The aim of this study was to investigate the acceptance and assessment of work shadowing carried out by students and dentists in dental practices. Furthermore, the extent to which students perceive an improvement in their specialised, communication and social competencies, was to be examined. 61 dental students in their clinical semesters at a German university participated in work shadowing placements at 27 different general dental practices. Before beginning, they received checklists of various competencies that they self-assessed using school grades (from 1 = ‘very good’, to 6 = ‘failed’), which they also repeated after completion. The dentists supplemented this with their external assessments. In addition, the students were requested to fill out a 54-item questionnaire and compose a freely-structured report after the work shadowing; the dentists filled out a questionnaire containing 16 items. The statistical analysis was carried out by means of the Friedman Test, including a post-hoc test (Bonferroni-Holm correction). The analysis showed a significant overall improvement in the students’ self-assessed competencies by 0.71* ± 0.43 grades. With an average of 0.33* ± 0.36, the dentists’ external assessment proved significantly higher than the self-assessment. The greatest improvements were perceived by the students in the areas of accounting (1.17* ± 0.77), practice organisation (1.05* ± 0.61) and dentist’s discussions (0.94* ±0.80) [*p < 0.05]. The students confirmed experiencing an expansion of knowledge, an improvement in their communication skills and indicated a high degree of satisfaction in regard to the dentists (school grade 1.58 ± 0.93). A maximum amount of satisfaction towards the work shadow students was demonstrated by the dentists, and this form of teaching was assessed with a school grade of 1.69 ± 0.89. Both students and dental practitioners demonstrated a high level of satisfaction in regard to the work shadowing. The students felt their knowledge had increased, viewed the dentists as motivating role models and acknowledged a significant improvement in their specialised, communication and social competencies. Work shadowing in dental teaching practices presents a sensible addition to academic teaching at a university.

The aim of this study was to investigate the adhesion of primary colonizers of the oral biofilm on five adhesive restorative materials. For each material (Admira Fusion, Clearfil AP-X, Durafill VS, Filtek Supreme XTE, Venus Diamond) sixteen test specimens were prepared according to a standardized protocol. For pellicle formation, the specimens were incubated for two hours at 37 °C with sterile-filtered inactivated human saliva. The bacteria (S. oralis, S. gordonii, S. sanguinis, S. mitis, A. spp.) were cultivated and suspended. A bacteria mix was prepared from the suspensions. The specimens with pellicles were wetted with the bacterial mix and incubated at 37 °C for 8 hours. The total genomic DNA of the adhered bacteria was isolated and subsequently quantified using SYBR Green qPCR. For S. gordonii, S. oralis and A. spp., no significant differences in the amount of adhered bacterial DNA were found between the different materials. DNA concentration of S. mitis was significantly higher on Filtek Supreme XTE compared to the other materials. Significantly higher DNA concentrations of S.sanguinis could also be detected on Filtek Supreme XTE compared to Clearfil AP-AX and Durafill VS.

Background/Objectives: The aim of this study was to investigate primary colonizers adhering to the oral biofilm on five adhesive restorative materials. Methods: For each material (Admira Fusion, Clearfil AP-X, Durafill VS, Filtek Supreme XTE, and Venus Diamond), sixteen test specimens were prepared according to a standardized protocol. For pellicle formation, the specimens were incubated for two hours at 37 °C with sterile-filtered inactivated human saliva. The bacteria (Streptococcus oralis (S. oralis), Streptococcus gordonii (S. gordonii), Streptococcus sanguinis (S. sanguinis), Streptococcus mitis (S. mitis), and Actinomyces naeslundii (A. naeslundii)) were cultivated and suspended. A bacteria mix was prepared from the suspensions. The specimens with pellicles were wetted with the bacterial mix and incubated at 37 °C for 8 h. The total genomic DNA of the adhered bacteria was isolated and subsequently quantified using SYBR Green qPCR. Results: For S. gordonii, S. oralis, and A. spp., no significant differences in the amount of adhered bacterial DNA were found between the different materials. S. mitis DNA concentration was significantly higher on Filtek Supreme XTE compared to the other materials. Significantly higher DNA concentrations of S. sanguinis could also be detected on Filtek Supreme XTE compared to Clearfil AP-AX and Durafill VS. Conclusions: The investigated restorative materials showed species-specific differences in bacterial adhesion, with Filtek Supreme XTE exhibiting higher adhesion of S. mitis and S. sanguinis, whereas no differences were observed for the other tested species.

Background/Objectives: The revised German Licensing Regulations for Dentists (ZApprO) introduced a mandatory professional field exploration (PFE) internship in dentistry, but neither a standardized specification nor cross-institutional data on its delivery are available. This study compared how the internship is implemented across German dental schools. Methods: In a cross-sectional, nationwide online survey (SoSci Survey; November 2024–January 2025), coordinators at all 30 German dental schools were invited to complete a questionnaire adapted from established instruments in human medicine and dentistry. Data were analyzed descriptively. Results: Twenty-three of 30 dental schools responded (76.7%). Delivery was heterogeneous: university-internal at 39.1% of sites, external at 21.7%, and combined at 39.1%. The median duration specified in the local curriculum was 3.0 semester hours per week (Semesterwochenstunden, SWS; 1 SWS = 45 min per week during one semester). Group-based teaching was used at 52.2% of sites (median group size, 9; range 2–15). Learning objectives were assigned at 60.9% of sites and, where assigned, were based on the National Competence-Based Catalogue of Learning Objectives for Dentistry (NKLZ) at 76.9% (10/13). Interdisciplinary teaching (medical/dental/clinical) was rated predominantly positively. Conclusions: The PFE internship is implemented heterogeneously, with no dominant model and inconsistent use of learning objectives, supporting standardization and inter-university exchange.