research project topics in dentistry

Skip to content

​Support the College of Dental Medicine

Community outreach.

Learn more about the College of Dental Medicine's community outreach programs. 

​Postdoctoral and Residency Programs

​dds program.

Half of our graduates go directly into specialty training upon completion of the DDS degree.

​Research Areas

Patient care, columbiadoctors dentistry, become a student.

Learn more about the admissions process and how you can apply.

​​Student Research Projects

121+ Interesting Dental Research Topics for Undergraduates

Did you know poor oral health can be linked to heart disease? It’s true! This surprising fact underscores the importance of dental research in maintaining overall health and well-being. 

Understanding the intricate connections between oral health and systemic conditions like heart disease highlights the critical role of research in advancing our knowledge and improving patient outcomes. 

In this blog, we will delve into various dental research topics tailored specifically for undergraduates, providing insights, resources, and inspiration to explore this fascinating field further. 

Whether you’re passionate about dentistry or simply curious about the intersection of oral health and overall wellness, join us as we uncover the exciting possibilities in dental research for undergraduates.

What is Dental Research Topic?

Table of Contents

A dental research topic is a subject of study within the field of dentistry that aims to explore, investigate, and analyze various aspects related to oral health, dental care, and dental treatments. 

These topics cover a wide range of areas, including but not limited to dental diseases, preventive measures, treatment methods, oral hygiene practices, dental technology advancements, and the impact of oral health on overall well-being. 

Dental research topics provide opportunities for scholars, researchers, and students to contribute to the advancement of dental science, improve patient care, and address current challenges in oral health care.

Importance of Dental Research Topics for Undergraduates

Dental research topics are essential for undergraduates for several reasons:

Skill Development

Engaging in dental research topics helps undergraduates develop critical thinking, problem-solving, and analytical skills essential for their academic and professional growth.

Contribution to Knowledge

Undertaking research allows undergraduates to contribute to the existing body of knowledge in dentistry, advancing the field and addressing emerging challenges.

Career Preparation

Research experience enhances students’ competitiveness for dental school admissions, graduate programs, and future careers in academia, clinical practice, or research institutions.

Practical Application

Research topics offer undergraduates the opportunity to apply theoretical knowledge gained in the classroom to real-world scenarios, fostering a deeper understanding of dental concepts and techniques.

Professional Networking

Engaging in research exposes undergraduates to collaboration with peers, faculty, and professionals, facilitating valuable networking opportunities within the dental community.

Popular Dental Research Topics for Undergraduates

Dental research topics for undergraduates encompass a wide range of areas within dentistry. Here are some examples across different subfields:

Dental Diseases

• The role of genetics in the development of periodontal disease.
• Strategies for early detection and prevention of dental caries.
• Investigating the link between diabetes and periodontal disease.
• Factors influencing the prevalence of oral cancer among different demographics.
• Impact of dietary habits on the occurrence of enamel erosion.
• Effectiveness of fluoride in preventing dental decay.
• The role of saliva in maintaining oral health and preventing diseases.
• Trends in the prevalence of temporomandibular joint disorders.
• Oral manifestations of systemic diseases: A comprehensive review.
• Investigating the relationship between oral health and overall systemic health.
• The effectiveness of probiotics in preventing oral infections.
• Psychological factors influencing dental anxiety and its management.

Dental Treatments

• Comparison of different types of dental implants: Materials, techniques, and success rates.
• Advancements in minimally invasive techniques for dental restoration.
• Comparative analysis of traditional braces versus clear aligners in orthodontic treatment.
• The role of lasers in various dental procedures: Benefits and limitations.
• Innovations in endodontic treatment: From rotary instruments to regenerative techniques.
• Efficacy of different whitening agents in professional and over-the-counter dental bleaching.
• The impact of COVID-19 on dental practice: Adaptations, challenges, and future implications.
• Investigating the use of stem cells in dental tissue regeneration.
• Comparative study of different materials used in dental restorations: Strength, durability, and aesthetics.
• Exploring the potential of 3D printing technology in prosthodontics and oral surgery.
• Patient satisfaction and outcomes following different types of orthognathic surgeries.
• Long-term success rates of various techniques in root canal therapy.

Oral Health Promotion and Education

• Effectiveness of school-based oral health education programs in improving children’s oral hygiene.
• Strategies for promoting oral health in underserved communities: Challenges and solutions.
• Role of social media and technology in disseminating oral health information.
• Impact of community water fluoridation on dental caries prevention.
• The role of parents and caregivers in establishing children’s oral hygiene habits.
• Cultural influences on oral health beliefs and practices: Implications for public health campaigns.
• Effectiveness of motivational interviewing in promoting behavior change for better oral health.
• Investigating the efficacy of school-based dental sealant programs.
• Oral health literacy among different populations: Assessments and interventions.
• The role of dentists in advocating for policies promoting oral health equity.
• Strategies for improving oral health outcomes among elderly populations.
• Integrating oral health education into primary care settings: Opportunities and challenges.

Dental Materials and Biomaterials

• Biocompatibility of dental materials: Assessing safety and long-term effects.
• Development of antimicrobial dental materials to prevent biofilm formation.
• Investigating the mechanical properties of novel dental composites.
• Bioactive materials in dentistry: Applications and clinical implications.
• Biodegradable materials for temporary dental restorations.
• Nanotechnology in dentistry: Potential applications and future directions.
• Development of remineralizing agents for the management of dental caries.
• Investigating the properties and applications of dental ceramics.
• Biomimetic materials in dentistry: Mimicking natural tooth structure for improved outcomes.
• Sustainable practices in dental material manufacturing and disposal.
• Advances in adhesive systems for bonding dental restorations.
• Biomechanical properties of dental implant materials: Enhancing stability and osseointegration.

Oral Microbiology and Immunology

• Microbiome of the oral cavity: Composition, dynamics, and role in health and disease.
• Host-pathogen interactions in periodontal diseases: Insights into disease progression.
• Immunological responses to dental biofilms and their implications for treatment.
• Role of probiotics in modulating oral microbiota and preventing dental diseases.
• Viral infections in dentistry: From herpesviruses to SARS-CoV-2.
• Impact of antimicrobial resistance on dental infections and treatment outcomes.
• Microbial ecology of dental plaques in different oral environments.
• Oral manifestations of HIV/AIDS: Diagnosis, management, and implications.
• Biofilm formation on dental implant surfaces: Prevention and management strategies.
• Innate and adaptive immune responses in oral mucosal diseases.
• Virulence factors of oral pathogens and their role in disease progression.
• Immunomodulatory properties of dental materials and their impact on tissue response.

Dental Public Health

• Epidemiology of dental diseases: Trends, disparities, and risk factors.
• Health promotion strategies for improving access to dental care in rural areas.
• Oral health inequalities among different socioeconomic groups: Causes and solutions.
• Cost-effectiveness of preventive dental interventions: A systematic review.
• Integrating oral health into primary care: Models of collaborative practice.
• Tele-dentistry: Opportunities and challenges for improving access to dental care.
• Oral health surveillance systems: Monitoring trends and assessing needs.
• Assessing the effectiveness of community water fluoridation programs.
• Role of dental professionals in addressing oral health disparities.
• Impact of environmental factors on oral health outcomes: Pollution, climate change, and urbanization.
• Dental workforce issues: Distribution, shortages, and workforce diversity.
• Oral health policies and advocacy: Strategies for promoting legislative change.

Pediatric Dentistry

• Early childhood caries: Risk factors, prevention, and management strategies.
• Behavior management techniques in pediatric dentistry: Evidence-based approaches.
• Oral health outcomes of children with special healthcare needs: Challenges and interventions.
• Dental trauma in children: Prevention, diagnosis, and treatment.
• Assessment of dental fear and anxiety in pediatric patients: Tools and interventions.
• Maternal and child oral health: Prenatal factors influencing dental health outcomes.
• Dental developmental anomalies: Diagnosis, management, and long-term implications.
• Effectiveness of fluoride varnish application in preventing dental caries in children.
• Impact of nutrition and dietary habits on pediatric oral health.
• Pediatric sedation techniques in dentistry: Safety, efficacy, and guidelines.
• Orthodontic considerations in pediatric dentistry: Early intervention and treatment planning.
• Pediatric dental emergencies: Management and prevention strategies.

Oral and Maxillofacial Surgery

• Outcomes of orthognathic surgery in patients with skeletal discrepancies.
• Management of impacted third molars: Indications, techniques, and complications.
• Reconstruction of maxillofacial defects following trauma or tumor resection: Surgical options and outcomes.
• Temporomandibular joint disorders: Diagnosis, management, and surgical interventions.
• Bone grafting techniques in implant dentistry: Approaches and success rates.
• Surgical management of obstructive sleep apnea: Role of maxillomandibular advancement.
• Surgical treatment options for cleft lip and palate: Multidisciplinary approaches and long-term outcomes.
• Surgical management of oral and maxillofacial infections: Antibiotic therapy, drainage, and debridement.
• Soft tissue augmentation techniques in aesthetic and functional maxillofacial surgery.
• Advancements in minimally invasive techniques for orthognathic surgery.
• Surgical management of facial trauma: Emergency interventions and long-term rehabilitation.
• Digital planning and navigation in oral and maxillofacial surgery: Enhancing precision and outcomes.

