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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...

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Student Reflections on Prosthodontics Patient Encounters: Reversible and Irreversible Procedures: Following

David C Johnsen¹, Mai El Najjar², Sally Roushdy²

¹Department of Pediatric Dentistry, Dental Science Building, University of Iowa, Iowa City, Iowa, USA.

Journal of Dental Education

|June 14, 2025

Summary

This study analyzed dental students

Keywords:

conceptualize critical thinking patient interactions

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Area of Science:

Dental Education
Prosthodontics
Cognitive Science

Background:

Master practitioners intuitively conceptualize patient interactions.
Analyzing student reflections enhances understanding of learning processes in clinical settings.
Limited literature exists on student reflective practices in prosthodontics.

Purpose of the Study:

To assess dental students' ability to formulate key questions for patient interactions.
To analyze patterns in student reflections following encounters with reversible and irreversible procedures.
To develop a learning guide based on student collective intuition and critical thinking emulation.

Main Methods:

Forty dental students participated in a Spring 2024 Prosthodontics exercise.
Students responded to four open-ended questions about patient interactions: differentiation from ideal, desired outcomes, self-capabilities, and prognosis.
Reflections were analyzed qualitatively and quantitatively, comparing responses for reversible versus irreversible procedures.

Main Results:

100% of students responded to all questions, with over 90% deemed relevant by faculty.
Student reflections differed significantly between examinations, reversible, and irreversible procedures.
For reversible procedures, focus was on appliance tolerance; for irreversible, focus was on teeth. Question 3 showed no significant difference.

Conclusions:

The study successfully engaged students in reflective practice, meeting the primary objective.
Student responses provide insights into learning patterns and can inform educational strategies.
The project demonstrates an emulation model for fostering critical thinking in dental education.