Background/Objectives: Despite clear benefits, conventional rubber dam use remains low due to barriers that often originate during undergraduate training. To examine a potential approach to mitigating these barriers, this study evaluated the efficacy and feasibility of OptraDam^® Plus, a user-friendly alternative to the conventional rubber dam, in preclinical simulation training. Methods: In this 2 × 2 crossover trial, preclinical undergraduate students were randomly assigned to two groups to perform two types of dental isolation, conventional rubber dam and OptraDam^® Plus, in alternating sequences on a dental simulator. The efficacy and feasibility of both systems were evaluated based on application time, isolation quality, and students’ perceptions. Results: Data from 94 randomized students were collected and analyzed. Although students’ performance was suboptimal with both systems, there were significant differences in efficacy and feasibility between them. Application time was shorter with the conventional rubber dam (mean reduction 77 s; 95% CI 4–151; p = 0.039), whereas using OptraDam^® Plus was associated with 51% lower odds of achieving a higher isolation quality category (OR 0.49; p = 0.011). In addition, students perceived the conventional rubber dam to be superior to the OptraDam^® Plus in achieving higher-quality dental isolation and in their confidence in using it. Conclusions: OptraDam^® Plus cannot be considered a suitable alternative to the conventional rubber dam in preclinical simulation training due to its inferior efficacy and feasibility. The findings of this study challenge the assumption that utilization of newer marketed “user-friendly” rubber dam systems necessarily overcome the core technical barriers faced by undergraduate students.

Background/Objectives: Clinically node-negative (cN0) neck management in cT1–T2 oral cavity squamous cell carcinoma continues to be a subject of controversy. The eighth edition AJCC has incorporated depth of invasion (DOI) as a significant factor in staging and consideration for possible neck dissection. Establishment of accurate DOI thresholds and their clinical relevance is crucial to maximize oncological outcomes with reduced unnecessary morbidity. Methods: A comprehensive analysis of clinical research assessing elective neck dissection (END) techniques in oral cavity cancers classified by DOI in cT1–T2N0 patients was carried out. The included studies reported occult nodal metastasis rates, overall survival, disease-specific survival, disease-free survival, and regional control. Results: With hazard ratios favoring END for overall survival (HR 0.64; 95% CI 0.45–0.92) and disease-free survival (HR 0.45; 95% CI 0.34–0.59), elective neck dissection provided advantages in both survival and regional control. In a national registry, DOI ≥ 5 mm independently raised the risk of nodal failure (HR 2.099; 95% CI 1.346–3.271), while END enhanced neck control in comparison to observation (HR 1.749; 95% CI 1.141–2.680). With ROC-derived cut-offs like 4.59 mm producing positive predictive values for nodal metastasis up to 41.7%, diagnostic thresholds clustered around 4 mm. Conclusions: Under DOI guidance, elective neck dissection consistently showed oncologic benefit, with practical thresholds convergent around 4 mm for sites in the mixed oral cavity and 3 mm for high-risk subsites. The synthesized results confirmed that DOI is the primary determinant of END when combined with histopathologic and subsite-specific risk factors.

This study evaluated the color change (ΔE₀₀) and penetration depth (PD) of white spot lesions (WSLs) infiltrated with the resin infiltrant (Icon^®) functionalized with methacrylate epigallocatechin-3-gallate (EGCG). To introduce polymerizable double bonds, EGCG was reacted with methacryloyl chloride (EM). Subsequently, the Icon resin infiltrant (I) was loaded with neat EGCG (IE) or EGCG–methacrylate (IEM) at 2 wt% each. WSLs were created on bovine enamel blocks and treated with I, IE, or IEM. Sound and untreated enamel surfaces were used as controls (C). Infiltrant PD (%) was determined by Confocal Laser Scanning Microscopy (CLSM, n = 12) analysis. For color change (ΔE₀₀) determination (n = 14), ΔL, Δa, and Δb, half of each sample was kept sound as a reference area. The color was determined with a spectrophotometer. Data were statistically evaluated (p = 0.05). Surface morphology was obtained as a qualitative response variable using 3D CLSM. PD (%) did not differ statistically for I, IE, and IEM (p = 0.780). Groups I and IEM showed similar performance on color change (ΔE₀₀) compared to the control group, while IE exhibited intermediate results, with no significant difference observed between the untreated, I, and IEM groups (p < 0.001). IEM promoted the masking of the WSL color without interfering with the PD.

