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Sex and academic stage differences in work-related musculoskeletal disorders pain among dental students. A cross-center cross-sectional study.
Cranio
January 2025
Institute of Dental Clinic, A. Gemelli University Policlinic IRCCS, Catholic University of Sacred Heart, Rome, Italy.
Objective: Dental professionals are highly vulnerable to work-related musculoskeletal disorders (WMSD). As females, who are more prone to WMSD, represent a growing proportion of the dental workforce, this study explored sex differences in WMSD-pain prevalence among dental students, and differentiated it between preclinical and clinical students.
Methods: A multi-center cross-sectional study was conducted among dental students at three U.
Historical Pathways Highlighting Misgivings and Misinterpretations in the Processes of Tooth Absorption & Resorption.
J Hist Dent
January 2025
Professor Emeritus Texas A&M University, College of Dentistry, Dallas, Texas, Distinguished Adjunct Professor, Department of Cariology, Saveetha Dental College and Hospitals Saveetha Institute of Medical and Technical Sciences (SIMATS) Saveetha University, Chennai, India.
Historically the physiological or pathological loss of tooth structure in situ was deemed to be due to the 'absorption' of tooth structure due to the removal of the inorganic components of dentin and cementum by osteoclastic (dentinoclastic) cellular activity. This nomenclature and the activity that it represented was considered by almost all dental researchers and clinicians in the 1800s and early 1900s. The shift to the concept of 'resorption' occurred in the first half of the 20th century, with clarity emanating from significant research activity on the pathology of osseous structures, origin of osteoclastic cell types, and the function of periodontal ligament cells.
View Article and Find Full Text PDF15-Point versus pass/fail grading in orthodontic education: A randomized controlled trial.
J Dent Educ
December 2024
Department of Orthodontics, University of Münster, Münster, Germany.
Objectives: There is a lack of evidence on whether a grading system or a pass/fail system influences manual skills in dental education. This parallel-group randomized controlled trial aimed to assess the influence of a 15-point grading system compared with a pass/fail evaluation on the quality of orthodontic appliances in dental education.
Methods: Predoctoral dental students of three orthodontic courses (n = 139) were randomly assigned to either the test group (15-point grading system) or the control group (pass/fail) using sealed envelopes.
Comparison of clinical independence level scores among predoctoral dental students between dental school clinic and community clinic rotation.
J Dent Educ
December 2024
Department of Dental Public Health and Dental Informatics, Indiana University School of Dentistry, Indianapolis, Indiana, USA.
Objectives: The aim of this study was to compare the difference in the level of clinical independence among predoctoral dental students during their community clinic rotation with their dental school clinic rotations.
Methods: Descriptive statistics, assessment of sample normality, and T-tests were performed to present the difference in average independence scale scores for the participants in each of the clinical disciplines at dental school clinical rotations and community rotations. The relative impact of each community clinical site was assessed to compare scores assigned at varying locations by different faculty.
Developing institution-specific admission competency criteria for prospective health sciences students.
BMC Med Educ
December 2024
Department of Dental Education, School of Dentistry & Dental Research Institute, Seoul National University, 103 Daehak-ro, Jongno-gu, Seoul, 03080, Republic of Korea.
Background: Given the critical role of health professionals in societal health, the development of robust and effective selection methods is of fundamental concern for educational institutions within the field of health sciences education. Conventionally, admission competencies have been determined by institutional authorities. Developing institution-specific competency criteria enables an admission process that is mission- and value-aware, evidence-based, and strategically adaptable.
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