The rapid advancements in biomedical sciences, including genomics, microbiome research, and bioinformatics, underscore the need for dental education to evolve to meet future challenges in public oral health and healthcare delivery. The integration of basic sciences into dental curricula is crucial to ensure that dental professionals are thoroughly prepared in these fundamental areas. Despite the widespread agreement on the necessity of including basic medical sciences in dental education, challenges such as curricular congestion, faculty economics, and infrastructural limits persist, complicating the integration of new scientific knowledge. Furthermore, there remains a significant lack of research concerning the optimal extent, timing, and focus of these subjects, whether biochemical, medical, or dental. Additionally, there is a need to address prevailing conceptions about the irrelevance of basic sciences to the field of dentistry, which necessitates a focus on teaching methodologies and pedagogical strategies. Therefore, it is essential to advance educational research that prepares future educators to integrate basic sciences into dental education through evidence-based teaching methods. The dental curriculum, which encompasses fundamental sciences, laboratory exercises, and clinical practice, must overcome considerable pedagogical challenges to effectively incorporate and balance these basic sciences within its educational structure.

Objectives: A thorough knowledge of tooth morphology, encompassing the detailed structural complexities, is essential for the practice of dental hygienists in all aspects of their profession. The aim of this study was to assess the efficacy of two instructional approaches in tooth morphology education, by analyzing the performance of dental hygienist students trained with human extracted teeth compared to those educated with plastic teeth models. Methods: This study included two cohorts of undergraduate dental hygienist students: a control group (n = 27) trained using human teeth, and an experimental group (n = 34) trained using plastic teeth models. Each group underwent two consecutive practical exams where they identified all 32 permanent teeth and 8 deciduous molars. Initially, students were tested on the training material that they were assigned (either extracted human teeth or plastic teeth), and, subsequently, they were tested using the alternative material. Both the number and patterns of identification errors were recorded and analyzed. Paired t-tests were used to compare error rates between real and plastic teeth for students trained on either plastic or real teeth, unpaired t-tests were conducted to assess differences in performance between students trained on plastic versus real teeth when tested on both tooth types, and Fisher’s exact tests were employed to examine variations in error proportions across maxillary and mandibular tooth categories. Results: The control group recorded a mean of 6.41 errors per student (total of 173 errors), with three students (11.1%) failing by committing over 12 errors. Their performance improved to a mean of 5.44 errors (total of 147 errors) when tested on plastic teeth, although the improvement was not statistically significant (p = 0.20). Conversely, the experimental group demonstrated high accuracy on plastic teeth, with 19 out of 34 students (55.9%) achieving perfect scores and a total of only 50 errors (mean, 1.47). Their performance, however, declined when tested on real teeth, escalating to a total of 354 errors, with 32 students (94.12%) making more errors on real teeth than on plastic, resulting in a significant increase in errors to an average of 10.41 per student (p < 0.001). Conclusions: This study demonstrates that students perform best when tested on the materials that they initially were trained with, showing that real teeth provide better educational outcomes than plastic models. This advantage underscores the importance of using natural teeth when learning dental anatomy.

Background: A solid understanding of dental and craniofacial anatomy is essential for reliable clinical practice, yet long-term retention of anatomical knowledge is known to decline as students progress through their training. Although digital- and image-based resources are widely used in anatomy education, it remains unclear whether two-dimensional (2D) representations support durable recognition of complex anatomical structures. This study investigated whether tactile engagement with real three-dimensional (3D) anatomical specimens enhances long-term identification accuracy compared with standardized 2D images. Materials and Methods: Eighty-nine fifth-year dental students at the University of Oslo were assessed approximately 2.5 years after completing their formal anatomy course. All students completed two sequential identification tests on the same day: a 2D image-based test followed immediately by an equivalent test using real extracted human teeth and real skull bones. The assessments comprised 28 osteology structures and 14 teeth. Performance between conditions was compared using mixed-effects logistic regression with test modality as a fixed effect and participant and anatomical item as crossed random effects. Results: Overall identification accuracy increased from 52% in the 2D condition to 74% in the 3D tactile condition (p < 0.0001). Mean accuracy for osteology improved from 0.519 (SD = 0.074) to 0.708 (SD = 0.072) (p < 0.0001), while tooth morphology scores increased from 0.535 (SD = 0.097) to 0.795 (SD = 0.110) (p < 0.0001). All individual teeth and nearly all osteological structures showed significantly higher identification accuracy in the 3D condition. The largest gains were observed for structures with low 2D recognition. Conclusions: Tactile interaction with real 3D anatomical specimens substantially enhances long-term recognition of dental and craniofacial anatomy. These findings support the continued integration of hands-on, three-dimensional learning alongside digital resources in dental anatomy education to promote durable anatomical understanding and clinical preparedness.

Background: Dental students need to qualify with a clear understanding of the continuum of biological development from the molecular (genetic, epigenetic and environmental interactions) to the cellular (morphogenesis and differentiation) to the emergence of the mature tissue or organ. Histogenetics provides a core component for this understanding. The aim of this study is to investigate whether a merged approach, combining traditional and recent methods, can enhance the teaching of histogenetics to dental students. Methods: This study blended traditional (lectures, drawings, microscopy) and recent approaches (flipped classroom elements, virtual microscopy, group-based poster construction, and interactive quiz-based discussion) to enhance student engagement and perceived learning in oral histogenetics. The intervention was delivered to master-level dental students across six core oral histogenetics topics. Teaching followed a structured three-phase model: Prepare (digital lectures and short microscopy-introduction videos); Engage (microscopy session and group-based poster creation); and Test and Discuss (teacher-led quizzing and discussion). Student perceptions were evaluated through an electronically distributed 17-item questionnaire at the end of the course. Items were grouped into self-evaluation, resources, and teaching method domains and rated on a five-point Likert scale. Results: A total of 45 of 51 students responded (88%). Across all domains, positive perceptions (Agree/Strongly Agree) predominated (p < 0.001). Self-evaluation items showed strong agreement for attendance and group contribution, with more variability in preparation time and motivation. Resources were rated highly, although the accessibility of physical guidance showed more mixed responses. The merged teaching method received strong endorsement, with students reporting engagement, enjoyment, ease of understanding, and clear emphasis on clinical relevance. Conclusions: The merged approach was perceived as pedagogically valuable and clinically meaningful by the students and appears to enhance perceived engagement, clarity, and relevance in oral histogenetics teaching. These findings support the adoption of blended, student-active methodologies to strengthen comprehension and promote clinically meaningful learning in oral histology.