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Dentistry Journal
Special Issues
Dental Education: Innovation and Challenge
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Dental Education: Innovation and Challenge

A special issue of Dentistry Journal (ISSN 2304-6767). This special issue belongs to the section "Dental Education".

Deadline for manuscript submissions: 31 July 2025 | Viewed by 4622

Special Issue Editors

Prof. Dr. Amer Sehic

E-Mail Website
Guest Editor
1. Institute of Oral Biology, Faculty of Dentistry, University of Oslo, 0316 Oslo, Norway
2. Department of Maxillofacial Surgery, Oslo University Hospital, 0424 Oslo, Norway
Interests: oral anatomy; dental enamel; tooth development; dental education; dental erosion; sports dentistry
Prof. Dr. Qalbi Khan

E-Mail Website
Guest Editor
Institute of Oral Biology, Faculty of Dentistry, University of Oslo, 0316 Oslo, Norway
Interests: oral anatomy; oral genetics; embryology; dental education; dental erosion; sports dentistry

Special Issue Information

Dear Colleagues,

Dental education has evolved in regards to advanced educational technologies, digitally competent student body, and ambitious educators. This dynamic and flourishing framework is an invitation to impact both the profession and the learning environment through educational research and innovation.

There is no doubt that the urgency of COVID-19 propelled educators into a new landscape of teaching and led us to ponder deeper on themes such as digitalization, examination, residency, artificial intelligence, and even the mental health of our students and colleagues.

Now, as we are returning to normality, we may be both enriched and scarred, but we are also filled with a notion of recognition of the importance of teaching and learning. In our opinion, it has not been a better time to share knowledge, experience, and data regarding higher education.

The duality of both clinical craftsmanship and medical-oriented healthcare understanding (often a pre-clinical phase) found in dentistry places the profession in a unique position. The education given here, is both theoretical and technical. The effective linkage between the theoretical foundation and the clinical procedure competence remains a pedagogical challenge. In this Special Issue, we invite educators of higher education to offer inspirational insight regarding dental education from both a technical and/or theoretical point of view.

We aim to have a special focus on challenges and innovation, as understood by educators, in both teaching methodologies and the student-oriented outcomes thereof. In the words of Scott Hayden, "Teachers have three loves: love of learning, love of learners, and the love of bringing the first two loves together".

Prof. Dr. Amer Sehic
Prof. Dr. Qalbi Khan
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Dentistry Journal is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • basic sciences
  • curriculum advancement
  • digital dentistry education
  • educational technology integration
  • innovative teaching methods
  • preclinical education
  • remote learning challenges
  • student wellbeing in dentistry

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Published Papers (5 papers)