Dental Education and Training

• Effectiveness of simulation-based training in dental education: Skill acquisition and retention.
• Integration of digital technology into dental curricula: Challenges and opportunities.
• Peer-assisted learning in dental education: Impact on student performance and satisfaction.
• Interprofessional education in dentistry: Collaborative approaches to patient care.
• Continuing education requirements for dental professionals: Trends and implications.
• Assessment methods in dental education: Moving beyond traditional exams.
• The role of mentorship in shaping the career trajectories of dental students.
• Global perspectives in dental education: Cross-cultural experiences and challenges.
• Incorporating evidence-based practice into dental curricula: Strategies and outcomes.
• Tele-education in dentistry: Remote learning platforms and their effectiveness.
• Student perceptions of clinical experiences in dental education: Barriers and facilitators.
• Innovations in competency-based dental education: Assessing clinical proficiency and readiness for practice.

Dental Technology and Innovation

• Artificial intelligence in dentistry: Applications in diagnosis, treatment planning, and outcomes prediction.
• Virtual reality and augmented reality in dental education and patient care.
• Robotics in dentistry: Automation of procedures and precision in surgical interventions.
• Wearable technology for monitoring oral health behaviors and conditions.
• 3D printing in dentistry: Customization of dental implants, prostheses, and surgical guides.
• Digital smile design: Utilizing technology for aesthetic treatment planning and communication.
• Smart materials in dentistry: Self-healing, self-cleaning, and bioactive properties.
• Teledentistry platforms for remote consultations, monitoring, and patient education.
• Biomimetic approaches in dental materials design: Mimicking natural tooth structure and function.
• Nanomaterials in oral healthcare products: Enhanced delivery systems and therapeutic applications.
• Bioprinting of dental tissues and organs: Advancements in regenerative dentistry.
• Energy-based devices in dentistry: Laser therapy, photobiomodulation, and electrosurgery applications.
• Development of a Smart Toothbrush with Artificial Intelligence Integration.

These topics offer a comprehensive overview of the diverse areas within the field of dental research and provide undergraduates with a plethora of options for exploring their interests and making meaningful contributions to the discipline.

Current Trends in Dental Research

Several trends were prevalent in dental research. While there may have been further developments since then, here are some prominent trends at that time:

Biomimetic Dentistry

Mimicking natural tooth structure and function using advanced materials and techniques.

Tele-dentistry

Utilizing technology for remote consultations, monitoring, and patient education, especially amidst the COVID-19 pandemic.

Regenerative Dentistry

Developing therapies to regenerate dental tissues and promote natural healing processes.

Personalized Dentistry

Tailoring treatment plans based on individual patient characteristics, genetics, and preferences.

Minimally Invasive Dentistry

Emphasizing conservative approaches to preserve tooth structure and improve patient comfort.

Digital Dentistry

Integration of digital technology for diagnostics, treatment planning, and fabrication of dental restorations.

Nanotechnology

Utilizing nanomaterials for improved dental materials, drug delivery systems, and diagnostic tools.

Challenges in Dental Research Topics

Dental research, like any scientific field, faces its share of challenges. These challenges can span various aspects of the research process, from funding and resources to methodological complexities and ethical considerations. Here are some common challenges in dental research:

Funding Constraints

Limited financial resources hinder the initiation and continuation of dental research projects.

Access to Resources

Inadequate access to specialized equipment, materials, and facilities poses a barrier to conducting comprehensive research.

Recruitment of Participants

Difficulty in recruiting diverse and representative study populations affects the generalizability of research findings.

Ethical Considerations

Navigating ethical complexities, such as informed consent and privacy concerns, adds challenges to dental research.

Interdisciplinary Collaboration

Facilitating collaboration between dental professionals, researchers, and other disciplines is essential but often challenging.

Translation of Research into Practice

Bridging the gap between research findings and clinical implementation remains a significant challenge in dental research.

The exploration of dental research topics holds immense promise for advancing oral health care and addressing multifaceted challenges within the field. 

From unraveling the mysteries of oral diseases to pioneering innovative treatments and technologies, dental research serves as the cornerstone of progress and improvement in patient outcomes. 

Despite facing various challenges such as funding constraints and ethical considerations, the pursuit of dental research remains crucial for enhancing preventive measures, refining treatment modalities, and promoting overall well-being.

By fostering interdisciplinary collaboration, embracing emerging trends, and prioritizing the translation of research findings into practice, the dental community can continue to drive impactful discoveries and advancements for the benefit of individuals worldwide.

1. How can I stay updated on the latest dental research?

Staying updated on the latest dental research can be as simple as subscribing to reputable dental journals, attending conferences, and following dental research institutions and experts on social media platforms.

2. What are some examples of emerging dental research topics?

Emerging dental research topics include genetics and oral health, biomaterials and tissue engineering, and microbiome studies, among others.

3. Why is dental research important for patients?

Dental research drives innovation in oral healthcare, leading to improved treatment outcomes, personalized care, and enhanced preventive strategies for patients.

Related Posts

Science Fair Project Ideas For 6th Graders

When it comes to Science Fair Project Ideas For 6th Graders, the possibilities are endless! These projects not only help students develop essential skills, such…

Java Project Ideas for Beginners

Java is one of the most popular programming languages. It is used for many applications, from laptops to data centers, gaming consoles, scientific supercomputers, and…

• Areas of Research

Research Projects

Research within the School of Dental Medicine encompasses a wide variety of fields within oral health care, helping to translate basic science discoveries into clinical therapies. Use the links below to learn more about current and past projects of faculty, staff, and students. 

Search by Department

Search individual research projects and faculty areas of research interest by School of Dental Medicine Departments

Biological Sciences

Biological Sciences research focuses on how the body, particularly the mouth, fights diseases through innate immune responses. 

**We are currently updating these pages to refresh information. While we work, please visit the Biological Sciences Research and Sponsored Projects page to review our active projects.

Ge Jin, PhD

• Beta-defensins in Immunological Responses and Immunotherapy in Oncogenesis
• Innate Immunity and Oral Carcinogenesis

Pushpa Pandiyan, PhD

• Mechanism of Immunomodulation during Oropharyngeal Candidiasis
• Modulation of Tumor Necrosis-α during Oropharyngeal Candidiasis

Aaron Weinberg, DMD, PhD

• Oral Cancer and the Discovery of a Novel Biomarker
• Oral Cancer and the Discovery of a Novel Biomarker - Taiwan
• Fusobacterial-Associated Beta Defensin Inducer (FADI)
• Center for Excellence in Immunology

Fengchun Ye, PhD

• Role of Angiopoietin-2 in KSHV Induction of Angiogenesis, Inflammation, and Cutaneous KS Lesions
• Epigenetic Regulation of Viral Infection and Replication by Periodontal Bacteria

Chad Zender, MD, FACS

• Comprehensive Head and Neck Database 

Community Dentistry

Community Dentistry research focuses on the protection and improvement of oral health in patients and community at-large. 

**We are currently updating these pages to refresh information. While we work, please visit the Community Dentistry Research and Sponsored Projects page to review our active projects.

Catherine Demko

• MEDTAPP Healthcare Access Initiative
• Sisters of Charity of Canton Evaluation Project

James Lalumandier, DDS, MPH

• Geriatric Dentistry Mobile Unit Program
• Healthy Smiles Sealant Program

Sena Narendran, PhD

• Post-doctoral Training in General, Pediatric, and Public Health Dentistry and Dental Hygiene
• Pre-doctoral Training in General, Pediatric, and Public Health Dentistry and Dental Hygiene

Suchitra Nelson, PhD

• Family Intervention with Caregivers of Children with Urgent Dental Needs
• Longitudinal Studies of Dental Caries in Very Low Birthweight Children

Mary Beth Slusar, PhD

• Caregiver Illness Perception and Child's Early Childhood Caries Status

Kristin Victoroff

• Collaborative Home for Oral Health, Medical Review, and Health Promotion (CHOMP)

Kristin Williams

Comprehensive Care

• Correlation of Primary Implant Stability with Cone Beam Computed Tomography Analysis in a Bovine Mandibular Bone Model
• Image Guided New Biomaterials for Dental Restorations
• Optimization of Insertion Torque for Primary Dental Implant Stability

Endodontics

Anita Aminoshariae, DDS, MS

• Association of Endodontic Conditions with Systemic Medical Disease
• Effect of Time Factor in Crown Placement on Survival of Primary Endodontically Treated: A Retrospective Cohort Study

Thomas Montagnese, DDS

• Efficacy of Buprenorphine on Post-operative Endodontic Analgesia 

Oral and Maxillofacial Medicine + Diagnostic Sciences

Oral Medicine research focuses on orofacial pain, oral premalignant disorders, interprofessional education outcomes, and markers for response to treatment of mucosal disorders.

