One of the most common oral diseases affecting people wearing dentures is chronic atrophic candidiasis or denture stomatitis (DS). The aim of the paper is to provide an update on the pathogenesis, presentation, and management of DS in general dental practice settings. A comprehensive review of the literature published in the last ten years was undertaken using multiple databases, including PubMed via MEDLINE, EMBASE, and Scopus. The eligible articles were analyzed to identify evidence-based strategies for the management of DS. Despite its multifactorial nature, the leading cause of DS is the development of oral Candida albicans biofilm, which is facilitated by poor oral and denture hygiene, long-term denture wear, ill-fitting dentures, and the porosity of the acrylic resin in the dentures. DS affects between 17 and 75% of the population wearing dentures, with a slight predominance in elderly females. The mucosal denture surfaces and posterior tongue are the common sites of DS, and the affected areas exhibit erythema, the swelling of the palatal mucosa and edema. Oral and denture hygiene protocols, adjusting or re-fabricating poorly adapting dentures, smoking cessation, avoiding nocturnal denture wear, and the administration of topical or systemic antifungals are the mainstay of management. Alternate treatments such as microwave disinfection, phytomedicine, photodynamic therapy, and incorporation of antifungals and nanoparticles into denture resins are being evaluated for the treatment of DS but require further evidence before routine use in clinical practice. In summary, DS is the most common oral inflammatory lesion experienced by denture wearers. Most patients with DS can be managed in general dental practice settings. Effective management by general dental practitioners may be supported by a thorough understanding of the pathogenesis, the recognition of the clinical presentation, and an awareness of contemporary treatment strategies.

Simulation training for invasive dental procedures is a core component of the pre-clinical dental curriculum. Besides conventional mannequin-based simulators, dental schools are now incorporating haptic virtual reality simulation (HVRS) devices to facilitate the transition of students from the simulated dental learning environment to the clinical settings. This study aimed to assess student performance and perceptions of HVRS training as a pedagogical tool in pre-clinical paediatric dentistry. After practicing the primary molar pulpotomy procedure on plastic teeth, participants were randomized into test and control groups. Test group students performed the same procedure on a HVRS device, namely the SIMtoCARE Dente^®. Subsequently, both the test and control group students attended another conventional pulpotomy simulation session where the quality of their access outline and pulp chamber deroofing steps were evaluated on plastic teeth. After the control group students also experienced the HVRS, all study participants completed a perception questionnaire on their experience. No significant differences were found between the study and control group students for the quantitative parameters assessed. Although the students regarded HVRS to be a useful adjunct to support their pre-clinical training, an overwhelming majority of the students did not consider HVRS to be a replacement for conventional pre-clinical simulation training.

Background: Learner agency involves students actively engaging in their learning process and shaping their educational experiences through autonomy, self-regulation, and decision-making. In professional education, particularly within health professions, learner agency is critical for fostering adaptability and lifelong learning. This scoping review explores how learner agency, alongside concepts such as self-regulated learning and self-directed learning, is addressed in undergraduate dental education, aiming to understand its implications and strategies for enhancing student agency in this context. Methods: The scoping review examined literature on self-regulated learning, self-directed learning and learner agency in undergraduate dental education from 1994-April 2024 across five databases: PubMed, Scopus, Embase, ProQuest Central, and Web of Science. A manual search of the cited references was also conducted. Relevant studies were screened, and the findings were summarized to offer a comprehensive overview and identify research gaps. Results: In total, 33 studies were included in the review. The results revealed a strong interconnection between intrapersonal, behavioral, and contextual dimensions in shaping learner agency through self-regulated learning and self-directed learning among undergraduate dental students. The studies analyzed, predominantly quantitative, highlighted the multifaceted relationships among self-regulated learning and self-directed learning and learner agency, emphasizing its significance for educational practice and policy. Conclusions: Self-regulated learning and self-directed learning are crucial for developing learner agency, aiding undergraduate students’ transition into independent professionals and fostering lifelong learning behaviors. Educational strategies should prioritize empowering students to become independent learners, reducing their reliance on faculty. Further research is needed to identify effective methods for promoting learner agency development among dental students.