ATSU Faculty Research

ABSTRACT
Objectives: Two interactive e-learning modules were developed, focusing on dental panoramic radiograph (DPR) interpretation and a virtual dental clinic (VDC) for communication skills. The aim of the study was twofold: to quantitatively evaluate the effectiveness of the modules in enhancing students’ skills in interpreting DPRs and complying with reporting standards in clinical practice, and to qualitatively assess students’ perceptions of the module’s effectiveness. Methods: A mixed-methods cohort study was conducted over four weeks and included forty-five dental students in their final year. Students were assessed using objective structured radiographic interpretation and objective structured clinical examination assessments before (baseline) and after the e-learning modules. Student perceptions of the modules were evaluated quantitatively using an online questionnaire and qualitatively in focus group discussions. Quantitative data were analyzed using a Wilcoxon signed-rank test. Qualitative data from focus group discussions were analyzed using thematic analysis. Results: After the modules, students’ DPR interpretation skills improved for reporting radiographic findings (all p < 0.01), anatomical landmark identification (all p < 0.05), and pathology detection (all p < 0.05). Communication skills improved for reduced jargon usage (p < 0.01). Compliance with DPR reporting increased from 63.3% before to 81.3% after the module (p = 0.03). Students indicated positive perceptions of the modules, highlighted their flexibility, and provided reinforcement. Conclusion: The e-learning modules with DPR and VDC significantly enhanced student skills in DPR interpretation and clinical communication. These findings support the integration of e-learning modules in dental curricula to improve diagnostic accuracy, knowledge retention, and communication skills.1 Introduction educational methods evolve, there has been an emphasis on innovative, technology-driven teaching strategies, particularly in higher education [1]. For example, e-learning uses digital tools to promote learner-centered instruction. In dental education, these technologies are essential for upholding modern teaching standards [1, 2]. Although the adoption of e-learning has recently surged, maintaining student engagement and development of practical skills remains challenging, especially in dental fields like oral radiology, which require clinical exposure to develop diagnostic skills [3]. Despite attempts to replicate traditional face-to-face experiences, e-learning tools can only partially replace hands-on aspects of clinical training [3–5]. However, as virtual simulations, augmented reality, computer-aided design, computer-aided manufacturing, and teledentistry education tools advance,

Abstract
Resin based dental composites offer significant benefits with regard to the minimally invasive management of dental caries. However, over a period of time such restorations may become susceptible to failure with secondary caries and marginal deterioration being common causes. A retrospective clinical study was conducted at the IMU University Oral Health Centre to assess the quality of direct resin composite restorations placed by dental undergraduates as judged by the modified United States Public Health Service (USPHS), criteria. This study aimed to evaluate the quality and the causes of the failure of direct resin composite restorations in permanent teeth placed by dental undergraduate students using modified USPHS criteria to assess failure. A total of 76 restorations were evaluated in this study. Descriptive statistics were collected, and the Chi-square test (p < 0.05) was used to determine statistically significant differences. A total of 42.1% of the composite resin restorations in the study were considered satisfactory. Of the restorations regarded as failures, the causes were colour mismatch (39.4%), followed by marginal discolouration (21%) and then restoration fracture (14.5%). The operator's year of study (p = 0.039) and the number of restoration surfaces (p = 0.039) showed statistically significant associations with the quality of the restorations. Composite resin restorations performed by dental undergraduates exhibited high failure rates, which were primarily attributed to colour mismatches, marginal discolorations, or fractures of the restoration.

Abstract
This study evaluates the antimicrobial efficacy of gold nanogel as an endodontic medicament against Enterococcus faecalis in persistent root canal infections. It investigates whether gold nanogel can serve as an effective and biocompatible alternative to conventional medicaments in eliminating E. faecalis. Gold nanoparticles (< 100 nm) were tested against E. faecalis using the agar diffusion method. Extracted teeth inoculated with E. faecalis were treated with gold nanogel (1000 µg/mL), chlorhexidine gluconate (2%), calcium hydroxide, or saline for seven days. Antimicrobial efficacy was assessed on days 1, 3, and 7 using agar diffusion and colony-forming unit (CFU) assays. Gold nanogel significantly reduced E. faecalis biofilm viability, showing greater efficacy than calcium hydroxide and comparable results to 2% chlorhexidine. Chlorhexidine eradicated E. faecalis by day 7, while gold nanogel exhibited sustained antibacterial action with minimal CFUs remaining. Gold nanogel demonstrated superior efficacy over calcium hydroxide and comparable effectiveness to chlorhexidine gluconate (2%) against E. faecalis. Further studies are recommended to evaluate its clinical applications and long-term biocompatibility.

Abstract
Background
The Virtual Dental Clinics (VDCs) are designed in an interactive mode for undergraduate dental students to expose them to dental clinical cases in the form of didactic learning rather than experiential learning. VDCs simulate realistic dental practice scenarios within a virtual environment, providing students with opportunities to engage in clinical decision-making, patient interactions, and procedural simulations.

