Aims:  The purpose of this study was to develop and implement a blended course (a combined face‐to‐face and online instruction) on undergraduate oral radiology and evaluate it by comparing its educational effectiveness (derived from students’ performance and answers to questionnaires) to a conventional course’s. Students’ attitudes concerning the blended methodology were also registered. Methodology:  An original course was developed and implemented, and its electronic version was uploaded to an e‐learning educational platform. The course was attended by two groups of final‐year students, who were taught by either the conventional face‐to‐face methodology or the blended learning methodology. Students answered a series of questionnaires, before and after following the course, regarding their perceptions, attitudes and evaluation of the course. Additionally, they completed knowledge assessment tests and their grades (before and after the course) were compared. Educational effectiveness of the course was determined by analysing the results of the questionnaires and the tests. Results:  Students in the blended group performed significantly better than their colleagues of the conventional group in the post‐course knowledge test, and female students of the blended group performed better than male students. Students evaluated high the course content, organisation, educational material, and the blended group students additionally appreciated the course design and clarity of instructions. Students’ attitudes towards elements of blended learning (effectiveness, motivation and active engagement) were very positive. Most of the blended group students, who attended the face‐to‐face meeting (approx. 91%), evaluated it as helpful for summarising the subject and clarifying difficult issues. Conclusions:  Blended learning is effective and well evaluated by dental students and can be implemented in undergraduate curriculum for teaching oral radiology.

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This study compared monomer conversion (DC), the per cent linear polymerization shrinkage (%LS), the wall-to-wall contraction pattern (per cent of peripheral opening, %DM, and maximal marginal gap, MG) and depth of cure (DOC), of a hybrid resin composite (Spectrum TPH) exposed to different types of light-curing units and exposure modes (Virtuoso-PAC, Elipar TriLight-QTH, and FreeLight-LED). The QTH and LED units were used in two curing modes: the exponential ramp and the continuous output modes. Monomer conversion was investigated by micro Multiple Internal Reflection (MIR)-Fourier-transform infrared (FTIR) spectroscopy and %LS was measured by the deflective disc method. The wall-to-wall contraction method used a cylindrical cavity model in extracted human teeth. The per cent debonded margins relative to the cavity periphery (%DM) and the width of maximum gap (MG) was evaluated. The DOC was determined using Vickers microhardness measurements (200 g load, 20 s) at the top surface (H0), at 2 mm (H2) and at 4 mm (H4) depths, and the results expressed as H2/H0 and H4/H0 ratios. Significantly lower %DC and %LS values were provided by PAC and LED units. No differences were found in %DM among the curing units and PAC exhibited the highest MG. No significant differences were noted among light-curing groups in terms of H2/H0 microhardness values. The QTH, operated in exponential mode, resulted in the highest H4/H0 value. The exponential mode of the QTH demonstrated superior performance for the total of the characteristics evaluated.

The aim of the survey was to collect relevant information about education in cariology for dental undergraduate students in Europe. The ORCA/ADEE cariology curriculum group prepared a questionnaire that was mailed in 2009 to 179 European dental schools. One hundred and twenty‐three dental schools (72%) from 32 countries completed and returned the questionnaires. In most of these schools, education in cariology is delivered by at least two different units. The units mainly involved are Paediatric Dentistry, Conservative Dentistry, Restorative Dentistry or Operative Dentistry. Theoretical education in cariology is delivered by practically all responding dental schools, and in 96% of these schools, it starts within the first 3 years. Pre‐clinical exercises are offered by 98% of the schools starting mainly in the third or fourth year. In 97% of the schools, clinical exercises are carried out, and this occurs mainly in the fourth and fifth year. In nearly all dental schools (88%), education in cariology comprises not only caries but also dental erosion and non‐erosive wear. The vast majority of the responding dental schools (89%) supported the idea of developing a European Core Curriculum in Cariology.