence, contributing factors, and contextual patterns of this phenomenon in US dental education. METHODS:A cross‑sectional Qualtrics survey was distributed through Academic Deans to faculty at US dental schools (N = 368-375 respondents). The survey included 14 quantitative items and one open‑ended prompt addressing attitudes toward failure, professional responsibility, barriers to assigning failing grades, and perceived reasons for student underperformance. Quantitative data were analyzed using chi‑square tests with Bonferroni corrections; qualitative responses underwent inductive thematic analysis. RESULTS:Most faculty agreed that failure supports learning (74%-86%) and reported confidence identifying failing students (78%-82%). However, 30%-36% did not consistently view assigning failing grades as a professional responsibility, and 17%-38% reported passing a student who should have failed within the past year, highest in preclinical and clinical settings. Significant differences emerged across gender, appointment type, experience level, and generation. Institutional/administrative culture was the most influential barrier, followed by assessment‑tool limitations and remediation constraints. Qualitative findings reinforced systemic pressures, misaligned standards, fear of student retaliation, and inconsistencies in assessment calibration. CONCLUSIONS:Failure to fail remains a systemic challenge in dental education, driven less by individual reluctance and more by institutional culture, assessment inconsistencies, and limited remediation structures. Addressing this phenomenon requires coordinated institutional action, faculty development, and assessment reform to ensure competent, practice‑ready graduates.
BACKGROUND:University-based dental clinics play an essential dual role by providing clinical training to future dentists while delivering accessible oral health services, particularly in settings with persistent socioeconomic disparities. Despite their importance, limited evidence describes longitudinal procedural patterns and clinical workload in adult care within Latin American predoctoral programs. This study examined the volume and trends of dental procedures provided to adult patients in predoctoral teaching clinics from 2019 to 2024. METHODS:A retrospective analysis of electronic clinical records was conducted, including all approved clinical procedures performed on adult patients (≥ 18 years) in fifth- and sixth-year predoctoral clinics. Procedures were grouped by clinical area for descriptive analyses and further aggregated into five treatment categories for trend analyses. Annual frequencies, distributions, the 10 most common procedures, and indicators of procedural workload per approved student were calculated. The impact of the COVID-19 pandemic on clinical production was also assessed. RESULTS:A total of 42,159 clinical procedures were recorded. Restorative dentistry accounted for the largest proportion (50.5%), followed by oral surgery/exodontics (33.6%). The 10 most frequent procedures accounted for more than half of all activity, led by resin restorations (18.1%), and simple extractions (15.0%). Procedural volume declined sharply in 2020 (1.2% of all procedures) but exceeded pre-pandemic levels by 2023-2024. Students completed an average of approximately 35-50 procedures per year, with the highest workload observed in surgical disciplines and lower procedural volumes in periodontics and endodontics. CONCLUSIONS:Adult care in predoctoral teaching clinics was dominated by restorative and surgical procedures, reflecting population-level oral health needs and providing substantial exposure to common clinical conditions. However, comparatively lower procedural volumes in periodontal, endodontic, and complex prosthodontic care highlight opportunities to strengthen curricular balance, optimize case allocation, and leverage electronic clinical records to support evidence-based educational planning and equitable clinical training.
PURPOSE:Interprofessional education (IPE) is increasingly recognized as a critical component of the training of oral healthcare professionals, aiming to enhance collaboration and improve patient outcomes. This exploratory study evaluated the attitudes of undergraduate students of dentistry, dental hygiene, and dental assisting toward IPE. METHODS:A mixed-methods approach was used, involving the Readiness for Interprofessional Learning Scale questionnaire. RESULTS:Of the 104 respondents, 44 were dental students, 46 were dental hygiene students, and 14 were dental assistant students. In total, 55% reported having experience of IPE. Quantitative analysis revealed that the respondents were receptive to the idea that incorporating shared learning in their curricula will benefit communication, teamwork skills, and patient care. A statistically significantly weaker identification with a professional role in the context of interprofessional collaboration of dental students and dental hygiene students was found compared with dental assistant students (p < 0.01). Dental and dental hygiene students perceived IPE less beneficial to their professional development than dental assistant students. However, individual variation of opinion in valuing collaborative relationships with other healthcare professionals was evident. Qualitative data supported these findings, with students of all disciplines reporting an appreciation for interprofessional collaboration particularly in clinical practice. CONCLUSIONS:Oral health care students had, on average, a positive attitude toward IPE. Within the limitations of this small sample, our findings suggest that structured IPE programs are well-received by undergraduate students and enhance collaborative clinical practice competencies.