Aim
This study aims to assess students’ perceptions regarding the usefulness of Virtual Dental Clinics (VDCs) in simulated clinical training using a validated questionnaire. The study seeks to assess student perceptions on usefulness, satisfaction, ease of learning and ease of use of Virtual Dental Clinics as a clinical teaching and learning tool.

Methodology
The Virtual Dental Clinics were designed on themes from sub-specialities of dentistry. Themes for clinical case scenarios were selected and designed with the guidance of specialist faculty and the E-Learn department of International Medical University. “A total of 29 Year 3 dental students participated in the study after using the VDC for two weeks. Year 3 dental students were included, as they recently began clinical postings, lacking exposure to advanced clinical situations. A pre-piloted and validated questionnaire named the ‘USE questionnaire’ was utilized to assess student perceptions regarding the usefulness, ease of use, ease of learning, and satisfaction with VDCs.”

Results
Data analysis showed that students expressed significantly different opinions regarding the domains Usefulness & Ease of Learning (mean difference 0.48, p < 0.001) as well as Usefulness and Satisfaction (mean difference 0.43, p < 0.001). The significant results for the usefulness domains suggest that although the tool is effective in helping the user achieve their task, there is still room for improvement in making it more user-friendly and easier to learn as well as in overall user satisfaction. Our study evaluated the impact of Virtual Dental Clinics (VDCs) on student perceptions. Data analysis using Wilcoxon signed rank test with Bonferroni correction and found significant differences between ‘Uselessness’ and other domains, which demonstrated the perceived utility of VDCs as an educational tool in the clinical setting. Importantly, uselessness was rated significantly higher compared to ‘Ease of use (p < 0.001), ‘Ease of learning’ p < 0.001) and satisfaction (p < 0.001). No significant differences were observed between ‘Ease of use, ease of learning and satisfaction’ (p > 0.05). The results demonstrate VDCs efficacy in supporting educational needs of students. These findings suggest that while users perceived the tool as effective in task completion (usefulness), further improvements may be required to improve its ease of use, learnability, and overall satisfaction. The lack of significant differences among the latter three domains may indicate a comparable user experience in those aspects.

Conclusion
This study has provided an understanding of student perception across the various aspects of usefulness, satisfaction, ease of use, and ease of learning in virtual dental clinics. The significant differences between some domains highlight variability in end-user experience, providing rationale for future improvements and optimization of end-user experience.

Objective: To investigate the teaching of repair versus the replacement of defective direct composite resin restorations in undergraduate curricula in Malaysian dental schools.
Methods: A 24-item validated questionnaire, including closed and open questions regarding the teaching of repair versus the replacement of direct composite resin restorations (DCRs) was emailed to faculty members in all 13 dental schools in Malaysia. Responses were compiled in Excel and analysed. The questionnaire asked about the inclusion of DCR repair in the curriculum, the underlying reasons for its inclusion, the methods employed for teaching, the indications for repair, the operative techniques and materials used, the acceptability of repairs to patients, the anticipated longevity of repairs, and recall arrangements. Results: All 13 dental schools completed and returned the questionnaire, reporting that composite repairs were taught as an alternative to the replacement of defective DCRs. All schools imparted theoretical and practical knowledge of repair within a clinical context. Twelve dental schools (92 %) agreed that the primary objective of teaching repair is the preservation of tooth structure. The principal reasons for repair were marginal defects (84%), followed by marginal discoloration and partial loss of restoration (61 %). All 13 schools reported a high level of patient acceptance, which they regarded as a strong indicator. Eleven dental schools (84 %) reported recall arrangements to review repairs of DCRs. Conclusion: All undergraduate dental students in Malaysia are taught the use of repairs as an alternative to the replacement of defective DCRs. The advantages of this approach are considered in Malaysian dental schools to include minimum intervention and preservation of tooth structure, with opportunity for time and cost savings. Further research should include the development of consensus criteria for the repair rather than replacement of defective DCRs and long-term clinical trials to further investigate the benefits of repair over the replacement of defective DCRs. Clinical significance: With all undergraduate dental students being taught the use of DCR repairs, the percentage
of defective DCRs in Malaysia managed by means of a repair may be anticipated to increase in years to come. The cumulative effects of this increase may contribute to the conservation of teeth, with opportunity for cost savings.

Abstract
Interprofessional education (IPE) and interprofessional collaborative practice have gained significant recognition for their ability to enhance health care education and improve patient outcomes, particularly in dentistry. Given the close connection between oral and general health, incorporating IPE into dental curricula has become essential in preparing practitioners for collaborative patient-centered care. This review focuses on the foundations of IPE in dental schools, focusing on its role in preparing students for collaborative health care. It discusses the evolution and current trends of IPE, examples of existing programs, and the importance of interprofessional teamwork for dental students. Key interprofessional competencies, such as communication, ethics, and teamwork, are highlighted, along with methods for assessing these skills, emphasizing the value of IPE in developing well-rounded dental professionals.