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12 pages, 2091 KiB  
Article
Implementation of Virtual Reality in Preclinical Pediatric Dentistry Learning: A Comparison Between Simodont® and Conventional Methods
by Antonia M. Caleya, Andrea Martín-Vacas, María Rosa Mourelle-Martínez, Manuel Joaquín de Nova-Garcia and Nuria E. Gallardo-López
Dent. J. 2025, 13(2), 51; https://doi.org/10.3390/dj13020051 - 23 Jan 2025
Viewed by 389
Abstract
Background/Objectives: Preclinical training in pediatric dentistry is traditionally performed on acrylic primary teeth or natural extracted teeth in phantoms or dental manikins. With technological advancements, virtual simulation has become increasingly common, enhancing the development of cognitive and motor skills in dental students while [...] Read more.
Background/Objectives: Preclinical training in pediatric dentistry is traditionally performed on acrylic primary teeth or natural extracted teeth in phantoms or dental manikins. With technological advancements, virtual simulation has become increasingly common, enhancing the development of cognitive and motor skills in dental students while complementing traditional methods. Specific objectives included assessing whether preclinical theoretical knowledge impacts motor skill scores, comparing the quality of dental preparations on acrylic teeth versus those performed using virtual simulation (Simodont®) and evaluating students’ perceptions of Simodont® use. Methods: An observational, descriptive, cross-sectional study was conducted. Students first completed a theoretical knowledge survey on dental preparations, class II caries, and pulpotomies. They then performed dental preparations on both acrylic primary teeth and the Simodont® simulator, with their work assessed by a pediatric dentistry professor. Finally, students completed a perception survey regarding their experience. Results: The introduction of the Simodont® was positively received. Theoretical knowledge prior to preclinical exercises did not significantly influence practice scores. Average scores for preparations on acrylic teeth (class II: 2.57; pulpotomy: 3.60) were higher than those achieved using Simodont® (class II: 1.97; pulpotomy: 2.92). Conclusions: Dental preparation scores were higher on acrylic teeth compared to the virtual simulation. While students reported a positive experience with Simodont®, they expressed a preference for traditional learning methods involving acrylic teeth on phantoms or dental manikins. Full article
(This article belongs to the Special Issue Dental Education: Innovation and Challenge)
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23 pages, 1220 KiB  
Article
Knowledge, Awareness, and Influence of the COVID-19 Pandemic on Students of Biomedical Faculties: A Cross-Sectional Study
by Bruno Špiljak, Luka Šimunović, Ana Marija Miličević, Marko Granić, Lana Bergman and Jasminka Peršec
Dent. J. 2025, 13(1), 28; https://doi.org/10.3390/dj13010028 - 10 Jan 2025
Viewed by 604
Abstract
Background/Objectives: The COVID-19 pandemic has had a profound impact on physical, mental, and social aspects of life worldwide. This study aimed to explore and compare differences in knowledge, awareness, behavior, and the psychological impact of the pandemic among students of biomedical faculties [...] Read more.
Background/Objectives: The COVID-19 pandemic has had a profound impact on physical, mental, and social aspects of life worldwide. This study aimed to explore and compare differences in knowledge, awareness, behavior, and the psychological impact of the pandemic among students of biomedical faculties at the University of Zagreb. Methods: A cross-sectional study was conducted between 27 November 2020 and 19 January 2021 involving 518 students from the School of Dental Medicine, School of Medicine, Faculty of Pharmacy and Biochemistry, and Faculty of Veterinary Medicine. An anonymous online questionnaire was distributed, assessing participants’ knowledge about SARS-CoV-2, information sources, attitudes, and psychological responses. Data were analyzed using descriptive statistics and appropriate statistical tests. Results: The median knowledge score was 61.54%, with senior and female students demonstrating significantly more knowledge (p < 0.001 and p = 0.044, respectively). Students who consulted the scientific literature and official websites had higher knowledge levels (p < 0.001). Most participants used media and social networks for pandemic information, while scientific sources were underutilized. Psychological impacts were evident, with 46.3% expressing fear about the future and 25% reporting anxiety if they were to be infected. Additionally, those who engaged with the scientific literature were more likely to accept vaccination and showed lower levels of COVID-19 stigma. A majority (64.5%) believed that the media exaggerated the pandemic’s risks. Conclusions: Biomedical students demonstrated moderate knowledge about COVID-19, with a clear link between scientific literacy and more informed, less stigmatizing attitudes. This study underscores the importance of reliable information sources in shaping public health awareness and highlights the need for further education on COVID-19 symptoms and preventive measures. Full article
(This article belongs to the Special Issue Dental Education: Innovation and Challenge)
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11 pages, 699 KiB  
Article
Virtual Versus Traditional Learning: A Comparison of Dental Students’ Perception and Satisfaction
by Marwa Madi, Balgis Gaffar, Faraz Ahmed Farooqi, Osama Zakaria, Shazia Sadaf, Muhanad Alhareky and Jehan AlHumaid
Dent. J. 2024, 12(12), 393; https://doi.org/10.3390/dj12120393 - 4 Dec 2024
Viewed by 623
Abstract
Background: Comparing the effectiveness of virtual and traditional learning methods is crucial for understanding their impact on knowledge transmission in different subjects. The objective of this cross-sectional study was to explore dental students’ perceptions and satisfaction levels with their experiences in virtual learning [...] Read more.
