Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Teeth

Teeth

The formation of teeth, also known as odontogenesis, is a complex process that begins in utero, around the sixth week of embryonic development. There are three stages to this process: the bud stage, the cap stage, and the bell stage.
In the bud stage, the tooth germ (an aggregation of cells) starts to form in the developing jawbone. During the cap stage, the tooth germ differentiates into enamel organ, dental papilla, and dental sac, which will later develop into the tooth's enamel, dentin...

Tooth Anatomy

Tooth Anatomy

The human tooth enables us to eat a variety of foods, speak clearly, and even aid in shaping our faces. Teeth are composed of various elements that work together. Here's a detailed look at the anatomy of a human tooth.
The Crown, Neck, and Root
The visible part of the tooth is referred to as the crown. It's covered by enamel, the hardest substance in the human body. The crown is uniquely shaped for each type of tooth, allowing for different functions such as cutting, tearing, or...

Traumatic Memory

Traumatic Memory

Emotionally traumatic events often lead to memories that are exceptionally vivid and enduring, sometimes persisting with remarkable clarity throughout an individual's life. A classic example of this phenomenon is a person who survives a car accident. Even years later, they may recall every detail of the event with startling accuracy — the screeching of the tires, the jarring impact, and the acrid smell of burning rubber. Such vividness contrasts sharply with how an individual...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Oral health interventions for UK-based Bengali children and their families: a scoping review protocol.

JBI evidence synthesis·2026

Same author

Comments on: "The relationship between parental mental health and early childhood caries: a meta-analysis and systematic review".

BDJ open·2026

Same author

The effect of fixed orthodontic appliances on gingival aesthetics of the anterior maxillary dentition.

European journal of orthodontics·2026

Same author

Partial pulpotomy for carious pulp exposure in adult mature permanent teeth: a systematic review and meta-analysis.

BMC oral health·2025

Same author

Correction to: A retrospective, repeated, cross-sectional study assessing changes in the prevalence of apical periodontitis associated with the endodontic status and DMFT scores.

British dental journal·2025

Same author

A retrospective, repeated, cross-sectional study assessing changes in the prevalence of apical periodontitis associated with the endodontic status and DMFT scores.

British dental journal·2025

Search research articles

Related Experiment Video

Updated: Apr 8, 2026

Systematic Assessment of Mammalian Skull Specimens for Dental and Temporomandibular Joint Pathology

Systematic Assessment of Mammalian Skull Specimens for Dental and Temporomandibular Joint Pathology

Published on: August 22, 2022

What do dental students know about trauma?

Fahad AlZoubi¹, Francesco Mannocci², Tim Newton²

¹Ministry of Health, Kuwait City, Kuwait.

Dental Traumatology : Official Publication of International Association for Dental Traumatology

|July 1, 2015

Summary

A lecture significantly improved dental students' knowledge of dental trauma immediately after, but retention decreased over six months. Repeated education is recommended to maintain high knowledge levels in managing traumatic dental injuries.

Keywords:

UK dental trauma dental undergraduates knowledge knowledge retention

More Related Videos

Assessing Changes in Synaptic Plasticity Using an Awake Closed-Head Injury Model of Mild Traumatic Brain Injury

Assessing Changes in Synaptic Plasticity Using an Awake Closed-Head Injury Model of Mild Traumatic Brain Injury

Published on: January 20, 2023

Detection and Removal of Tooth-Colored Composite Resin Using the Fluorescence-Aided Identification Technique

Detection and Removal of Tooth-Colored Composite Resin Using the Fluorescence-Aided Identification Technique

Published on: July 27, 2022

Related Experiment Videos

Last Updated: Apr 8, 2026

Systematic Assessment of Mammalian Skull Specimens for Dental and Temporomandibular Joint Pathology

Systematic Assessment of Mammalian Skull Specimens for Dental and Temporomandibular Joint Pathology

Published on: August 22, 2022

Assessing Changes in Synaptic Plasticity Using an Awake Closed-Head Injury Model of Mild Traumatic Brain Injury

Assessing Changes in Synaptic Plasticity Using an Awake Closed-Head Injury Model of Mild Traumatic Brain Injury

Published on: January 20, 2023

Detection and Removal of Tooth-Colored Composite Resin Using the Fluorescence-Aided Identification Technique

Detection and Removal of Tooth-Colored Composite Resin Using the Fluorescence-Aided Identification Technique

Published on: July 27, 2022

Area of Science:

Dental Education
Traumatology
Knowledge Management

Background:

Dental undergraduate students require robust knowledge of dental trauma management.
Assessing knowledge acquisition and retention is crucial for effective dental education.

Purpose of the Study:

To evaluate baseline knowledge, knowledge acquisition, and retention of dental trauma among undergraduate students.
To determine the impact of a lecture on students' confidence in managing traumatic dental injuries.

Main Methods:

A 1-hour lecture on dental trauma was delivered to 145 dental undergraduates.
Knowledge and confidence were assessed via questionnaire at baseline (T0), immediately post-lecture (T1), and 6 months later (T2).

Main Results:

Knowledge scores increased significantly from T0 (64.9%) to T1 (83.2%) and T0 to T2 (69.5%).
A significant decline in knowledge was observed between T1 and T2, indicating limited knowledge retention.
Student confidence in managing traumatic dental injuries significantly increased from T0 (2.14) to T2 (3.13).

Conclusions:

Lectures effectively enhance dental students' immediate knowledge and confidence in dental trauma.
Knowledge retention is time-limited, necessitating periodic educational reinforcement to sustain high knowledge levels.