Recognising and supporting authentic learning in a changing world: the opportunities and threats of AI.

Since the term AI (artificial intelligence) was first coined, it has become embedded in modern life, with debate focusing on its challenges. In dentistry, AI is being used in clinical and education practice; however, many educators have limited knowledge or skills in its use. The British Alliance of Researchers in Dental Education and Scholarship hosted an AI-themed conference in November 2023.

Exploring clinicians' knowledge and attitudes toward the care needs of complex adult users of an Emergency Department: A descriptive mixed methods study.

Background: Adults who frequently present (FPAs) to emergency departments (EDs) often have a history of adverse childhood experiences (ACEs) and related adult health sequelae. Implications for ED care of this group remains poorly understood. This study explored clinicians' knowledge and attitudes toward the care needs of FPAs who have an ACEs history, providing preliminary evidence to inform further research and interventions.

'I've got to go in there with my armour on': Adverse Childhood Experiences Among Adults Who Frequently Attend Emergency Departments.

Frequent presentations to emergency departments contribute to increased service demands and healthcare costs. Literature suggests these adult presentations may be influenced by childhood adversity. This qualitatively driven, mixed methods study explored the self-perceived role of childhood adversity in the health of adults who frequently attended Australian Emergency Departments and their perceptions of the healthcare they received.

Adaptation to Virtual Assessment during the COVID-19 Pandemic: Clinical Case Presentation Examination.

Background: Case presentation assessment is common in both medicine and dentistry and is known under various names depending on the country and institution. It relates mainly to aspects of diagnosis and treatment planning and is considered highly authentic and useful. The COVID-19 pandemic necessitated the movement of this assessment from face-to-face to online.

COVID-19 Adaptations for Biomedical Teaching and Assessment Within the Undergraduate Dental Curriculum.

The COVID-19 pandemic has profoundly affected the provision of teaching and assessment on the undergraduate dental programme in many institutions worldwide, and for a prolonged period resulted in the cessation of face-to-face teaching. This resulted in significant changes in the way that didactic and preclinical skills have been taught and required novel thinking to overcome the issues that COVID-19 restrictions presented.Dentistry is a very practical subject and at this institution, the University of Glasgow Dental Hospital and School, we had to quickly develop new ways of teaching that allowed us to cover teaching and assessment of the required Intended Learning Outcomes.

The changing landscape of dental education - Glasgow Dental School.

Glasgow Dental School was set up in 1879, and since that time, dental education has been changing and evolving into the current landscape we recognise today. Changes in demographics and numbers of dental students have led to a more diverse community of students from wide and varied backgrounds. The years have also seen the development of educational theory and practice, and in more recent times, the introduction and expansion of digital and technology-enhanced learning and teaching have revolutionised the delivery of the dental curriculum.

Virtual objective structured clinical examination during the COVID-19 pandemic: An essential addition to dental assessment.

Introduction: COVID-19 has profoundly affected dental undergraduate teaching and assessment. The pandemic resulted in cessation of face-to face teaching and assessment in many countries, with an associated move online. Objective structured Clinical Examination (OSCE), an important modality for clinical assessment in dentistry and medicine, is not possible with pandemic restrictions in place.

Illustrating a novel methodology and paradigm applied to Emergency Department research.

Aim: To provide a practical example of how a novel methodology and paradigm was applied to a mixed methods study exploring the healthcare experiences of Australian adults who frequently use emergency department services.

Design: Discussion Paper.

Data Sources: We explored published literature discussing philosophical and methodological issues related to mixed methods research.

Adult frequent presentation to emergency departments and adverse childhood experiences: a scoping review.

Background: Extensive literature reports the influence of childhood adversity on adult health, however few studies have explored these life antecedents in people who frequently present to the emergency department. This review synthesizes literature exploring childhood adversity influences on emergency department presentations, if and how it is identified, and interventions addressing the health care needs of this group.

Methods: Eight electronic databases were searched.

A pilot of a Virtual Objective Structured Clinical Examination in dental education. A response to COVID-19.

Introduction: The outbreak of COVID-19 necessitated a move to online teaching and assessment. The objective structured clinical examination (OSCE) has been an integral part of dental examinations for several decades. The COVID-19 pandemic stopped face to face examinations around the world.

Understanding dental students' use of feedback.

Introduction: Feedback can enhance learning and is thought to be highly valued by students; however, it is not clear from the literature how dental students actually use feedback.

Aim: This study aimed to explore how dental students use feedback in a variety of contexts.

Methods: Qualitative methods involving audio-recorded focus groups were used to explore the use of feedback by undergraduate dental students studying at three UK dental schools.

Motivation as a Predictor of Dental Students' Affective and Behavioral Outcomes: Does the Quality of Motivation Matter?

Since the motivation to study and engage in academic activities plays a key role in students' learning experience and well-being, gaining a better understanding of dental students' motivations can help educators implement interventions to support students' optimal motivations. The aim of this study, grounded in self-determination theory, was to determine the predictive role of different types of motivation (autonomous motivation, controlled motivation, and amotivation) in the affective and behavioral outcomes of dental students. Amotivation is the absence of drive to pursue an activity due to a failure to establish relationships between activity and behavior; controlled motivation involves behaving under external pressure or demands; and autonomous motivation is an internalized behavior with a full sense of volition, interest, choice, and self-determination.

