Conventional cigarette smoke harms nearly every organ of the body and is the leading cause of death in the United States and in the world. Decades of research have associated conventional cigarette smoke with several diseases and death. Heavily marketed, electronic nicotine delivery systems such as electronic cigarettes (e-cigarettes) are available in a variety of flavors and high nicotine concentrations. In 2019, a severe lung disease outbreak linked to e-cigarette use led to several deaths, which was called electronic-cigarette or vaping product use-associated lung injury (EVALI). Even though the trend of e-cigarette use among teens continues to increase, information on the effects of e-cigarette smoke on oral and overall health are still scarce. This review discusses the possible health effects due to unregulated e-cigarette use, as well as the health effects of second-hand smoke and third-hand smoke on non-smokers.

Purpose Research has demonstrated that learners who practice self‐testing have superior long‐term retention compared to those rereading the material alone, a phenomenon called test‐enhanced learning. This testing effect can be leveraged by spacing out the testing practice over time, a technique called spaced repetition. In 2017, we provided dental students at the school with access to Osmosis, a web‐based platform that supports test‐enhanced learning and spaced repetition through flashcards. This exploratory study examined students’ adoption of self‐testing with flashcards and its impact on learning performance in basic sciences. Methods Participants were 143 first‐year predoctoral students at a dental school in the US. The platform analytics revealed the number of flashcards students answered throughout the first academic year (2019–2020). Regression analyses examined how self‐testing with flashcards impacted students’ exam scores in basic sciences. Analysis of variance (ANOVA) tests examined the difference in students’ exam performance among the non, minimal, occasional, and regular flashcard users who answered 0, 1–99, 100–499, and over 500 flashcards, respectively. Results Students answered 82,766 flashcards during the year. Additionally, they created 17,973 flashcards using the platform's flashcard authoring tool. Regression analyses showed that self‐testing with flashcards correlated positively with students’ exam performance in anatomy, biochemistry, nutrition, and physiology. ANOVA results revealed a statistically significant difference in students’ exam performance in anatomy, biochemistry, and nutrition among the four groups. Conclusions This study is the first in dental education to examine students’ self‐testing on the Osmosis platform. Results revealed that there was widespread adoption of self‐testing with flashcards. The study provided additional evidence to support the value of self‐testing for dental students. It has practical implications of how test‐enhanced learning can be incorporated into dental education to support student learning. The study contributed to the test‐enhanced learning literature in dental education, an area that has been underexplored.