ABSTRACT The ADEA Council on Advanced Education Programs convened its sixth biennial Advanced Dental Education Summit, which centered on the theme of “Faculty Development, Leadership, and Wellness.” The programming examined key areas related to faculty wellness, specifically addressing the role of kindness, the delivery of effective feedback, the application of empathy, and the utility of the ADEA data portal. Invited experts explored the intersection of these themes with faculty well‐being and the development of effective academic leadership.
PURPOSE:This study aimed to evaluate the reliability of a surgical progressive learning autonomy assessment tool implemented in a postgraduate periodontology residency program. METHODS:A prospective observational study was conducted during the Spring and Summer 2025 semesters using a structured, real-time surgical assessment tool. Faculty assessed resident performance after each surgical procedure across domains of autonomy, performance, and case complexity on a five-point scale, while residents completed parallel self-assessments for the same procedures. Inter-rater reliability among faculty and agreement between faculty and residents were evaluated using intraclass correlation coefficients (ICCs). Mixed-model ANOVA was used to compare effects of resident year, procedure type, and rater group (faculty or resident) on mean scores. RESULTS:A total of 561 surgical assessments were analyzed. Faculty inter-rater reliability ranged from low to moderate, with the highest agreement observed for implant placement procedures (ICC = 0.58) and lower agreement for crown lengthening (ICC = 0.13) and extraction with ridge preservation (ICC = 0.09). Agreement between faculty and residents was stronger than inter-faculty agreement for most procedures (ICC > 0.3 for crown lengthening, guided bone regeneration, implant placement and osseous surgery). Faculty scores were consistently higher than resident self-scores (p < 0.05 for several procedure-question combinations by 0.3-0.5 points). Residents demonstrated significant progression in scores from Years 1 to 3 for selected procedures, particularly crown lengthening, soft tissue grafting, and extraction-related surgeries. Graduating residents demonstrated competency based on both faculty and self-assessment benchmarks. CONCLUSIONS:A progressive learning autonomy assessment provides reliable, meaningful data on resident development, and highlights differences between perceived and observed competence. This model supports real-time feedback, resident growth, and faculty calibration, with implications for broader adoption in dental specialty education.
OBJECTIVES:This study examined how Doctor of Dental Medicine (DMD) students use captions and transcripts, their motivations for use, and their perceived learning benefits, with attention to accessibility and upcoming ADA compliance requirements. METHODS:A cross-sectional, anonymous survey was distributed to all 287 predoctoral DMD students at the Oregon Health & Science University during the 2025-2026 academic year. The instrument included closed- and open-ended items assessing awareness, frequency of use, perceived usefulness, and reasons for using captions and transcripts. Descriptive statistics summarized responses, and inferential analyses examined differences across demographic characteristics. Qualitative responses were analyzed descriptively to contextualize quantitative findings. RESULTS:A total of 226 students responded (78.8% response rate). Overall, 65.9% reported that videos are very or extremely helpful to learning. Closed captions were rated very or extremely helpful by 62.4%, and 42.5% reported always using captions when available. Transcripts were rated very or extremely helpful by 29.6%, with 14.6% reporting always using them. Captions were most commonly used to improve focus, overcome poor audio quality, and enhance comprehension of accents or vocabulary. Transcripts were primarily used to locate specific information and as study guides. A statistically significant difference in reported caption availability was observed across academic classes (p = 0.005), with third-year students more frequently reporting broad availability of captions. Significant associations were also observed between race and using captions or transcripts because English was a second language (p = 0.010 and p = 0.015, respectively), and between gender identity and using captions or transcripts to improve engagement, focus, or retention (p ≤ 0.045). Usage patterns were largely consistent across demographic groups. CONCLUSIONS:Closed captions and transcripts function as broadly beneficial learning supports in dental education, extending beyond formal accommodations. Systematic implementation of accurate captions and transcripts may enhance comprehension, efficiency, and equity in video-based instruction while supporting institutional compliance with ADA and WCAG 2.1 requirements.
