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This article describes the sociodemographic and career selection characteristics of dental students in Australia and New Zealand. A total of 672 dental students participated in the study. The survey covered age, language proficiency, type of school attended, place of residence, parental occupation, and level of education. The respondents had an average age of twenty‐two years, with a range of eighteen to fifty. Fifty‐six percent of respondents were female, and approximately half had completed secondary education in private schools with 44.3 percent having finished in public schools. The majority of students lived with their parents, with only a few respondents reporting a rural home address (6.8 percent). The majority of students (65.3 percent) had placed dentistry as their first career choice and had most likely made the decision after leaving high school or near the end of high school (81.4 percent), with self‐motivation being the major influence on their decision. This study provides a description of the sociodemographic profile of Australian and New Zealand dental students and provides a better understanding of career decision issues. It also highlights areas for further investigation and management by educational institutions and public policy.

IntroductionThe acquisition of psychomotor skills is a key competence required in dentistry. Several significant factors that can influence skill acquisition have been identified (1-4). These include (i) student-related factors, e.g. level of innate ability (1, 2) and motivation (3,4), and (ii) non-student-related factors, e.g. the learning environment (5,6). This study focusses on these student-related factors. Specifically, innate ability refers to the capability underlying or supporting an individual's performance in a task (7). According to the theory of skill acquisition (2), there are three major abilities required in the different phases of skill acquisition. Initially, in the cognitive phase, cognitive ability (which includes general intelligence and verbal, numerical and visual-spatial abilities) is required to understand the procedures associated with a particular task (8). Second, in the associative phase, perceptual speed ability is required to find the most effective way to achieve the task (8). Third, in the autonomous phase, performance is dominated by a learner's psychomotor ability, with a reduced reliance on their cognitive ability (1).Recently, skill acquisition and motor learning theories have been used to improve the understanding of skill learning in surgical training (6, 9). However, our understanding of the roles of key student-related factors in skill acquisition in dentistry is incomplete (10-16), mainly owing to limited explicit application of relevant theories in the development of study designs. As a result, findings from previous studies are AbstractObjective: The acquisition of psychomotor skills is a key competence in the practice of dentistry, and innate abilities and motivation have been shown to influence motor performance. However, the explicit integration of these factors into the design of research projects about skill acquisition in dentistry has been limited. Therefore, the purpose of this study was to provide a comprehensive analysis of how dental students' abilities and motivation affected their performance in an operative task.Methods: A longitudinal study with two cohorts of dental students was conducted in laboratory classes forming part of an operative technique course. A range of standardised psychometric tests was used to assess different abilities before completing a cavity preparation on Frasaco teeth. This was followed immediately by completion of an Intrinsic Motivation Inventory.Results: Low but statistically significant correlations (P < 0.05) were found between dental performance and psychomotor ability (r = 0.22), and also dental performance and motivation (r = 0.19). A significant difference (P < 0.05) was found in the grades obtained for the cavity preparation exercise in one cohort between students with higher levels of psychomotor ability compared with those with lower levels (Tracing scores) (P < 0.05). No significant differences in grades obtained for the cavity preparation exercise were found between students with higher and lower levels of motivati...

All Australian dental schools have introduced problem-based learning (PBL) approaches to their programmes over the past decade, although the nature of the innovations has varied from school to school. Before one can ask whether PBL is better than the conventional style of education, one needs to consider three key issues. Firstly, we need to agree on what is meant by the term PBL; secondly, we need to decide what "better" means when comparing educational approaches; and thirdly, we must look carefully at how PBL is implemented in given situations. It is argued that PBL fulfils, at least in theory, some important principles relating to the development of new knowledge. It also represents a change in focus from teachers and teaching in conventional programmes to learners and learning. Generally, students enjoy PBL programmes more than conventional programmes and feel they are more nurturing. There is also some evidence of an improvement in clinical and diagnostic reasoning ability associated with PBL curricula. The main negative points raised about PBL are the costs involved and mixed reports of insufficient grounding of students in the basic sciences. Financial restraints will probably preclude the introduction of pure or fully integrated PBL programmes in Australian dental schools. However, our research and experience, as well as other published literature, indicate that well-planned hybrid PBL programmes, with matching methods of assessment, can foster development of the types of knowledge, skills and attributes that oral health professionals will need in the future.Key words: Problem-based learning, dentistry, Australia, challenges.Abbreviations and acronyms: MEQs = modified essay questions; OSCAs = objective structured clinical assessments; PBL = problem-based learning; TJs = triple jumps.

An evidence‐based (EB) approach has been a significant driver in reforming healthcare over the past two decades. This change has extended across a broad range of health professions, including oral healthcare. A key element in achieving an EB approach to oral healthcare is educating our practitioners, both current and future. This involves providing opportunities integrated within simulated and actual clinical settings for practitioners to learn and apply the principles and processes of evidence‐based oral healthcare (EBOHC). Therefore, the focus of this discussion will be on ways in which EBOHC and associated research activities can be implemented into curricula, with the aim of improving patient care. This paper will initially define the scope of EBOHC and research, what these involve, why they are important, and issues that we need to manage when implementing EBOHC. This will be followed by a discussion of factors that enable successful implementation of EBOHC and research into curricula. The paper concludes with suggestions on the future of EBOHC and research in curricula. Key recommendations related to curricula include strengthening of the culture of a scientific approach to education and oral healthcare provision; complete integration of EBOHC into the curriculum at all levels; and faculty development to implement EBOHC based on their needs and evidence of effective approaches. Key recommendations to support implementation and maintenance of EBOHC include recognition and funding for high‐quality systematic reviews and development of associated methodologies relevant for global environments; building global capacity of EBOHC researchers; research into improving translation of effective interventions into education and healthcare practice, including patient‐reported outcomes, safety and harms, understanding and incorporation of patient values into EB decision‐making, economic evaluation research specific to oral healthcare and effective methods for changing practitioner (faculty) behaviours; and extend access to synthesized research in ‘user friendly’ formats and languages tailored to meet users’ needs. Realizing these recommendations may help to improve access to effective healthcare as a basic human right.