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.