PURPOSE:Faculty calibration is necessary for consistent assessment of dental students, yet many calibration activities rely on attendance, discussions, or static images rather than objective evidence of evaluator agreement. This study evaluated the feasibility of using digital three-dimensional (3D) tooth preparation models to support faculty calibration and measure calibration effectiveness. METHODS:This feasibility study was conducted using anonymized standard tessellation language files exported from student full-coverage crown preparations in a preclinical fixed prosthodontics course. Ten representative cases were selected from approximately 200 preparations by two experienced faculty members to reflect a range of performance levels and common preparation errors. Fifteen faculty members participated in a 1-h calibration session that included rubric review, instruction on evaluation criteria, and orientation to the 3D viewing software. Faculty then independently evaluated each case across eight preparation criteria. Inter-rater reliability was analyzed using the intraclass correlation coefficient (ICC). RESULTS:The mean completion time was 51.3 min. The average-measures ICC was 0.841, indicating good inter-rater agreement among faculty evaluators. Faculty feedback and implementation observations suggested that the digital 3D model environment, which allowed rotation, magnification, sectioning, and measurement, supported the visualization of preparation features that could be difficult to evaluate using two-dimensional images alone. CONCLUSION:Digital 3D models provided a feasible method for faculty calibration and enabled objective measurement of calibration effectiveness. This approach may help dental schools move beyond attendance-based calibration toward evidence-based evaluation of faculty agreement, although additional studies are needed across institutions, procedures, and larger faculty samples.
PURPOSE:To identify factors influencing pediatric dentistry residents' decisions in selecting a residency program. METHODS:A 24-question survey was distributed via SurveyMonkey to 788 pediatric dentistry residents enrolled in US programs in 2025. The survey assessed various program characteristics, clinical and non-clinical factors, facility and staff attributes, and the interview process. RESULTS:The response rate was 26% (N = 206), with 186 respondents completing the survey entirely. Of the respondents, 78% were female, 22% male, and the average age was 30 years old. First- and second-year residents were equally represented. The majority (54%) began residency immediately after dental school, while 18% completed GPR/AEGD. On average, respondents applied to 11 programs, with 80% accepted through the match and 54% attending their first choice. The most valued characteristics were salary/stipend, low/no tuition, a high faculty-to-resident ratio, and a positive work environment. The least valued characteristics included extensive research and on-call requirement, obtaining an advanced degree (MS/PhD), and moonlighting opportunities. Majority (81%) were "satisfied/very satisfied" with their current program, particularly if it was their first or second choice. Residents were likely to attend a program within the same AAPD district as their dental school. The amount of educational debt did not influence the type/number of programs applied to, with an average of $2500 spent on applications. CONCLUSION:Residents prioritize programs with a positive work environment and financial benefits, while research opportunities and advanced degrees are less desired. These findings can guide program directors in shaping residency offerings to better align with residents' preferences.
OBJECTIVE:This study investigated the perceived stressors and resilience factors among dental hygiene (DH) students in the United States (US) and Japan. METHODS:A cross-sectional survey was administered to a convenience sample of DH students from two US DH programs and one DH program in Japan. A 38-item paper survey was disseminated at one time-point in February 2024 to each student group. The survey included demographic items, the modified 38-item Dental Environment Stress (DES) questionnaire, and the 14-item Ego-Resilience (ER89) Scale. Descriptive statistics (mean, standard deviation, frequencies, and percentages) were calculated, and DES and ER89 scores were compared using t-tests and categorical characteristics using chi-square tests of association. Analyses were conducted using R version 4.2.2. RESULTS:A total of 146 students participated (US n = 107; Japan n = 39). The US students reported significantly higher overall stress (DES score: 87.39 [16.20]) compared to Japanese students (76.79 [16.47]; p = 0.001). However, US students demonstrated significantly higher ego-resilience (ER89 score 42.65 [5.97]) than Japanese students (39.90 [6.81]; p = 0.02). Higher stress was weakly correlated with lower ego-resilience overall (r = -0.2715, p = 0.019). This correlation appeared stronger in US students than Japanese students (r = -0.27 vs. -0.10, p = 0.38). CONCLUSION:The US DH students reported significantly higher stress levels than Japanese DH students, as measured by DES scores. The US DH students also exhibited higher resilience, as indicated by ER89 scores, compared to Japanese DH students. However, higher resilience was not associated with reduced stress levels in either group. Personal resilience may not function as a direct mechanism for lowering perceived stress among DH students.
