Yoomee Lee

The increasing recognition of interprofessional education in dentistry has further stimulated interest in digital dentistry-based convergence education as a means of fostering collaboration and enhancing clinical competence. Therefore, this study aimed to examine perceptions, experiences, perceived necessity, and educational needs regarding digital dentistry convergence education among undergraduate students majoring in dental hygiene and dental technology in South Korea. A total of 464 valid responses were collected through a structured questionnaire and analyzed for general characteristics, perceptions of convergence education, prior learning experience, perceived necessity, and preferred curriculum areas. Frequency analysis, chi-squared tests, and correlation analyses were applied. The participants’ direct experience with convergence education was limited, but more than 90% of the respondents recognized its necessity. Dental hygiene students most frequently preferred convergence with dental technology, while dental technology students preferred convergence with dental hygiene. Both groups prioritized clinical and basic courses as areas for convergence education and expected improvements in job-related knowledge as the primary educational outcome. Dental hygiene and dental technology students strongly acknowledged the importance of digital dentistry convergence education and interdisciplinary collaboration. These findings support the development of learner-centered convergence curricula and highlight the need to establish feasible educational models through curriculum innovation.

Background/Objectives: This study evaluates students’ awareness and perceptions of interdisciplinary education. It focuses specifically on digital dentistry among students in the Department of Dental Technology. The findings aim to support the development of interdisciplinary courses and programs to enhance students’ skills in response to the growing digitalization of dental healthcare. Methods: A cross-sectional survey was conducted using a 23-item online questionnaire administered to a total of 203 students to collect data on general characteristics, perceptions of interdisciplinary education, the perceived necessity of such education, and the demand for interdisciplinary training, including topics related to CAD/CAM and 3D printing technologies. A t-test was performed to analyze grade-level differences in perceptions. Correlation analysis was conducted between perceptions and digital dental laboratory technology skills. Results: Despite the relatively low level of awareness regarding interdisciplinary education, students expressed a strong perceived need for it. A total of 76.6% of respondents preferred to collaborate with the Department of Dental Hygiene. No clear link exists between students’ perceptions of interdisciplinary education and their digital dental competencies. Practical training is more important than awareness. A significant difference in competencies was seen between lower- and higher-year students, indicating that advanced programs for higher-year students may be effective. Conclusions: Clear guidance on interdisciplinary education can enhance student understanding and acceptance. Interdisciplinary education with the dental hygiene department may increase engagement.

Yoomee Lee. J Dent Hyg Sci 2025;25:169-77. https://doi.org/10.17135/jdhs.2025.25.2.169

Background: The adoption of digital technology in dentistry is rapidly increasing worldwide. Intraoral scanners (IOSs) have been mainly used to create 3D digital dental models but recently attracted attention as an important device for diagnosing oral diseases. This study aimed to review the latest literature related to IOSs, focusing on diagnosing oral diseases and clinical applications in dentistry. Methods: Two independent reviewers conducted a rigorous search using three major scientific databases, Scopus, PubMed, and Web of Science, based on specific inclusion and exclusion criteria. The study was conducted in a narrative review format, focusing on the results of IOS technology on the diagnosis of oral diseases and clinical applications in dentistry. Results: As a result of a total of 50 studies, it was found that IOS technology is primarily used to diagnose major oral diseases and conditions such as tooth wear, dental caries, and dental plaque. Clinically, IOSs contributed to the simplification and time efficiency of dental procedures and increased the accuracy of procedures, thereby showing high patient satisfaction. Conclusions: This review confirms that the IOS is an essential device in digital dentistry, improving diagnostic accuracy and procedure efficiency over traditional methods while also enhancing patient satisfaction in clinical dentistry.

Background/Objectives: This study evaluates the awareness and perceptions of multidisciplinary education, with a particular focus on digital dentistry, among students in the Department of Dental Technology. The findings aim to inform the development of interdisciplinary courses and programs to enhance students' skills in response to the evolving digital landscape of dental healthcare. Methods: A cross-sectional survey was conducted to assess the perceptions and demands regarding interdisciplinary education in digital dentistry among students in the Department of Dental Technology. A 23-item online questionnaire was employed to collect data on general characteristics, perceptions of interdisciplinary education, the perceived necessity of such education, and the demand for interdisciplinary training, including topics related to CAD/CAM and 3-D printing technologies. Results: Despite the relatively low level of awareness regarding interdisciplinary education, students expressed a strong perceived need for it. 76.6% of respondents preferred to collaborate with the Department of Dental Hygiene. Conclusions: There is a strong demand for interdisciplinary education, highlighting the need for demand-driven courses in the development of digital dental technology. The results of this study suggest the importance of integrating interdisciplinary education.