Andres Pinto, DMD, MPH

• Osteonecrosis of the Jaw (ONJ) Case Registry
• Reliability of a Modified Brief Pain Inventory-Facial

Oral and Maxillofacial Surgery

Dale Baur, DDS

• Patient-Centered Quality of Live (QOL) Measures after Temporomandibular Total Joint Replacement Surgery 
• Removal of Unerupted Third Molars at the Time of Mandibular Sagittal Split Osteotomy: Case Series 
• Treatment Outcomes of Keratocystic Odontogenic Tumor

Orthodontics

**We are currently updating these pages to refresh information. While we work, please visit the Orthodontics Research and Sponsored Projects page to review our active projects.

Mark Hans, DDS, MSD

• Craniofacial Initiatives in the School of Dental Medicine

J. Martin Palomo, DDS, MSD

Manish Valiathan, DDS, MSD

• Craniofacial Growth Prediction in Different Facial Types

Pediatric Dentistry

Pediatric Dentistry research focuses on improving the care and treatment of pediatric oral health, including pediatric oral health disparities, craniofacial anomalies, and oral health behavior.

*We are currently updating these pages to refresh information. While we work, please visit the Pediatric Dentistry Research and Sponsored Projects page to review our active projects.Orthodontics

Gerald Ferretti, DDS, MS, MPH

Research Interests:

• Reducing children's oral health disparities
• Craniofacial anomalies
• Pediatric sedation

Masahiro Heima, DDS, PhD

• Dental care-related fear and anxiety
• Oral health care behavior

Lance Vernon, DMD, MPH

• Oral hygiene behavior
• Oral health care in HIV population
• Development of a Provider-Observed Tool to Assess Oral Hygiene Skills in HIV+ Adults
• Holistic, Prevention-Focused Assessment and Coaching of Targeted/Tailored Oral Hygiene Behaviors
• Immune and Inflammatory Consequences of Intensive Periodontal Disease Treatment in HIV+ Adults
• Oral Link to Vascular Disease in an HIV-1 Cohort

Periodontics

Nabil Bissada

• Gingival Dimension Around Natural Teeth and Dental Implants in Health and Disease
• Role of Nonsurgical Periodontal Treatment on the Level of Rheumatoid Factor in Patients Diagnosed with Rheumatoid Arthritis

Andre Paes, DDS, PhD, MS

• Examination of Proton Pump Inhibitor Use and Colonization with Trichomonas tenax and Entamoeba gingivalis

Leena Palomo, DMD, MSD

• Analysis of Postmenopausal Women Using Bisphosphonate Therapy
• Periodontitis in Postmenopausal Women

• News & Events
• Continuing Education
• HR & Faculty Affairs

Research Projects

Active studies.

• The OHART Study

• Periodontal Disease and Bariatric Surgery

• The Rembrandt Study

• Epithelial Barrier Study

• BI Trial No.1199-0378

Consumer Oral Health Registry

• The RIOMPA Study

Studies Completed

Hum brush study.

Sponsored by Colgate-Palmolive, an observational study that explores caregivers’ experiences related to the use of a smart toothbrush by children with autism spectrum disorder. Children will will use the Colgate hum Kids toothbrush. This toothbrush connects to an interactive game on your phone or tablet, which guides your child’s brushing. In this study, we will document you and your child’s experience of using the hum Kids toothbrush.

Photobiomodulation Therapy Calibration Study

To better understand the transmission of extra-oral photobiomodulation light, adjusting for tissue thickness and skin color to assess optimal light absorption parameters, i.e. optimal dose, for future treatment of oral mucosal complications associated with head and neck radiation toxicit

Oral Rinse Study

Many individuals are experiencing COVID-19 symptoms ranging from mild to severe. A moderate percentage of individuals are requiring hospitalization to relieve those symptoms because the viral load is too great. The Povidone-Iodine Oral Rinse Study is a research study to test whether a mouth rinse containing povidone-iodine reduces the amount of the virus in the mouth.

The ARMOR Trial

The ARMOR Trial: Commensal Oral Microbiota as a Trigger of Oral Mucositis Severity Principal Investigator(s) :   Patricia Corby, DDS, MS  and  Alexander Lin, MD This Study is Grant Funded by:  National Institutes of Health — National Institute of Dental and Craniofacial Research Study Status:  Closed

The ARMOR Trial is a randomized, controlled trial of a targeted oral care intervention in patients undergoing radiation or chemoradiation for head and neck cancer. The purpose of the study is to test whether this oral care procedure will delay the onset and reduce the severity, duration, and pain of oral mucositis, a debilitating side effect of radiation therapy. Eligible participants will be asked to attend one visit prior to beginning radiation therapy, weekly visits during radiation therapy, and one visit 3 months after completion of radiation therapy. In total, participants will attend approximately 11 visits over the course of approximately 5.5 months.

You may be eligible to participate if you are aged 18 years or older, are scheduled to undergo radiation or chemoradiation for head and neck cancer, have at least 6 natural teeth, and do not require antibiotic pre-medication prior to dental treatment.

Role of the Dentist in Vaccination for COVID-19 and Human Papillomavrirus

A Study on the Role of the Dentist in Vaccination for COVID-19 and Human Papillomavrirus (HPV) Principal Investigator:   Katherine France, DMD, MBE Study Status:  Closed

Analgesic Response to Ibuprofen Following Third-molar Extraction

Towards Predicting the Analgesic Response to Ibuprofen Following Third-molar Extraction Principal Investigators:  Tilo Grosser, MD ; Katherine Theken, PharmD, PhD;  Elliot Hersh, DMD, MS, PhD ; and  John Farrar, MD, PhD Study Status : Closed

Anti-inflammatory Action in Dental Implant Surgery Patients

Demonstration of OTC Naproxen Sodium’s (Aleve’s) Anti-inflammatory Action in Dental Implant Surgery Patients Principal Investigators:   Elliot Hersh, DMD, MS, PhD  and Katherine Theken, PhD Study Status:  Closed Study Funded by:  Bayer

Video-Based Health Education on Oral and Systemic Health Connections

Evaluation of a Video-Based Health Education on Oral and Systemic Health Connections – A Pilot Cross-Sectional Study Principal Investigator:  Sunday Akintoye, BDS, DDS, MS Study Status:  Completed

It is well-known that chronic medical conditions such as high blood pressure and diabetes are major contributors to morbidity and mortality in the United States. However, many adults do not complete regular screening for these conditions. Prior studies have shown that oral and dental healthcare providers, medical professionals, and patients are open to medical screening in a dental setting; therefore, dental chairside screening of patients for select medical conditions opens up an additional point of entry into the healthcare system for at-risk patients. The purpose of this study was to determine the feasibility and acceptability of providing a short educational video on the oral-systemic health connection to patients in the dental clinic. The investigators hope that by providing health education in an accessible, easy to understand format, patients will be more likely to request health screenings from their dental providers as well as more likely to follow-up with a healthcare provider if a disease is identified.

Oral Health in the College and University Student Populations

A Study of Oral Health in the College and University Student Populations Principal Investigator:   Beverly Crawford, DDS Study Status : Completed

This study aims to evaluate the oral health of students on a college or university campus and explore the existence of possibly undiagnosed caries in the student population at the University of Pennsylvania. Undergraduate and graduate students at the University of Pennsylvania will be invited to complete an online survey consisting of questions relating to their oral health, dental care and insurance coverage, nutrition, and demographic information.

By assessing the oral health needs of the student population, we will be able to formulate targeted treatment plans for the groups of students identified as being at risk for rampant caries, as well as generate preventive measures to help these students arrest and prevent recurrent caries. Ultimately, we will collect important information that will guide the development of future oral care preventive measures.

• Colgate Arginine Study

A Phase 2 randomized, double-blind, active-controlled multi-center clinical trial to assess the safety and the anti-caries efficacy of COL 101 (arginine) non-fluoride dentifrices with 1.5%, 4.0% and 8.0% arginine each in comparison with 0.24% sodium fluoride (1100 ppm F) dentifrice control in 10 to 14-year-old children. Principal Investigator :   David Hershkowitz, DDS, AAS This Study Sponsored by:  Colgate-Palmolive

The purpose of this research study was to test how effective a new toothpaste is in reducing tooth cavities. This new toothpaste contains arginine, an essential amino acid that is naturally found in saliva and produced by the human body. In this study, we compared regular fluoride toothpastes that you could buy in a store to this new toothpaste which contains arginine.

For more information »

• Research Overview
• COVID-19-Related Research
• Center for Innovation & Precision Dentistry
• The FIRE Trial
• Center for Integrative Global Oral Health
• Care Center for Persons with Disabilities Personalized Care Suite
• Student Research
• Core Facilities
• Research Support and Services
• Support Penn Dental

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• BMC Med Educ

The picture of undergraduate dental basic research education: a scoping review

Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-sen University, 56 Lingyuan Road West, Guangzhou, 510055 Guangdong China

Zhuohong Gong

Xuejing gan, shijie chen, zhengmei lin, associated data.

Data sharing is not applicable to this article as no datasets were generated or analysed during the current study.

Undergraduate dental basic research education (UDBRE) is broadly regarded as an important approach for cultivating scientific research talent. This scoping review aims to summarize the current status of UDBRE in terms of educational goals, teaching program and content, assessment system, training outcomes, barriers, and reflections.

