An implementation of training units that provide evidence for improving students’ communication skills in the dental curriculum is now more than ever of utmost importance. This study aimed to investigate how students assess their skills after communication training and whether this training also increased students’ self-efficacy expectancy. A total of 32 male and 71 female students with a mean age of 25.6 ± 3.9 years participated in the study. Self-assessment of communication skills and self-efficacy expectancies were collected at two time points using Likert scales. Our study shows that the communication training, consisting of a practical exercise with actors and an online theory module, significantly improved the students’ self-assessment of their communication skills and also improved some aspects of self-efficacy expectancy. These results indicate that, in addition to the practical and technical-theoretical training of students, communication training is essential in the dental curriculum. In summary, this study showed that a one-time practical exercise with actors together with an online theory module could improve both the self-assessment of communication competence and some aspects of self-efficacy expectancy, which demonstrates the importance of training communication skills alongside practical and technical-theoretical training.

Background/Objectives: Artificial intelligence–based language models such as ChatGPT are increasingly used in medical communication, yet their performance compared with human clinicians remains insufficiently explored in dentistry. Because communication quality, including accuracy and empathy, is essential for patient understanding, this study aimed to compare ChatGPT’s responses with those of dentists with different levels of professional experience. Methods: Ten standardized dental patient questions were generated by the authors and answered by ChatGPT and by three dentist groups (5 years of experience; one respondent per group, randomly selected from five eligible dentists). Subsequently, 30 dentists rated the professional quality of the responses, and 50 patients evaluated perceived empathy on 4-point scales. Group differences were analyzed using the non-parametric Friedman test with exact post hoc comparisons and Bonferroni correction. Results: ChatGPT received higher ratings than all dentist groups in both domains. Mean empathy scores were 3.23 for ChatGPT versus 1.73–2.14 for dentists, and mean quality scores were 3.50 versus 1.79–2.21 (all p < 0.001). Early-career dentists scored moderately higher than the most experienced group but consistently below ChatGPT. Due to the exploratory design and small number of respondents per experience group, these findings should be interpreted cautiously. Conclusions: ChatGPT generated responses rated as more empathetic and of higher professional quality than those of participating dentists. This suggests potential value for supporting routine, text-based dental communication. However, limitations such as lack of genuine empathy, data privacy concerns, and clinical responsibility must be considered. Larger studies are needed to validate these results

Communication skills training is essential in dental education, but training effects are often difficult to detect. The aim of this study was to assess the effect of communication training through 360° evaluation. To this end, 127 dental students were questioned with their treatment partners, their course assistants and their patients. 35 male and 92 female students took part in the study from April 2021 to February 2022. The students’ self-assessment of their communication skills was carried out using a questionnaire at two different points in time. In addition, external assessments of communication skills were obtained from treatment partners, course tutors and patients at one point in time. A five-point Likert scale was available to all participants. Our study shows that communication training in dental curriculum improves the students’ self-assessment of their communication skills. In addition, some effects were also measurable in the external assessment by the treatment partners and the course tutors. The patient survey showed very good results in both groups. In summary a one-time communication training course significantly improves students’ self-perception of their communication skills, especially when it comes to more complex skills such as conversation structure and nonverbal communication. Treatment partners and course tutors also confirm improvements, while patients were unable to perceive any differences. The study shows that simple skills can be improved even without training, but complex skills require targeted training. However, longer training and further research are needed for sustainable behavioral changes and objective assessments.

Background: With the introduction of the new dental licensing regulations (ZApprO) in Germany, preclinical teaching time was substantially reduced, particularly affecting practical training. To support students’ learning under these conditions, a formative Objective Structured Clinical Examination (OSCE) was implemented early in the preclinical curriculum. This study aimed to evaluate the impact of an early formative OSCE on undergraduate dental students’ learning behavior, self-assessment, and exam preparation. Methods: A total of 71 undergraduate dental students (mean age 22 years) participated voluntarily in a formative OSCE in preventive dentistry during the summer semester 2022 and winter semester 2022/23. Students were randomly assigned to an intervention group (OSCE halfway through the semester) or a control group (OSCE shortly before the final exam). The OSCE included five stations developed according to the National Competence-Based Learning Objectives Catalog for Dentistry. Students completed pseudonymized questionnaires at two time points (T0: after OSCE; T1: after the final exam). The questionnaire assessed learning behavior (including strategies for dealing with difficult material and use of additional resources), self-assessment (perceived learning status and exam readiness), motivation, and exam preparation. Statistical analyses were performed using Mann–Whitney U and Wilcoxon tests. Results: Participation in the formative OSCE enabled students to better evaluate their learning status and identify individual learning needs for the final exam. Although both groups started exam preparation at similar times (T0: p = 0.422; T1: p = 0.674), the intervention group reported higher initial motivation and greater awareness of knowledge gaps after the OSCE. Differences were also observed in how students dealt with difficult material and in their use of supplementary learning resources. Conclusions: An early formative OSCE fosters undergraduate dental students’ self-assessment, reflection on learning behavior, and awareness of learning needs, thereby supporting more targeted exam preparation. However, it does not necessarily lead to an earlier start of study activities. Implementing formative OSCEs in the middle of the semester, accompanied by structured feedback, may further enhance their educational impact.