European journal of dental education : official journal of the Association for Dental Education in Europe · 2026
Academic-Year Differences in Dental Students' Knowledge of Non-Ionising Imaging: MRI-Related Dental Material Safety and Ultrasonography.
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Tekin Alperen, Deveci Bengisu, Tekin Gökhan
Аннотация
INTRODUCTION: Non-ionising imaging is increasingly relevant to dental education, but students may not develop operational knowledge of magnetic resonance imaging (MRI)-related dental material safety or dentomaxillofacial ultrasonography. This study examined academic-year differences in these domains among clinical-year dental students.
MATERIALS AND METHODS: Two anonymous, literature-based questionnaires were analysed separately in this single-centre cross-sectional study. The final locked samples comprised 188 complete MRI questionnaires (third/fourth/fifth year: 60/85/43) and 188 complete ultrasonography questionnaires (62/84/42); the anonymous forms could not be linked at the individual level. MRI items assessed theory and material-specific artefact, heating, and movement/instability judgements. Ultrasonography items assessed indications, limitations, and advantages. Between-year comparisons used Kruskal-Wallis tests with Bonferroni-adjusted post hoc analyses.
RESULTS: MRI total scores differed across years (16.98 ± 10.46, 21.61 ± 9.16 and 21.72 ± 8.79; p = 0.017), mainly through theory items (p < 0.001) and heat-generation judgements (p = 0.005). Artefact and movement/instability subscores did not differ significantly. Ultrasonography knowledge increased more consistently (14.29 ± 7.46, 17.36 ± 6.23 and 19.33 ± 4.46; p = 0.001), with significant differences in indications, limitations and advantages.
CONCLUSION: Academic-year differences were observed, but misconceptions persisted in both imaging domains. Undergraduate curricula should incorporate structured, case-based non-ionising imaging literacy training that distinguishes MRI image-quality effects from safety risks and clarifies context-dependent uses of ultrasonography.
MATERIALS AND METHODS: Two anonymous, literature-based questionnaires were analysed separately in this single-centre cross-sectional study. The final locked samples comprised 188 complete MRI questionnaires (third/fourth/fifth year: 60/85/43) and 188 complete ultrasonography questionnaires (62/84/42); the anonymous forms could not be linked at the individual level. MRI items assessed theory and material-specific artefact, heating, and movement/instability judgements. Ultrasonography items assessed indications, limitations, and advantages. Between-year comparisons used Kruskal-Wallis tests with Bonferroni-adjusted post hoc analyses.
RESULTS: MRI total scores differed across years (16.98 ± 10.46, 21.61 ± 9.16 and 21.72 ± 8.79; p = 0.017), mainly through theory items (p < 0.001) and heat-generation judgements (p = 0.005). Artefact and movement/instability subscores did not differ significantly. Ultrasonography knowledge increased more consistently (14.29 ± 7.46, 17.36 ± 6.23 and 19.33 ± 4.46; p = 0.001), with significant differences in indications, limitations and advantages.
CONCLUSION: Academic-year differences were observed, but misconceptions persisted in both imaging domains. Undergraduate curricula should incorporate structured, case-based non-ionising imaging literacy training that distinguishes MRI image-quality effects from safety risks and clarifies context-dependent uses of ultrasonography.