The authors performed a systematic literature search in PubMed, Web of Science, and Education Resources Information Center (ERIC) to identify peer-reviewed articles written in English from their inception to January 29, 2021. Articles were reviewed and screened according to the inclusion and exclusion criteria. Related data from the included publications were then collected and summarized.

The authors searched 646 publications and selected 16 articles to include in the study. The education goals included cultivating five major dental basic research capabilities ( n =10, 62.5%) and developing interest in basic research ( n =2, 12.5%). As for the teaching program, the mentor-guided student research project was the most popular ( n =11, 68.8%), followed by didactic courses ( n =5, 31.3%), experimental skills training ( n =1, 6.3%), and the combination of the above forms ( n =3, 18.8%). However, the assessment system and training outcome diverged. Existing evidence showed that UDBRE reached satisfying education outcomes. Barriers included excessive curriculum burden ( n =2, 12.5%), tutor shortage ( n =3, 18.8%), lack of financial support ( n =5, 31.3%), and inadequate research skills and knowledge ( n =5, 31.3%).

Conclusions

Although efforts were made, the variation between studies revealed the immature status of UDBRE. A practical UDBRE education system paradigm was put forward. Meanwhile, more research is required to optimize a robust UDBRE system with clear education goals, well-designed teaching forms, and convincing assessment systems.

According to the director of the US Office of Scientific Development and Research, “basic research” means advancing scientific knowledge and understanding of a topic or certain natural phenomenon, primarily in natural science [ 1 ]. Basic research is theoretical and focuses on general principles and testing theories and the importance of basic research in dentistry development is beyond question. Breakthroughs in dental basic research have profoundly advanced the diagnosis and treatment of dentistry by generating new ideas, principles, and theories and advancing fundamental knowledge of dentistry [ 1 , 2 ]. For example, the formulation of the three primary factors theory (bacteria-diet-host) established the theoretical basis of prevention strategies such as plaque control and pit and fissure sealing [ 3 ]. The establishment of mechanobiology-based bone remodelling theories underpins the biologic basis of contemporary orthodontic therapy [ 4 ]. In short, dental basic research contributes substantially to the advancement of dentistry.

However, the current dental scientist talent pool is facing a shortage, and the competitiveness of dental talent is decreasing [ 5 , 6 ]. The 2020 American Dental Education Association (ADEA) survey of dental school seniors showed that 85% of dental graduates chose private practice, rather than pursuing research careers [ 7 ]. Moreover, from 1999 to 2012, trends in the numbers of grant applications and awards to dentist-scientists point to an overall decline. The average age of first-time funded dentists was 52.7 years for females and 54.6 years for males [ 8 ]. Most dental practitioners are equipped with clinical skills, yet have relatively poor research abilities.

This trend leads to the reflection on the effectiveness of current dental education in cultivating dental research talent. As early as 1926, the Gies Report recommended that dental education should encourage and provide dental students with research opportunities within the optional dental curriculum [ 9 ]. “Undergraduate Dental Basic Research Education (UDBRE)”, concerning the topic of “basic research”, serves as an integral part and complement of undergraduate dental education [ 10 , 11 ]. It includes not only laboratory-related training (RCR, western blot, etc.) but also the primary introduction of commonalities of research, including knowing what is a problem, how to raise a scientific problem, etc. [ 12 ]. UDBRE enhances the access, acceptance, and applicability of basic science for dental undergraduates [ 13 ] in various forms, including but not limited to didactic lectures [ 13 – 17 ], laboratory-based experimental courses [ 16 ], student research programs [ 13 , 15 , 18 – 23 ], etc.

UDBRE is broadly regarded as an important approach in training innovative dental researchers [ 23 ]. For individuals, UDBRE equips undergraduates with overall “basic research” capacities [ 10 , 14 , 15 , 17 , 22 , 23 ], serving as fundamental tools to solve basic science problems and further achieve academic breakthroughs. In addition, UDBRE stimulates active learning and critical thinking [ 10 ] and sparks scientific interest [ 15 , 23 ], leading dental students to reflect and discover basic science problem in daily clinical practice, and therefore, contribute to dentistry advancement. Over time, trained students, equipped with both clinical skills and adept “basic research” capacities, boost the scientist-dentist talent reserves and show a higher willingness to stay in school to continue an academic career as well as to teaching, which leads to the expansion of college staff and therefore relieves the current status of brain drain [ 13 ]. Supported by the government in policy and finance [ 24 ], UDBRE has become a new hot spot in dental education.

Dental clinical education has formed a mature training system, starting with didactic courses, then probation, internship, general training, and finally professional training to achieve educational goals at different stages [ 25 , 26 ]. In contrast, UDBRE is still at a primary and immature stage. Most dental schools have not started student research programs or provide inadequate research programs due to various limitations [ 15 ]. The existing UDBRE education goals are vague, which may misdirect the proper setting of specific curricula. Thus, the current curriculum formats are diverse, and an optimized UDBREE system according to students’ step-by-step learning process has not yet been formed [ 10 , 11 , 13 – 23 , 27 ]. Furthermore, the assessment methods vary. It is not yet clear which indicators can truly reflect the genuine effects of UDBRE, and the lack of an established optimized assessment system has also caused difficulties in curriculum design [ 13 , 18 , 19 , 23 ]. It is unclear how the UDBRE is performed in different regions, including the content, teaching format and assessment methods. The training outcomes and the challenges in the implementation are also confusing. In addition, the immature development stage of UDBRE and the small number of related studies call for larger scale collection of information.

For these reasons, a scoping review was performed to systematically collecting information in the area, and identifying any existing gaps in knowledge to conclude the current picture of the UDBRE programs in terms of goals, content and teaching format, assessment, outcomes, barriers, and challenges. It is essential to establish an advanced education model of UDBRE and analyse it from a scientific perspective.

Materials and methods

This scoping review was performed in accordance with the PRISMA Guidelines [ 28 ]. Three trained researchers conducted a systematic search in PubMed, Web of Science, and Education Resources Information Center (ERIC) databases. “Dental education”, “Undergraduate”, “Basic research”, and their synonyms were used as keywords (Table  1 ).

The search strategy and keywords used with each database

Eligibility criteria

The inclusion criteria were as follows: (1) all studies related to “Dental education”, “Undergraduate” and “Basic research” no matter curriculum forms, (2) English-language articles, and (3) articles published from their inception to January 29, 2021.

The exclusion criteria were as follows: (1) studies not focusing on one of “dental education”, “undergraduate” or “basic research”, (2) studies related to “dental hygiene” or “dental technology” were also excluded because these subjects were different from “dentistry” in curriculum, and (3) non-English written articles.

Selection of sources of evidence

Three reviewers searched PubMed, Web of Science, and Education Resources Information Center (ERIC) databases, removed duplicate documents, and screened the articles independently according to the titles and abstracts. Then, each of the three reviewers screened the full texts of two-thirds of the retained articles, which means that each article was reviewed twice. Throughout the whole process, reviewers held meetings to address discrepancies and reach an agreement on the final included articles. The process of screening literature is summarized in a flow diagram (Fig.  1 ).

PRISMA flow diagram. PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) flow diagram shows the detailed process of information retrieval and literature screening

Data charting process and synthesis of results

The authors extracted information from the included articles, includes basic information, education goals, teaching programs, assessment methods and indicators, educational outcomes, barriers, and main conclusions.

Results and discussion

In total, 646 articles were obtained initially and 16 articles were included according to the inclusion and exclusion criteria (Fig. ​ (Fig.1). 1 ). The included articles have been gradually published since 2008. The duration of the education project in each article varied, and lasted for a maximum of 25 years. The basic information of the included articles is listed in Table  2 .

Summary of basic information, characteristics and main conclusions of included literatures

Abbreviations for reported type: EGC Education goals consensus, DP Description program, AS Assessment system, SO Study outcomes, IB Implementation barriers

Abbreviations for education goals: BRPD Basic research question discovery ability, LR Literature retrieval ability, RD Research design capability, ET Experimental techniques, SRW Scientific report writing ability, PSI Promoting scientific interest

Abbreviations for curriculum forms: CC Compulsory curriculum, EC Elective curriculum, ECA Extra-curriculum activity

Abbreviations for teaching program: TC Theoretical courses, EST Experimental skills training, MgSRP Mentor-guided student research projects

Abbreviations for barriers: ECB Excessive curriculum burden, TS Tutors’ shortage, IG Insufficient guidance, LFS Lack of financial support, ISK Inadequate basic research skills, and background knowledge

Specific targets of UDBRE have been put forward around the ultimate goal: “cultivating dental research talent with basic research capabilities and strong scientific interest” [ 10 , 11 , 16 , 17 , 19 – 23 , 27 ] (Table ​ (Table2). 2 ). According to the process of scientific research, the proposed target competencies are subdivided into five aspects: (1) Basic research question discovery ability. Students should put forward innovative scientific questions from the difficulties of dental clinical practice [ 19 , 21 , 23 ]. Creativity is also an important dimension [ 19 ]. (2) Literature retrieval ability. Undergraduates shall be capable of conducting literature retrieval, reviewing the progress of the research question, critical thinking on previous research, and proposing a hypothesis [ 17 , 19 , 21 ]. (3) Research design capability. This goal expects students to retrieve literature, think critically, apply theoretical knowledge [ 11 ], formulate clear aims [ 19 ], design protocols [ 23 ], integrate creative ideas, consider ethical principles [ 19 ], and conduct preliminary experiments [ 23 ]. Many student research programs also aim to cultivate the ability to obtain financial support (research funds, scholarships, etc.) by writing applications or oral presentations on their research projects [ 11 , 23 ]. (4) Experimental techniques. The student should master basic laboratory techniques, obtain valid data and analyse experimental data [ 16 , 23 ]. (5) Scientific report writing ability. It comprises data analysis [ 23 ], graph plotting, critical thinking, and scientific report writing (thesis, article, etc.) [ 11 , 19 – 22 , 27 ]. Academic communication is a further goal. After the complete training of UDBRE, students are expected to deepen their understanding of scientific knowledge and develop professional theory and practice [ 19 ], as well as to establish their competencies in problem-solving and teamwork [ 10 ]. In addition to cultivating capabilities, promoting scientific interest is also an important goal of UDBRE, which is ignored by many guidelines [ 23 , 27 ].