Background: Student feedback is crucial for evaluating the effectiveness of institutions. However, implementing feedback can be challenging due to practical difficulties. While student feedback on courses can improve teaching, there is a debate about its effectiveness if not well-written to provide helpful information to the receiver. Objective: This study aimed to evaluate the impact of coaching on proper feedback given by dental students in Saudi Arabia. Methods: A total of 47 first-year dental students from a public dental school in Riyadh, Saudi Arabia, completed 3 surveys throughout the academic year. The surveys assessed their feedback on a Dental Anatomy and Operative Dentistry course, including their feedback on the lectures, practical sessions, examinations, and overall experience. The surveys focused on assessing student feedback on the knowledge, understanding, and practical skills achieved during the course, as aligned with the defined course learning outcomes. The surveys were distributed without coaching, after handout coaching and after workshop coaching on how to provide feedback, designated as survey #1, survey #2, and survey #3, respectively. The same group of students received all 3 surveys consecutively (repeated measures design). The responses were then rated as neutral, positive, negative, or constructive by 2 raters. The feedback was analyzed using McNemar test to compare the effectiveness of the different coaching approaches. Results: While no significant changes were found between the first 2 surveys, a significant increase in constructive feedback was observed in survey #3 after workshop coaching compared with both other surveys (P<.001). The results also showed a higher proportion of desired changes in feedback, defined as any change from positive, negative, or neutral to constructive, after survey #3 (P<.001). Overall, 20.2% reported desired changes at survey #2% and 41.5% at survey #3 compared with survey #1. Conclusions: This study suggests that workshops on feedback coaching can effectively improve the quality of feedback provided by dental students. Incorporating feedback coaching into dental school curricula could help students communicate their concerns more effectively, ultimately enhancing the learning experience.

Background: Mastering complex psychomotor skills is essential in undergraduate dental education; however, traditional live demonstrations (LDs) face limitations such as high instructor-to-student ratios and restricted viewing angles. Prerecorded video demonstrations (VDs) offer scalable, repeatable instructions and the ability to integrate multimedia cues but may lack real-time interaction and immediate feedback. There is limited evidence comparing these teaching modalities, particularly regarding gender differences, in the acquisition of restorative dentistry skills. Objective: This study aimed to (1) compare first-year dental students’ knowledge acquisition and procedural performance following a LD versus a prerecorded VD of a class II amalgam restoration and (2) evaluate whether gender influences outcomes within each demonstration method. Methods: A total of 51 students enrolled in an Introduction to Operative Dentistry course (2024‐2025) participated in this cohort study. The students were randomized into 2 groups: LD (26/51, 51%) or VD (25/51, 49%). Both groups received identical lectures and demonstrations of a standardized class II cavity preparation and amalgam restoration. Knowledge was assessed via preprocedural and postprocedural multiple-choice questionnaires, and the procedural performance was graded by 2 blinded raters using a 10-point rubric. Student perceptions were measured with an 8-item Likert survey. Mixed ANOVA and independent and paired 2-tailed t tests evaluated between-group and within-group differences, while gender analyses used factorial ANOVA. Interrater reliability (interclass correlation coefficient=0.991) was confirmed. Results: The baseline knowledge scores did not differ between the 2 groups. After the demonstration, knowledge was significantly higher with LD (mean 71.22, SD 17.3) than VD (mean 58.4, SD 21.7; P=.02; Cohen d=0.65). The LD method demonstrated significant within-group improvement (P<.001; Cohen d=0.83). Procedural grading favored LD (mean 8.3, SD 0.9 vs mean 7.9, SD 1.0); however, results were not statistically significant (P=.08; Cohen d=0.50). No significant differences were found in the student perception survey. Gender analysis revealed that male students in the LD group achieved higher postknowledge scores (mean 74.0, SD 12.3 vs mean 55.0, SD 24.3; P=.03), greater score improvements (P=.03), and higher grading scores (mean 8.5, SD 0.6 vs mean 7.6, SD 1.3; P=.03) compared to those in the VD group. No significant differences were observed among female students. Conclusions: LDs yielded superior knowledge acquisition and better performance compared to VDs, particularly for male students. VDs remain a viable alternative when supplemented with interactive elements and instructor feedback. Blended teaching models integrating live and video methods may optimize the demonstration experience for the students, thus enhancing the learning outcomes.

BACKGROUND Student feedback is crucial for evaluating the effectiveness of institutions. However, implementing feedback can be challenging due to practical difficulties. While student feedback on courses can improve teaching, there is debate about its effectiveness if not well-written to provide helpful information to the receiver. OBJECTIVE This study aimed to evaluate the impact of coaching on proper feedback given by dental students in Saudi Arabia. METHODS First-year dental students were asked to complete three surveys throughout the academic year. The surveys assessed their feedback on the course, including lectures, practical sessions, exams, and overall experience. The surveys were distributed without coaching, after handout coaching and after workshop coaching on how to provide feedback, designated as survey #1, survey #2 and survey #3, respectively. The responses were then rated as neutral, positive, negative, or constructive by two raters. The feedback was analyzed to compare the effectiveness of the different coaching approaches. RESULTS While no significant changes were found between the first two surveys, a significant increase in constructive feedback was observed in survey #3 after workshop coaching (P<.001). The results also showed a higher proportion of desired changes in feedback, determined as a change from any rating to constructive rating, after survey #3 (P<.001). Overall, 20.2% reported desired changes at survey #2 and 41.5% at survey #3 compared to survey #1. CONCLUSIONS This study suggests that workshops on feedback coaching can effectively improve the quality of feedback provided by dental students. Incorporating feedback coaching into dental school curricula could help students communicate their concerns more effectively, ultimately enhancing the learning experience.