《欧洲牙科教育杂志》的目的是发表牙科教育领域最高质量的原创专题和评论文章。该杂志旨在广泛传播有关牙科本科和研究生教育以及牙科辅助人员培训领域的课程开发教学方法评估技术和质量保证的最新信息。范围包括基础医学科学的牙科教育方面、行为科学与医学教育信息技术的接口以及远程学习和教育审计。特别鼓励发表与牙科相关的高质量教育研究成果的论文，以及关于新颖和已建立的教育计划及其成果的基于证据的报告。

The European Journal of Dental Education aims to publish high-quality original research and review articles in the field of dental education. The journal is dedicated to disseminating the latest information on undergraduate and postgraduate dental education, as well as training for dental auxiliaries, covering areas such as curriculum development, teaching methods, assessment techniques, and quality assurance. Its scope includes the application of basic medical sciences in dental education, the interface between behavioral sciences and medical education, as well as distance learning and educational auditing. The journal particularly encourages the publication of high-quality educational research related to dentistry and evidence-based reports on innovative and established educational programs and their outcomes.

《欧洲牙科教育杂志》旨在发表牙科教育领域高质量的原创研究和评论文章。该杂志致力于广泛传播有关牙科本科和研究生教育以及牙科辅助人员培训的最新信息，包括课程开发、教学方法、评估技术和质量保证等方面。其范围涵盖基础医学科学在牙科教育中的应用、行为科学与医学教育的信息技术接口，以及远程学习和教育审计。特别鼓励发表与牙科相关的高质量教育研究成果，以及关于新颖和已建立的教育计划及其成果的基于证据的报告。

European Journal of Dental Education

Well-being is increasingly regarded as an integral component of a graduating dentist's professional responsibility, yet studies demonstrate significant levels of stress and poor mental health in the dental student population. The aim of this qualitative study was to explore final-year dental students' perceptions of stressors in dentistry and their experiences of managing their individual well-being and supporting the well-being of their colleagues and patients.

Charlotte Cheuk Kwan Chan

Elise Hoi Wan Fok

Michael George Botelho

European Journal Of Dental Education

A Qualitative Analysis of Students' Perceptions and Experiences of Stressors and Well‐Being in Dentistry

牙科学生压力源及幸福感认知与体验的定性分析

ABSTRACT Introduction Feedback is an invaluable educational tool and is now widely used in education, despite some of the challenges and barriers to its implementation. Effective feedback in medical and dental education is a driver for improvement, by recognising good performance and identifying areas where improvement is required. This, in turn, can translate into better patient care, as feedback can positively impact on clinical performance. To date, there is limited literature about feedback mechanisms in orthodontic training and trainees' perceptions of how effective the various methods are. Methods This was a national, cross‐sectional questionnaire investigating orthodontic trainees' perceptions of effective feedback relating to chairside clinical training. An electronic questionnaire was developed and an invitation to participate was disseminated via the British Orthodontic Society (BOS) to postgraduate orthodontic trainees in the United Kingdom (UK). The population included all trainees at ST1‐5 level who were BOS members, aged 25 years and above, including those appointed by Health Education England (HEE) and those who were non‐HEE appointed. The questionnaire was open for an 11‐week period between 10 February 2022 and 28 April 2022. Results The questionnaire was completed by 68 participants with a mean age of 30.7 years and the response rate was approximately 30%. Trainees agreed that effective feedback improved their clinical skills and performance (99%) and 82% felt comfortable requesting feedback from their supervisors. The main perceived barrier to obtaining high quality in‐depth feedback was perceived time pressures for educators (87%). Conclusions This study demonstrated positive findings regarding trainees' perceptions of feedback processes in UK clinical orthodontic training. Perceived barriers to effective feedback included time constraints and the perception that trainers were too busy to provide in‐depth feedback.

Rachna K. Chawla

Fiona S. Ryan

Susan J. Cunningham

Orthodontic Trainees' Perceptions of Effective Feedback in the <scp>United Kingdom</scp>

英国正畸实习生对有效反馈的看法

Integrating digital dental technology into undergraduate curricula can better prepare dental technology students for a digitally driven workplace. However, students' perspectives on this education are sparse in the literature. This qualitative study explored dental technology students' perceptions of a digital dental technology curriculum.

Xiaoxia Wang

Ziqianhong Wan

Xin Feng

Zhuoli Zhu

Perceptions of a Digital Dental Technology Curriculum: A Qualitative Study of Dental Technology Students

数字牙科技术课程的认知：牙科技术学生定性研究

ABSTRACT Background Degree projects are part of most professional study programmes and correspond to professional and academic requirements. Therefore, this study aimed to investigate factors that influence the quality of student degree projects from a supervisor and student perspective. Methods Semi‐structured interviews were performed with eight supervisors from the study programme in dentistry at Karolinska Institutet. The interviews were transcribed. The first part was summarised and described, and the second part was analysed thematically. Also, a questionnaire was completed by 45 students in their 7th and 9th semesters of the study programme. Student responses were summarised and described. Results The main findings indicate a convergence of expectations and perspectives between supervisors and students regarding the factors that influence the quality of the degree project. They emphasise the importance of realistic expectations, feasibility and adherence to academic standards for a high‐quality outcome. Effective supervision involves the supervisor being readily available, responsive to student inquiries and supportive in time–management. Conversely, students are expected to demonstrate motivation, engagement and increasing autonomy. Additionally, both agree that the project should be engaging, relevant to the supervisor's expertise and the student's interests, contribute to personal and academic growth and ideally result in a publication. Conclusions Taken together, supervisors and students share grounds for the degree project work, which is an important condition for ensuring a qualitatively sound degree project. Sharing expectations and perspectives in the beginning and having a continuously open dialogue concerning this issue during the degree project work benefits a sustainable collaboration and ensures quality.