Specific goals of UDBRE programs are proposed but divergence exists within studies. The cultivation of the above five major abilities and the promotion of scientific interest serve as ideal objectives of UDBRE. Clarifying the education target helps dental schools design specific education methods to fulfil the goals.

Content and teaching format

The reported content and teaching format of UDBRE are diverse but have something in common. The authors identified four major forms (Table ​ (Table2): 2 ): (1) theoretical courses or lectures [ 14 – 18 ]; (2) experimental skills training [ 16 , 23 ]; (3) mentor-guided student research projects [ 10 , 11 , 13 , 15 , 18 – 23 , 27 ]; and (4) combination of above forms [ 15 , 16 , 18 ].

Dental basic research theoretical courses

A Brazilian dentistry school reported adding theoretical lessons before the experimental course. Compared with those who attended a single laboratory class, participants had more discussion and showed a deeper understanding of important science topics in the final reports [ 16 ]. Similar lessons have been reported [ 14 , 15 , 17 , 18 ]. The dental basic research theoretical courses before the experimental lessons are helpful to contextualize basic research in dental courses, learn scientific knowledge and establish scientific thinking.

The teaching content of each study had different focuses, covering scientific research methods [ 14 , 18 ], literature retrieval [ 17 ], laboratory safety [ 16 ], training of basic research thinking [ 14 ], data analysis, and paper writing [ 17 ]. Regrettably, no document recorded the textbooks or reference materials used. The specific teaching methods also had their own merits. Some were traditional didactic curricula [ 18 ], and others adopted novel methods, such as project-based learning [ 16 ] and problem-based learning [ 10 ].

Although it is important in systematic research knowledge enlightenment, theoretical courses in UDBRE have been reported in relatively few studies [ 14 – 18 ] (Table ​ (Table2, 2 , n  = 5). The teaching content and method of didactic courses were unclear and more efforts are needed to improve feasibility. The basic research process, academic norms, and primary skills of dental basic research should also be included in the teaching content.

Experimental skills training in UDBRE

Experimental skills training (Table ​ (Table2, 2 , n  = 6) is usually integrated into UDBRE, together with other programs [ 11 , 13 , 16 , 18 , 20 , 23 ], rather than an isolated educational program. The most common situation is that undergraduates learn the experiment involved in their projects under mentorship [ 23 ]. Another situation is to combine experimental and theoretical courses [ 16 ]. Although the current method is feasible, students may lack systematic training, and acquire experimental skills occasionally and irregularly. Such scattered and nonstandard learning should be transformed into a systematic and well-designed course.

Mentor-guided student research project

The mentor-guided student research project is the most common among the included articles [ 10 , 11 , 13 , 15 , 18 – 23 , 27 ] (Table ​ (Table2, 2 , n  = 11), in which dental students experience the research process under mentorship. It usually begins with dental scientific questions put forward by undergraduates, and then they design their own scientific research projects after preparation (literature research, protocol design, etc.). Subsequently, they apply for research funds, scholarships, or student research projects. If accepted, students need to complete experiments in the laboratory, analyse data, express critical reflections, write an article or a report and finally complete the student research project under the guidance of the tutors [ 11 , 13 , 15 , 18 , 19 , 22 , 23 ].

Most research topics focus on dentistry. For topics in the field of medicine, human sciences, or other professionals, students needed to discuss the contribution of their research findings to dental practice [ 19 , 23 ], which may promote interdisciplinary research. In terms of specific disciplines, in clinical departments, orthodontics, oral surgery, periodontology, and restorative dentistry have been the most popular fields. While the most attractive basic science departments have been microbiology, biochemistry, and pathology [ 11 ].

Although interdisciplinary mentorship is practicable, the research topic should be within the field of dentistry due to its unique characteristics. However, many schools failed to popularize student research projects due to insufficient dental supervisors. In this situation, interdisciplinary research is acceptable because scientific research has commonalities.

As the results disclose, UDBRE has not yet been popularized worldwide but dental schools have become aware of the significance of UDBRE. Some schools have begun to make some efforts and have achieved preliminary results. Various forms of UDBRE have been established, such as theoretical courses, experimental skills training, and mentor-guided student research projects.

Compared with the mature clinical training model, dental basic research education has not been organized. There have not been many integrated projects of the above forms [ 15 , 16 , 18 ]. Most of them are short-term projects of up to two years [ 18 , 23 ]. Long-term training projects have not yet appeared. Given all this, the next goal of UDBRE is to form a scientific and gradual education system.

There are differences between education forms. Which are better methods also remains unknown. How to organically integrate different education forms to maximize the effectiveness of education requires further study. Moreover, the different emphasis on teaching methods may be attributed to differences in cultures, policies, and school conditions [ 19 ].

Assessment methods

The assessment methods are related to the education forms (Table ​ (Table2). 2 ). For theoretical courses, educators employed the following: (1) test on concepts [ 16 , 17 ] – a Brazilian dental school set an exam about basic concepts of dental biomaterial at the end of classes [ 16 ]; (2) article presentation [ 16 ] – students need to search articles on the assigned topic and present the articles as well as their perception of search methodologies, result translation, and critical reading skills in a seminar [ 16 ]; and (3) questionnaire [ 14 – 18 ]. The assessment methods of experimental skills training comprised the following: (1) exam [ 16 ]; (2) experimental report [ 16 ]; and (3) questionnaire [ 16 ]. Most research projects arranged the assessment at the end of the project, including: (1) submission of a thesis [ 13 , 19 , 22 ], which is the most popular and basic form of assessment. Details of the project report were well specified in several Swedish dental schools, such as page numbers, structure, layout, references, etc. [ 19 ]; (2) oral presentations or meetings [ 11 , 13 , 18 ] – the verbal presentation at the University of Manitoba was styled after an MSc thesis defence, where students summarized their findings and several professors provided oral feedback [ 13 ]. The Student Research Club (SRC) of Istanbul University held annual meetings where students gave 10- to 15-min speeches on their research. Additionally, a booklet containing all the project abstracts was distributed to participants, which promoted academic exchanges [ 11 ]; (3) competitions [ 18 , 27 ] – in South Africa [ 18 ], undergraduates were awarded in Colgate Undergraduate Competition based on the project quality and their insights shown in the questioning part; (4) questionnaire [ 11 , 15 , 18 , 21 – 23 ]; and (5) combination of the above methods [ 13 , 18 , 22 , 23 ].

Nevertheless, considering the assessment time point, the majority of studies chose summative assessments [ 11 , 13 – 15 , 17 , 19 – 23 , 27 , 29 ], while the others chose formative assessments [ 16 , 18 ]. Among all the included studies, only one study mentioned midterm assessment [ 23 ]. Most projects mainly relied on mentors’ supervision during implementation, which may account for the abortion of some student research projects. Moreover, ambiguous assessment indicators of midterm supervision may not truly reflect the training outcome or the achievement of educational goals.

Assessment indicators

Targeting the educational goals, specific indicators were adopted according to assessment methods and the feasibility of indicator collection (Table ​ (Table2): 2 ): (1) The problem discovery ability can be assessed by self-assessment [ 11 , 14 , 22 , 23 ] or evaluated along with other research abilities. For example, the number of funded projects can reflect both the ability of problem discovery and project design [ 11 , 23 ]. (2) The literature retrieval ability can be evaluated through self-assessment [ 11 , 17 , 21 ]. (3) The research design capability can be depicted by the number of applied research funds [ 11 , 23 ] and self-assessment [ 11 ]. (4) The ability of experimental operation can be assessed through experiment course scores [ 16 , 23 ], experimental reports [ 16 ], and self-assessment [ 11 , 14 , 23 ]. (5) The scientific report writing ability can be evaluated by indicators, such as the number of published papers [ 23 ], research competition awards [ 27 ], and self-assessment [ 11 , 14 ]. (6) Students’ interest in scientific research can be estimated through (a) instant feedback, such as the number of participants [ 13 ] and attendance rate [ 23 ]. (b) long-term influence, including future career choices and talent retention [ 11 , 13 , 18 , 23 , 29 ].