Motivational profiles and their relationships with basic psychological needs, academic performance, study strategies, self-esteem, and vitality in dental students in Chile.

Purpose: To determine dental students' motivational profiles through a person-centred approach and to analyse the associations with the satisfaction of their basic psychological needs, study strategies, academic performance, self-esteem, and vitality.

Methods: A total of 924 students from the University of San Sebastian (Chile) participated in this cross-sectional cor¬relational study in spring 2016. Data were collected through 5 self-reported instruments, in addition to students' academic performance.

Learning climate and feedback as predictors of dental students' self-determined motivation: The mediating role of basic psychological needs satisfaction.

Aim: The aim of this study was to test the mediating role of the satisfaction of dental students' basic psychological needs of autonomy, competence and relatedness on the association between learning climate, feedback and student motivation. The latter was based on the self-determination theory's concepts of differentiation of autonomous motivation, controlled motivation and amotivation.

Methods: A cross-sectional correlational study was conducted where 924 students completed self-reported questionnaires measuring motivation, perception of the learning climate, feedback and basic psychological needs satisfaction.

Determinants and outcomes of motivation in health professions education: a systematic review based on self-determination theory.

Purpose: This study aimed at conducting a systematic review in health professions education of determinants, mediators and outcomes of students' motivation to engage in academic activities based on the self-determination theory's perspective.

Methods: A search was conducted across databases (MEDLINE, CINHAL, EMBASE, PsycINFO, and ERIC databases), hand-search of relevant journals, grey literature, and published research profile of key authors. Quantitative and qualitative studies were included if they reported research in health professions education focused on determinants, mediators, and/or outcomes of motivation from the self-determination and if meeting the quality criteria.

Peer assisted learning: teaching dental skills and enhancing graduate attributes.

This study describes a pilot project in which peer assisted learning (PAL) is used to teach dental clinical skills. A cluster randomised controlled trial compared opinions of Bachelor of Dental Surgery (BDS) students from peer-led groups versus staff-led groups in a clinical (impression taking) and a pre-clinical (handpiece skills) task. BDS5 (peer tutors) in their final year delivered teaching to BDS1 (tutees) for each task.

Psychometric Validation of the Academic Motivation Scale in a Dental Student Sample.

The Academic Motivation Scale is one of the most frequently used instruments to assess academic motivation. It relies on the self-determination theory of human motivation. However, motivation has been understudied in dental education.

Encouraging intrinsic motivation in the clinical setting: teachers' perspectives from the self-determination theory.

Introduction: Self-determination theory postulates that the three basic psychological needs of autonomy, competence and relatedness have to be satisfied for students to achieve intrinsic motivation and internalisation of autonomous self-regulation towards academic activities. Consequently, the influence of the clinical teaching environment becomes crucial when satisfying these needs, particularly when promoting or diminishing students' intrinsic motivation. The aim of this study was to describe and understand how clinical teachers encourage intrinsic motivation in undergraduate dental students based on the three basic psychological needs described by the self-determination theory.

Patients' perception of infection prevention in dental practice.

Patient's perceptions of risk from bloodborne viruses (BBVs) and variant Creutzfeldt-Jacob Disease (vCJD) in relation to attendance at dental practice is understudied. This survey of an opportunistic sample of 50 dental practice patients examined patients' perceptions of the risk of acquiring BBVs and vCJD following dental treatment. Major concerns of patients revolved around hand hygiene practices rather than risks from BBVs or vCJD.

Improving the effectiveness of tobacco use cessation (TUC).

This paper includes an update of a Cochrane systematic review on tobacco use cessation (TUC) in dental settings as well as narrative reviews of possible approaches to TUC and a more detailed discussion of referral for specialist TUC services. On the basis of these reviews we conclude that interventions for tobacco users in the dental setting increase the odds of quitting tobacco. However, the evidence is derived largely from patients using smokeless tobacco.

Consensus Report: 2nd European Workshop on Tobacco Use Prevention and Cessation for Oral Health Professionals.

Tobacco use has been identified as a major risk factor for oral disorders such as cancer and periodontal disease. Tobacco use cessation (TUC) is associated with the potential for reversal of precancer, enhanced outcomes following periodontal treatment, and better periodontal status compared to patients who continue to smoke. Consequently, helping tobacco users to quit has become a part of both the responsibility of oral health professionals and the general practice of dentistry.

Smoking cessation and periodontal health--a missed opportunity?

Design: This was a cohort study. COHORT SELECTION: A longstanding prospective study was carried out of a birth cohort born in Dunedin (New Zealand) in 1972-1973. EXPOSURE MEASUREMENT: Periodontal examinations of the study participants were carried out when they reached the age of 26 and 32 years by calibrated examiners; smoking exposure was measured by questioning at ages 15, 18, 21, 26 and 32 years.

A randomised controlled trial of a smoking cessation intervention delivered by dental hygienists: a feasibility study.

Background: Tobacco use continues to be a global public health problem. Helping patients to quit is part of the preventive role of all health professionals. There is now increasing interest in the role that the dental team can play in helping their patients to quit smoking.