Background: As an integral part of computer-assisted surgery, virtual surgical planning (VSP) leads to significantly better surgery results, such as for oral and maxillofacial reconstruction with microvascular grafts of the fibula or iliac crest. It is performed on a 2D computer desktop screen (DS) based on preoperative medical imaging. However, in this environment, VSP is associated with shortcomings, such as a time-consuming planning process and the requirement of a learning process. Therefore, a virtual reality (VR)–based VSP application has great potential to reduce or even overcome these shortcomings due to the benefits of visuospatial vision, bimanual interaction, and full immersion. However, the efficacy of such a VR environment has not yet been investigated. Objective: This study aimed to demonstrate the possible advantages of a VR environment through a substep of VSP, specifically the segmentation of the fibula (calf bone) and os coxae (hip bone), by conducting a training course in both DS and VR environments and comparing the results. Methods: During the training course, 6 novices were taught how to use a software application in a DS environment (3D Slicer) and in a VR environment (Elucis) for the segmentation of the fibula and os coxae, and they were asked to carry out the maneuvers as accurately and quickly as possible. Overall, 13 fibula and 13 os coxae were segmented for each participant in both methods (VR and DS), resulting in 156 different models (78 fibula and 78 os coxae) per method (VR and DS) and 312 models in total. The individual learning processes in both environments were compared using objective criteria (time and segmentation performance) and self-reported questionnaires. The models resulting from the segmentation were compared mathematically (Hausdorff distance and Dice coefficient) and evaluated by 2 experienced radiologists in a blinded manner. Results: A much faster learning curve was observed for the VR environment than the DS environment (β=.86 vs β=.25). This nearly doubled the segmentation speed (cm3/min) by the end of training, leading to a shorter time (P<.001) to reach a qualitative result. However, there was no qualitative difference between the models for VR and DS (P=.99). The VR environment was perceived by participants as more intuitive and less exhausting, and was favored over the DS environment. Conclusions: The more rapid learning process and the ability to work faster in the VR environment could save time and reduce the VSP workload, providing certain advantages over the DS environment.

According to the European Union (EU) Directive 2005/36, the medical specialty of oral and maxillofacial surgery (OMFS) exists with two possible formats: dual degree OMFS called Dental, Oral and Maxillofacial Surgery (DOMFS) - basic medical and basic dental training and single medical degree Maxillofacial Surgery (MFS). Within the EU and across all of Europe, differences in the nature and quality of OMFS training coexist. By implementing the highest possible standards of training, patient care can be improved. To establish quality metrics for an ideal OMFS training programme, the European OMFS Trainee Forum of the Union Européenne des Médecins Spécialistes (UEMS) conducted a Delphi consensus protocol from November 2023 to January 2024. Facilitated by the OMFS Section of UEMS, 57 trainees from 32 countries participated. The process involved the definition of three quality levels using the red, amber, and green (RAG) rating system. Following the Delphi process, 46 domains were identified, including features within training programmes/rotations, teaching and education programmes, training placements, recording of training progression and activity, and external assessment of training programmes. The results were aligned with the UEMS OMFS European Training Requirement (ETR). With the introduction of a RAG rating, trainees and trainers can review their training programmes with the aim of improving them by moving domains from Red to Green. Raising the standard of training will benefit our patients. This initiative could mark a significant step towards the harmonisation of OMFS training, improving quality and ensuring consistent, high-level care throughout Europe.

Objectives: Tobacco smoking is one major risk factor in the development of oral squamous cell carcinoma (OSCC). Continuation of smoking after diagnosis and treatment is associated with an increase in recurrence rate and incidence of second tumors, with a shorter lon g‐term survival and poorer response to therapy. In the current German guideline for the treatment of OSCC, there is no clear recommendation to participate in structured smoking cessation programs. Materials and Methods: A total of 202 patients with histologically confirmed OSCC completed a one‐time assessment of their smoking behavior using three standardized questionnaires during regular tumor follow‐up. In addition to sociodemographic data, patients were asked retrospectively about their smoking habits and motivation to quit smoking before and after diagnosis and treatment. Results: A serious smoking cessation attempt before diagnosis of OSCC were stated in 54.8% of the participants. This number increased up to 82.2% after OSCC diagnosis. However, only 48.5% managed to quit smoking after diagnosis. Professional support was with only 21.92% ( n = 16) rarely used. Motivation to quit was significantly lower before (2.75 ± 2.41) than after OSCC diagnosis (7.27 ± 2.41) ( p = 0.001) and significantly higher among the participants who finally managed to quit (9.38 ± 1.68) than among those who continued smoking (4.79 ± 3.43) ( p = 0.001). Conclusions: The diagnosis of OSCC appears to be an important teachable moment for smoking cessation. To maximize this effect, an early and standardized implementation of systematic smoking cessation programs into the therapeutic concept of patients with OSCC is strongly recommended.

Background/Aim: To assess knowledge of initial management of traumatic dental injuries among senior medical students and to compare knowledge at cohort level before and after implementation of structured teaching on traumatic dental injury management within an emergency medicine module. Material and Methods: This single‐center study was conducted at a German medical faculty. An anonymous structured questionnaire covering common first‐aid scenarios for traumatic dental injuries, including avulsion, luxation, and fracture management, was administered to two independent cohorts of senior medical students before and after implementation of a dental trauma lecture. The questionnaire comprised 16 multiple‐choice items regarding knowledge of traumatic dental injury management. Total knowledge scores and item‐level results were compared between cohorts using unpaired statistical analyses. Results: A total of 117 students participated in the pre‐implementation cohort and 92 in the post‐implementation cohort. Mean knowledge scores were higher in the post‐implementation cohort (10.0 vs. 6.6 points, p < 0.0001). The proportion of students classified with low knowledge decreased, whereas moderate and high knowledge categories increased at cohort level after structured teaching. Higher proportions of correct responses were observed in avulsion‐related items, including replantation and appropriate timing of intervention. However, no significant differences were found in management of luxated primary teeth and recommended timing of dental referral after initial management. Conclusions: Knowledge of traumatic dental injury management among senior medical students was predominantly low before lecture implementation and was higher at cohort level after structured teaching within an emergency medicine module. Given the anonymous unpaired design, these findings should be interpreted as cohort‐level differences rather than direct within‐subject learning effects. Clinically relevant gaps persisted in dentition‐specific management and dental referral timing. These findings support structured integration of guideline‐based dental trauma management into medical curricula while highlighting the need for future studies assessing practical skills and clinical performance.