The assessment system varies across studies. Regretfully, imperfection of the current assessment is observed as they are incomprehensive and immethodical. The lack of assessment of overall education goals is manifested as the ignorance of one or several aspects of education goals. In addition, the neglect of mid-term assessment is common in the included studies. This leads to difficulties in evaluating the overall performance and comparing the effectiveness between studies and programs. Hence, a systemic and comprehensive assessment system based on education goals should be established to monitor the outcome of UDBRE for timely adjustment and long-term tracking.

Existing reports uncover the education achievements of UDBRE, including target research ability development and scientific interest promotion (Table  3 ).

Summary of dental basic research education outcomes of included literatures

Abbreviations : GPA Grade point average, VAS Visual analogue scale

a VAS score shows the degree of satisfaction. It ranges from 0 to 100

Development of target research abilities

(1) The problem discovery ability: Nigerian educators discovered that 45.2% of undergraduates chose the research topic by themselves [ 22 ]. (2) The literature retrieval ability: SRC participants strongly agreed that the program developed their experience of searching archives [ 11 ]. Likewise, Nieminen reported that almost 80% of undergraduates perceived to have good or passable literature retrieval skills after compulsory information retrieval lessons [ 17 ]. (3) The research design capability: Yu’s study revealed that the number of funded research projects has increased in the past 11 years, from 1 ~ 2 projects per year (2007–2011) to 7 projects per year (2017) [ 23 ]. Similarly, Guven’s study showed growing trend of funds and the participants agreed that they developed better research planning and independent inquiry skills during the research [ 11 ]. (4) The ability of experimental operation: A Brazilian study showed that compared with students who only participated in theoretical courses, the average course scores of PBL participants were slightly higher (7.8 ± 1.2 and 7.2 ± 1.6, respectively). Significantly more content of methodology and scientific literature support was detected in the experimental report of PBL participants [ 16 ]. In Yu’s and Guven’s study, the students believed that UDBRE helped to obtain experimental techniques [ 11 , 23 ]. (5) The scientific report writing ability: A study showed that UDBRE participants published significantly more articles (1.62 ± 1.41) than nonparticipants (1.31 ± 0.75) during the postgraduate period [ 23 ]. UDBRE participants from the University of Manitoba won first place in a scientific competition (Canadian Association for Dental Research) for their outstanding scientific work [ 27 ]. Analogously, SRC participants agreed that the program strengthened their analytical skills as well as their ability to present research results and therefore formed a better basis for postgraduate studies [ 11 ]. However, only 46.7% of surveyed Pakistani medical and dental undergraduates claimed to know how to write articles. Few students (17.7%) acquired knowledge of the procedure of publication of articles, indicating that these studies scarcely emphasized the cultivation of thesis writing [ 14 ].

Students’ interest in scientific research

UDBRE has both short-term and long-lasting effects on students’ interest in scientific research (Table ​ (Table3). 3 ). (1) Instant feedback: UDBRE participants increased from one (1980) to 11 (2005) [ 13 ] in Scott’s study. Yu’s study found that the attendance rate of UDBRE increased from 36.84 to 90% and that students showed high satisfaction (VAS score = 72.36 ± 20.37) [ 23 ]. A South African study found that 92% of students realized the importance of basic research and 34% were willing to participate in research activities again [ 18 ]. The satisfaction rate of different Swedish dental schools varied from 26 to 50% [ 19 ]. Three studies reported that students with research experience possessed a mediocre attitude towards research and 75% did not gain confidence in research [ 21 , 22 , 29 ]. (2) Long-term influence: SRC members showed great willingness to pursue a Ph.D. degree. Furthermore,74 SRC members continued studying at Istanbul University from 2005 to 2009 and 31% of present teaching assistants were former SRC members [ 11 ]. Similarly, at the University of Manitoba, 31.5% of UDBRE graduates continued pursuing higher academic degrees and 17% of them obtained postgraduate programs [ 13 ]. However, Grossman found that in three out of four surveyed schools, over half of the students were unwilling to do research in the future [ 18 ].

Existing evidence (Table ​ (Table3) 3 ) shows that the UDBRE has reached certain education outcomes. UDBRE participants yielded satisfying advancements in targeted scientific research abilities. Undergraduates expressed a high degree of satisfaction with UDBRE and interest in scientific research and demonstrated more willingness to continue their postgraduate studies and academic careers. Few students conveyed negative attitudes [ 15 , 18 ], who may encounter difficulties (conflict with clinical learning, failure in the experiment, lack of guidance, etc.). This arouses educators’ concern about barriers to UDBRE and reminds educators to offer guidance and assistance to improve the UDBRE program timely.

For current UDBRE deficiency, apart from subjective design reasons, objective obstacles cannot be neglected (Table ​ (Table2), 2 ), including excessive curriculum burden [ 10 , 14 , 29 ], shortage of academic faculty, and mentorship [ 6 , 15 , 18 , 23 , 29 ], insufficient financial support [ 10 , 14 , 18 , 21 , 23 ], and deficiency in research methodology and background knowledge [ 15 , 17 , 21 , 23 , 29 ]. Reflections and possible solutions are provided in some publications [ 10 , 14 , 15 , 18 , 23 ].

Excessive curriculum burden?

UDBRE may aggravate the heavy burden of dental clinical courses. In Pakistan, 91.9% of medical and dental undergraduates complained about the heavy curriculum load [ 14 ]. Twenty-two percent of students in South Africa [ 18 ] and 12% in China [ 23 ] admitted the conflict of study time and research time. Some studies observed a lack of interest and initiative towards scientific research due to the heavy load of time-and-energy-consuming dental clinical curricula [ 10 , 29 ]. A survey demonstrated that only 34% of interviewees were sure to attend research even if it was voluntary [ 18 ].

In fact, follow-up studies on grade point average (GPA) [ 11 , 13 , 23 ] and scholarship [ 13 , 23 ] showed that UDBRE had no negative impact, but rather a positive effect on the dental clinical study (Table ​ (Table3). 3 ). In Canada, UDBRE participants showed similar baseline GPAs as nonparticipants, while they gained significantly higher total GPAs upon graduation (3.42 ± 0.41 and 3.14 ± 0.44, respectively) [ 13 ]. Similar GPA comparison outcomes were observed by Guven (3.05 ± 0.44 and 2.55 ± 0.42, respectively, P  < .001) [ 11 ] and Yu (3.41 ± 0.02 and 3.21 ± 0.04, respectively, P  < .001) [ 23 ]. Moreover, 20% of outstanding graduates at Manitoba University have participated in UDBRE [ 13 ]. Likewise, Yu observed that UDBRE participants won significantly more Honor Rolls awards per student (0.53 ± 0.07) than nonparticipants (0.30 ± 0.06) [ 23 ].

These results indicate that students are capable of coping with such pressure, rather than it adversely affecting their study (Table ​ (Table3). 3 ). Therefore, educators should offer psychological guidance to release pressure, and optimize curriculum design to control time occupation. This provides an opportunity for universities to integrate the UDBRE into the undergraduate curriculum, sort out and optimize all existing undergraduate courses, integrate repeated lessons, and condense into a more reasonable undergraduate curriculum system. Flexibly setting primary and intermediate educational goals, adopting adjustable teaching methods by integrating core curriculum and extra curriculum, and the early exposure to UDBRE serve as alternatives to avoid time conflict.

Tutors shortage and insufficient guidance?

The lack of academic faculty is mostly mentioned in the UDBRE literature [ 6 , 18 , 29 ]. From 2004 to 2005, there were 250 unfilled faculty positions in dental schools in the USA [ 30 ]. The same applies to South Africa [ 18 ] and the United Kingdom [ 6 ].

Moreover, quite a few studies reflect the insufficient guidance of faculty [ 15 , 18 , 23 ]. Grossman [ 18 ] found that nearly one fifth of students felt inadequate supervisory assistance. These educational skills were lacking at the beginning of most junior assistant professors’ careers [ 23 ]. This could be a serious problem. Supervisors lacking mentorship had a negative impact on students’ research experience [ 31 ].

Several measures solve the shortage, including: (1) to increase the salary of research faculty; (2) to expand the faculty troop by recruiting young doctors, postdoctoral fellows, and even academic tutors from other disciplines; (3) to integrate student projects into teachers’ research fields, which promotes more detailed and professional guidance from tutors and releases tutors’ understaffed situations with undergraduates’ assistance; and (4) to provide mentor training courses to junior tutors.

Lack of financial support?

Both students and faculty acknowledged that funds and financial support were essential for student research projects [ 23 ]. However, 86.9% and 92.6% of medical and dental students, respectively, faced fund shortages in Pakistan [ 14 ]. The government, universities, and dental schools are indispensable in providing financial support and an academic environment to enable the sustainable operation of the UDBRE [ 23 ].

Inadequate basic research skills and background knowledge?

A shortage of basic research skills and background knowledge led to difficulty in the initiation and a decrease in initiative [ 15 , 29 ]. Undergraduates, especially freshmen, spend more time absorbing background knowledge and methodology of scientific research [ 15 ]. Even fourth-year dental students exhibited insufficient research knowledge and unsatisfactory information retrieval ability [ 17 ].