Maria Christidis

Petra Waters

Linnéa Ärlegård

Zoe Säflund

Nikolaos Christidis

Factors Influencing the Quality of Undergraduate Students' Degree Projects: From Student and Supervisor Perspectives

本科生学位项目质量影响因素：学生与导师视角

ABSTRACT Introduction This article explores the use of clinical vicarious learning dialogue videos as a learning resource for a written summative assessment. Method A prescribed list of 42 clinical vicarious learning dialogue videos was disseminated to students, and they were informed that these would form the scope of a prosthodontics question in their final year summative exam. The videos captured the learning dialogue between a teacher and student during diagnosis, problem‐solving or clinical decision‐making in relation to prosthodontic patient interactions. Exam questions were created from screen capture images from the videos based on and around the video content. After the exam, video analytics was captured, and students were invited for an interview using a question guide which was recorded and transcribed and a thematic analysis was performed using a deductive inductive approach. Results Fourteen students were interviewed, and from these three domains and 10 key themes were identified: learning : learning strategy, learning new skills and knowledge, learning clinical skills, application of learnt skills and engagement; assessment : exam scope and stress, clinical relevance, motivation, generalisable; and video as a learning medium : enjoyable, affordance. Students reported that using these videos facilitated and supported their exam preparations, stimulated learning new content as well as higher‐order thinking skills. Students reported they had applied skills learnt from the videos and broadened their cognitive skills and practical experience. The format of the assessment was described as enjoyable and reduced stress. All students reported they watched ‘all’ the videos which appeared to be supported by the analytics. Conclusion Clinical vicarious learning dialogue videos were found to help learning, assessment literacy, clinical cognitive skills, stress and motivation for learning.

Bochra Boubaker

Impact of Clinical Video Scenarios Used for a Summative Exam to Facilitate Learning

临床视频场景用于形成性考试对促进学习的影响

ABSTRACT Introduction This paper is aiming to present an experiment involving odontology students, teachers and pupils in elementary grades to investigate the potential benefits of co‐design activities to create preventive materials to promote oral health in schools. Materials and Methods A total of, 110 fourth‐year students, 47 volunteers teachers and 698 pupils in Grades 1 and 2 participated in the study. This work led to the creation and distribution to teachers of appropriate tools on the dental health. We wanted to assess how the odontology students felt during this co‐design project. Each of them was asked to complete the same questionnaire twice, at the beginning and at the end of the project. Results Our results show that they consider that the children and their parents' knowledge of oral health is largely inadequate. Moreover, a large majority of them (75%) felt that their participation would have a positive impact on the children's future behaviour and on their own future professional practice. Discussion The students' participation in this experiment in co‐designing with teachers shows that offering odontology students a different kind of learning, along the lines of what is being done in the United Kingdom with service‐learning, can be beneficial both for them and for the end‐users. Conclusion The participation of dental students in the specific educational training activity has a positive and significant impact of their mental representation and we can hope that the emergence of this paradigm of participatory design, also known as co‐creation, can lead to strong and lasting changes in health behaviours.

Stephanie Jager

Eric Mortier

Jerome Dinet

Co‐Designing of Preventive Materials Between Dental Students and Primary School Teachers to Promote Oral Health: Impact on Professional Practices for French Dental Students

Abbreviation	Eur J Dental Education
Journal Impact	1.65
Quartiles(Global)	EDUCATION, SCIENTIFIC DISCIPLINES(Q2)

ISSN	1396-5883, 1600-0579
h-index	53

Publication Information	Publisher: Wiley-Blackwell Publishing Ltd，Publishing cycle: Quarterly，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1997，Proportion of original research papers: 94.57%，Self Citation Rate:11.80%， Gold OA Rate: 35.02%
Average review cycle	网友分享经验：较慢,6-12周
Average recruitment ratio	网友分享经验：容易

European Journal of Dental Education

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A Qualitative Analysis of Students' Perceptions and Experiences of Stressors and Well‐Being in Dentistry

Orthodontic Trainees' Perceptions of Effective Feedback in the United Kingdom

Perceptions of a Digital Dental Technology Curriculum: A Qualitative Study of Dental Technology Students

Factors Influencing the Quality of Undergraduate Students' Degree Projects: From Student and Supervisor Perspectives

Impact of Clinical Video Scenarios Used for a Summative Exam to Facilitate Learning

Orthodontic Trainees' Perceptions of Effective Feedback in the United Kingdom

A Qualitative Analysis of Students' Perceptions and Experiences of Stressors and Well‐Being in Dentistry

Perceptions of a Digital Dental Technology Curriculum: A Qualitative Study of Dental Technology Students

Impact of Clinical Video Scenarios Used for a Summative Exam to Facilitate Learning

Co‐Designing of Preventive Materials Between Dental Students and Primary School Teachers to Promote Oral Health: Impact on Professional Practices for French Dental Students