Background: Comparing the effectiveness of virtual and traditional learning methods is crucial for understanding their impact on knowledge transmission in different subjects. The objective of this cross-sectional study was to explore dental students’ perceptions and satisfaction levels with their experiences in virtual learning compared to traditional classroom learning. Methods: A cross-sectional survey was administered to all dental students in the College of Dentistry across preclinical (3rd and 4th year) and clinical (5th and 6th year) levels using Google Forms. The questionnaire included items from the validated student survey component of the Blended Learning Toolkit, the Quality Matters Higher Education Rubric, and the Web Learning Project Student Survey. Results: With a 93% response rate from 313 students, the survey results indicated a strong preference (87%) for traditional learning among 3rd-year preclinical students who favored it over virtual learning, contrasting with 54% of 6th-year clinical year students. Most of the students acknowledged that traditional learning facilitates the use of various instructional methods while virtual learning hinders interactions among each other (p = 0.068). However, virtual lectures were perceived as more organized (70% to 89%, p = 0.014). Gender differences were minimal in preference for virtual learning, but male students significantly preferred traditional methods (p = 0.001). Conclusion: The results indicate a preference for traditional over virtual learning, especially among males and preclinical dental students, emphasizing the need for an integrated approach that combines the structured benefits of virtual learning with the interactive advantages of traditional classrooms. Full article
(This article belongs to the Special Issue Dental Education: Innovation and Challenge)
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11 pages, 1160 KiB  
Article
Evaluation and Comparison of Manual and Mechanical Endodontic Instrumentation Completed by Undergraduate Dental Students on Endodontic Blocks
by António Ginjeira, Abayomi O. Baruwa and Karla Baumotte
Dent. J. 2024, 12(11), 363; https://doi.org/10.3390/dj12110363 - 14 Nov 2024
Viewed by 1252
Abstract
Background: The shaping of root canal space was completed using manual stainless steel files in earlier decades and with the advent of mechanical nickel–titanium (NiTi) instruments, there is potential for more efficient root canal preparation. Despite the advantages of NiTi instruments, their adoption [...] Read more.
Background: The shaping of root canal space was completed using manual stainless steel files in earlier decades and with the advent of mechanical nickel–titanium (NiTi) instruments, there is potential for more efficient root canal preparation. Despite the advantages of NiTi instruments, their adoption in undergraduate dental education remains limited. The aim of this study was to evaluate three root canal instrumentation techniques, manual instrumentation using stainless steel hand files, continuous rotation employing ProTaper Gold (PTG) files, and reciprocation with WaveOne Gold (WOG) files, on endodontic resin blocks to assess the quality of preparation and the time required for instrumentation. Methods: A total of 36 third-year dental students, all lacking prior experience in root canal procedures, were divided into six groups to prepare 108 resin endodontic blocks with each student preparing 3 blocks. Images were captured at the preoperative, intraoperative, and postoperative stages to facilitate comparisons and measurements of the prepared blocks to assess the degree of resin removal, apical deviation, and mid-cervical wear. Furthermore, questionnaires were distributed to assess the students’ experiences and satisfaction with the techniques. The Friedman test, Wilcoxon test with Bonferroni correction, and Kruskal–Wallis test with Mann–Whitney U test were used to analyse and compare techniques, with the level of significance set at p < 0.05. Results: Instrumentation with PTG exhibited significantly reduced apical deviation (0.073 ± 0.003) compared to both the WOG and manual instrumentations (p < 0.001). Significant differences in mid-cervical wear were observed only between PTG and the manual instrumentation. In terms of resin removal, the manual instrumentation displayed greater variability and was five times slower to complete the instrumentation. In total, 90% of students favoured mechanical instrumentation, with substantial preferences for them over manual techniques. Conclusions: Mechanical instrumentation techniques, notably with the PTG system, were significantly faster and more effective in preparation quality. This highlights the potential for the inclusion of mechanical instrumentation in undergraduate dental curricula. Full article
(This article belongs to the Special Issue Dental Education: Innovation and Challenge)
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6 pages, 1666 KiB  
Commentary
The Importance of Basic Sciences in Dental Education
by Anna Tostrup Kristensen, Noora Helene Thune, Qalbi Khan, Tor Paaske Utheim and Amer Sehic
Dent. J. 2024, 12(12), 382; https://doi.org/10.3390/dj12120382 - 26 Nov 2024
Viewed by 1293
Abstract
The rapid advancements in biomedical sciences, including genomics, microbiome research, and bioinformatics, underscore the need for dental education to evolve to meet future challenges in public oral health and healthcare delivery. The integration of basic sciences into dental curricula is crucial to ensure [...] Read more.
The rapid advancements in biomedical sciences, including genomics, microbiome research, and bioinformatics, underscore the need for dental education to evolve to meet future challenges in public oral health and healthcare delivery. The integration of basic sciences into dental curricula is crucial to ensure that dental professionals are thoroughly prepared in these fundamental areas. Despite the widespread agreement on the necessity of including basic medical sciences in dental education, challenges such as curricular congestion, faculty economics, and infrastructural limits persist, complicating the integration of new scientific knowledge. Furthermore, there remains a significant lack of research concerning the optimal extent, timing, and focus of these subjects, whether biochemical, medical, or dental. Additionally, there is a need to address prevailing conceptions about the irrelevance of basic sciences to the field of dentistry, which necessitates a focus on teaching methodologies and pedagogical strategies. Therefore, it is essential to advance educational research that prepares future educators to integrate basic sciences into dental education through evidence-based teaching methods. The dental curriculum, which encompasses fundamental sciences, laboratory exercises, and clinical practice, must overcome considerable pedagogical challenges to effectively incorporate and balance these basic sciences within its educational structure. Full article
(This article belongs to the Special Issue Dental Education: Innovation and Challenge)
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