Moreover, most students are only familiar with the background knowledge of a certain topic notwithstanding multidisciplinary research is a new trend in basic research. Yu recorded an increasing proportion of multidisciplinary projects from 0 (2007) to a maximum of 55.56% (2015). In addition, both dental faculty and students were aware that cross-departmental training was essential to completing the research project, with 8.22% of interviewees calling on facilitating multidisciplinary cooperation [ 23 ].

Thus, undergraduates should attend theoretical and experimental courses to hone basic research skills before undertaking a research project. Nevertheless, teaching comes with difficulties while the integration of basic research experimental training into the curriculum system may serve as a solution. For example, microbial-related experiment training can be integrated into dental microbiology courses. Supplementary education can also be used to provide further study opportunities.

In response to the lack of background knowledge and the trend of multidisciplinary research, the authors proposed a new UDBRE component--rotation in different research departments, where students can practice basic research skills and gain background knowledge of different research fields.

There are still various difficulties in the implementation of UDBRE, as well as corresponding solutions (Table ​ (Table2). 2 ). It is necessary to optimize the UDBRE system, so that students can smoothly start research projects rather than encountering difficulties and losing interest. Measures are also needed to enhance teachers’ responsibility and interest.

Implications for undergraduate dental basic research education

Although UDBRE has not yet been popularized worldwide, the establishment of UDBRE has been explored by some countries, and UDBRE programs have recently increased. Through systematically reviewing these useful explorations and experiences, some enlightening implications were obtained.

Implications for dental education goals . There is an urgent need for compound talent with both clinical skills and basic research capacity. Even for clinical dentists, critical thinking and evidence-based medical thinking are also beneficial. The education of common research essence in UDBRE, such as research question discovery, literature retrieval, research design, and report writing, can favour dentists in their future clinical careers. Equipping students with primary but overall scientific research abilities so that students can develop critical thinking and form evidence-based minds is of great educational significance. Specific goals of UDBRE programs are proposed, but divergence exists within studies (Table ​ (Table2). 2 ). These specific goals can be summarized as “cultivating dental research talent with basic research capabilities and strong scientific interests”. Therefore, promoting scientific interest and cultivating five major research abilities, including basic research question discovery, literature retrieval, research design, experimental operation, and scientific report writing may serve as ideal objectives of UDBRE. Clarifying the education target may help dental schools design specific education methods to fulfil the goals. Setting primary and intermediate goals can help reduce students’ workload and increase the feasibility of UDBRE.

Implications for the dental course system . As a more skill-based course, there may be some concerns about dental basic research education in increasing the course burden and clinical study outcome. From the review outcomes and experience in carrying this course, it seems that UDBRE had no negative impact, but rather a positive effect on dental clinical study; students tend to have higher clinical-related course GPAs. This further confirms the necessity and feasibility of vertically integrating this system. Dental basic research education is systematic work, and the UDBRE system can be early, continuous, and long-term and be carried out simultaneously with clinical education in a vertically integrated way [ 32 ]. Mimicking the mature dental clinical training system, this study attempts to arrange and classify the training contents of UDBRE into three stages (Figs.  2 and ​ and3): 3 ): (1) Didactic course and experimental training period. In the first stage, students are expected to acquire the necessary basic research theory and skills, which may overcome the barrier of inadequate basic research skills and help students start the research practice (Fig.  3 ). Tables  4 and ​ and5 5 lists examples of optimized and integrated curriculum settings. (2) Probationary period. Students with cumulative dental research knowledge and skills are introduced to different research departments as clinical rotations. The early direct exposure to different dental basic research departments enables reinforcement of impressions on how dental basic research is conducted and deepening of the knowledge of different disciplines. (3) Internship period. During this period, students shift from being passive audiences to active participants by undergoing a mentor-guided research project in a similar manner as the clinical internship. At the end of this preparatory stage, students are encouraged to finish an undergraduate research thesis. It should be noted that this teaching system is only one example (which has been carried out in our school), and different dental schools can adjust to the proper UDBRE system for them.

The three-stage UDBRE system mimicking the dental clinical training system. Since the education model of UDBRE is still under exploration and the dental clinical training system is relatively mature, we have attempted to arrange and classify the training contents of UDBRE into three stages mimicking the current clinical training system, including didactic course, probation, and internship

Detailed information of an example of UDBRE system which consisted of three stages. The prospective education goals, course forms, and assessment system of the undergraduate dental basic research education (UDBRE) program are listed in detail along the timeline

An example of didactic courses at the first stage of the UDBRE system. According to the cultivation of the five research abilities in the education goals, the contents generally include five sessions: (1) formulating a good research question; (2) answering the research question; (3) seeking funds; (4) presenting findings; (5) other issues during the scientific inquiry

An example of experimental training at the first stage of the UDBRE system

Implications for the assessment system . Concerning the common neglect of mid-term assessment and focus on certain research abilities, we propose that assessments should be targeted at overall educational goals and should be conducted not only at the end of each stage but throughout the whole period so as to adjust and formulate individualized training plans according to feedback. We have attempted to arrange and classify the assessment system of UDBRE, which can be found in Fig. ​ Fig.3 3 .

Future prospects

These implications enlighten a scientific, gradual, and long-term UDBRE system (Fig. ​ (Fig.3). 3 ). Undergraduates can be exposed early to dental basic science to maximize research experience and the opportunity to conduct publishable research. In support of further advancement, it is encouraged that universities report comprehensively in a structured way on their UDBRE programs to allow comparison and reproduction. With the development of the UDBRE system, it is of interest in the future to set up a new degree program that focuses on dental basic research for students with dental clinical medical backgrounds.

Acknowledgments

The authors wish to acknowledge Meirui Ma and Jiayu Li, who assisted in literature retrieval, and Lin Li and Yun Hong, who provided suggestions for this article.

Abbreviations

Authors’ contributions.

The manuscript was written through the contributions of all authors. Z.C. and Z.L. convinced the ideas and supervised this work. J.X. convinced the ideas. L.L. and Y.H. collected and analyzed the data. C.Y., X.G., and S.C. analyzed the data. H.L. and Z.G. drafted the articles. All authors read and approved the final manuscript.

Authors’ information

Haiwen Liu and Chen Ye are dental master candidates. Zhuohong Gong, Xuejing Gan, and Shijie Chen are dental undergraduate students. Lin Li is the lecturer and vice head of Student Administration. Yun Hong and Junqing Xu are associate professors and heads of Student Administration. Zhengmei Lin is Professor, and vice dean in charge of student education. Zetao Chen is Professor; ORCID: https://orcid.org/0000-0001-8344-2602 .

This work was supported by the High Education Research Project for Young College Teachers of Guangdong Province (19GYB029), Guangdong Financial Fund for High-Caliber Hospital Construction (174–2018-XMZC-0001-03-0125/C-01), High Education Teaching Research and Reform Project of Guangdong Province, the Education Innovation Program for Postgraduates of Sun Yat-Sen University and Undergraduate Education Quality Program of Sun Yat-Sen University.

Availability of data and materials

Declarations.

Reported as not applicable.

Not applicable.

The authors declare that they have no competing interests.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Haiwen Liu and Zhuohong Gong contributed equally to this article and meet authorship conditions.

Contributor Information

Zhengmei Lin, Email: nc.ude.usys.liam@mhznil .

Zetao Chen, Email: nc.ude.usys.liam@3teznehc .

Student Research

• Annual Research Days

DDS Student Research Programs

The DDS Student Research Programs were established to motivate and encourage NYU College of Dentistry students to become involved in oral health related research (basic, biomaterials, clinical, or behavioral) at NYU Dentistry. These research programs are flexible to fit the diversity of projects and changing goals of our students as they progress through the dental school curriculum.

Students are encouraged to visit the faculty research page to identify research mentors. >>>

Dental academic research experience (dare).

This course is designed to provide selected first year dental students with the opportunity to participate in a research project being conducted at NYU Dentistry. This course is a 6 credit elective, graded as Pass/Fail and runs from mid-February till the end of June. Some of the topics covered as lectures include the basics of clinical and basic research, lab safety, bioethics, animal issues, and career opportunities. There are two mechanisms to complete the course requirements:

• First year dental students will attend lectures and work on their research projects with their mentors for five hours per week during the spring semester. During the month of June, students will spend approximately 35 hours per week.

Students will be selected for admission to this course based on the quality of their application and availability of mentors and research projects.

Applications are due mid-January, notices of acceptance are released at the beginning of February, and the program runs from approximately mid-February to the end of June. For further details about the courses, credits and deadlines, visit DARE Courses .

Students must identify a mentor BEFORE applying to this program. Mentors are full-time faculty members at NYU Dentistry and most research faculty members are available as mentors. Please visit the Faculty Research page for a listing of faculty members' areas of research.

Once students find a research topic that interests them, they must consult with potential mentors about possible projects to obtain the faculty member's permission to apply to the program. Students can also refer to the NYU Dentistry chapter of the Student Research Group for additional guidance and help in establishing connections to the like-minded researchers. After these avenues have been explored, students can contact the course coordinator, Dr. Lukasz Witek , for further assistance.

Once accepted into the program, students and their mentors sign a mutual contract and provide a copy to the course director before they begin working on their projects.

This research program is designed to provide selected students with the opportunity to be involved in a research project being conducted at NYU College of Dentistry. Students who have participated in the D1 DARE program will have the opportunity to continue or change research directions and thus be active in research throughout their dental education at NYU College of Dentistry. Students who have not participated in previous research programs have the opportunity to gain research experience at NYU College of Dentistry.

There are two research courses that differ in their intent and requirements. The Guided Research course is a three-credit course, while the Independent Research course is a one-credit course (both graded as Pass/Fail); course descriptions are listed below. Both courses must be applied to each semester, please see the  DDS Research Courses  page for application due dates. Please see the  Course Syllabus (PDF)  for more information.

Students must identify a mentor BEFORE applying to this program. Mentors are full-time faculty members at NYU College of Dentistry and most research faculty members are available as mentors. For more information please visit the  Faculty Research  page to see a listing of faculty member's areas of research.

Once students find a research topic that interests them, they must consult with potential mentors about possible projects to obtain the faculty member's permission to apply to the program. Students can refer to the NYU Dentistry chapter of the  Student Research Group  for additional guidance and help in establishing connections to like-minded researchers. After these avenues have been explored, students may contact the course coordinator,  Dr. Lukasz Witek , for further assistance.

Upon acceptance into the program, the student and their mentor sign a mutual contract and provide a copy to the course director before they can be registered and begin working on their projects. A project summary, approved by the mentor, must be submitted to the course director by the end of each semester for a grade to be posted.

• This elective course is open only to select students in good academic standing and with the permission of the faculty mentor who will guide the research project; the selection of a faculty mentor is required for registration.

Please visit the DDS Research Courses page for a full listing of Research courses, credits and deadlines. >>>

The Student Research Group (SRG)  of NYU Dentistry is a local chapter of the National Student Research Group (NSRG). NSRG is an affiliate of the American Association of Dental Research (AADR). We aim to help connect students to the various research opportunities, awards, and national/international presentations available. Our goal is to streamline research participation for students making it more accessible and allowing our community to become evidence-based future practitioners. SRG holds events including: journal clubs, research symposiums, annual research Q & As, and mock poster presentations.

• Faculty Mentor:  Deepak Saxena, MS, PhD

Division of HHS: Dental Health Programs: Hygiene Capstone Project

• General Resources Lists
• Trending News
• FHTC Career Placement
• DNA/ HYG- APA Citation
• DNA PDV Cultural Diversity
• HYG 232 Special Needs
• Virtual Desktop- Software Access
• Helpful Paper Writing Tools
• Creating Presentations

Hygiene Capstone Project

This capstone project is designed to provide the student with an opportunity to apply their knowledge of concepts and skills through an individually designed project.  Students will execute the project through the development and implementation of a patient treatment plan that culminates in a final paper and presentation on the specific "Periodontal Type II" or greater case identified. 

Keys to Finding Research

Some Basics of Searching for Research:

1.) In any search bar start with the whole of your research topic. For example: If the topic of the paper is "Periodontal Attachment Loss in Diabetic Patients" and you only search "Attachment Loss," you will get articles and information that do not apply to the topic.  Start with the whole topic and see what comes up.  

2.) Refining the results:

        2a.) TOO MUCH - If you are getting too many articles, try putting quotes around key search terms "Attachment Loss" "Diabetic Patients."  This will limit the search to articles where those terms appear beside each other in context.

        2b.) NOT ENOUGH- Break down the topic into variations . "Diabetes and Dental Care," "Attachment Loss in Dental Care," "Periodontal Care and Diabetes"  

3.) Don't stop at the required number of sources!   Although the requirement says you need three additional resources, always find a few more than required.  Just because you have them, doesn't mean you have to use them.  It is better to have choices when writing a paper than trying to force a paper from limited options.

4.) READ THE WHOLE ARTICLE (Or at the very least 1st Paragraph, a Middle Paragraph, and the Last paragraph)!!!  Your search engine may pull up an article that has your search terms in the article, but that does not always mean the article actually speaks to your topic.  Be sure that the entirety of the source supports your topic, not just a single sentence.

Link to APA Libguide

• How To: APA Formatting Guide Link To connect to the full libgide on APA formatting click here. Offers additional videos, instruction, links, and source citation breakdowns.

Your Assignment

• Case Study and Assignment Details
• Project Rubric 2022-2-16

Guide Video

Plagiarism: What it is and how to avoid it

• Plagiarism Rutgers University This link opens in a new window Entertaining video describing plagiarism and how to avoid it.
• Dr. Cite Rite Central Piedmont Community College Libraries This link opens in a new window Help for citing correctly.
• You Quote It, You Note It Acadia University This link opens in a new window Techniques for proper citation.
• Plagiarism Court Fairfield University This link opens in a new window Choose Flash or HTML for viewing this video.
• What is plagiarism and how to avoid it 2 Minute video explaining plagairism
• Schmooc on Plagiarism This 4 minute video is funny but explains the ins and outs of plagiarism very well.
• Tips to avoid Accidental Plagiarism Best methods to make sure you do not accidentally plagiarize.

Recommended Research Sites

• FHTC Online Library Quick Link Available 24/7

Even if you are researching from home there are resources that can be accessed from the Online Library Catalog.  There are several eBooks and eVideos on the topic options for your research paper.  Click the link below, use the login information listed, search for your topic area.  Pay attention to "format" information if you want only online material.

• Kansas State Library Quick Link Click on "Online Resources" Scroll down to the "Health" collection to find recommended databases. To Expand click "View All" at the bottom of the list

-For general knowledge of conditions or disorders the "Gale Health Reference Collection" is recommended for starting your research. 

-For research studies, journal articles, and similar academic based materials on your topics go to "Health Source Academic & Nursing;"  " ProQuest Nursing and Allied Health;" or "Medline" 

-For some topics these databases will be of value: "Alternative HealthWatch;"  "Consumer Health Complete;" "Psychology and Behavioral Sciences Collection"

-Remember to only use FULL-TEXT articles.  Never use "Abstracts" as primary research.   

The following databases also provide various articles that may be helpful in your research process.  Remember to consider only FULL-TEXT articles available, the date the article was published , and whether it is research- opinion- or promotion based information before using. Not all articles will be available for free through these databases.  In many cases, just like with Google Searches, you will be able to access the abstract but not a full-text article.  However, if you get the name of an article you are interested in- you might search it in the databases listed above- it might be available.

• Cochrane Library The key to this site is accessing the "free" articles provided. For those articles that are free- some are full-text, but not all. Be sure to check carefully that the articles meet criteria for academic research use.
• Dentistry Today This publication offers searchable article archives and the majority meet the requirements for use in academic research writing. However, there are a few "ad" based articles to watch for.
• PennWell RDH Magazine Again, this site offers a searchable archive of articles from the publication. Most will be usable, but there are "ad" based and "opinion" based articles included.

Q: What does "Scholarly Article" or "Peer-Reviewed Article" Mean?

Coulter, P. (2016). Richard G. Trefry library: American public University System. Libanswers. http://apus.libanswers.com/faq/44354

"Scholarly" and "peer reviewed" are often used synonymously, but they are not necessarily the same thing.   Peer reviewed articles are always scholarly, but not all scholarly sources are peer reviewed.   It may seem confusing, but it makes more sense if you  think of "scholarly" as an umbrella term for several different kinds of authoritative, credible sources .  These include :

• Peer reviewed journals .  These journals primarily exist to publish the  research  findings of experts in a field. The articles that you see in these journals have been closely scrutinized by a panel of reviewers (also experts in the same field) before they are published.    
• Trade or professional journals or magazines .  The articles in these periodicals are also written by and for experts, but there is no peer review.  The articles aren't limited to research...they may be news, best practice tips or opinion pieces. 
• Government Publications  Many government agencies publish books, reports, data or statistics.  Government researchers, like those who publish in peer reviewed or trade journals, are often experts in their field.
• Books.    Many researchers publish books or book chapters.  

How can you tell if an article is scholarly?   You will have to do some detective-work, but there are some telltale signs:

• Author(s) : Ideally, you should rely on information that has been published by an expert,  someone who has studied the topic long and hard.    Most scholarly publications will list an author's credentials (their degrees -- M.S., Ph.D., Ed.D., etc. -  and the institution that they work for) along with his or her name.
• Content:   Look for articles that cover a topic in detail (more than just a few pages long, typically).   It will probably include some kind of literature review, and discuss the work of other authors, in addition to any original research findings.  Make sure it  cites its sources   (a scholarly article will  always  have a "references," "bibliography" or "works cited" list). 
• Audience:   Scholarly articles are written for professionals in the field.  You will probably notice a lot of technical language and/or discipline-specific jargon.  The tone will be formal.
• Publisher.   Visit the journal's website to see what organization publishes it.  Professional associations, universities and government agencies are particularly good signs.  As you become more experienced, you'll also start to recognize major publishing companies in your field of study (Wiley, Elsevier, Sage, etc.).
• Purpose and scope.   When you're on the journal's website, look for an "about" link to learn who the intended audience is and what kind of articles are accepted.
• << Previous: Creating Presentations
• Last Updated: Mar 28, 2024 12:52 PM
• URL: https://libguides.fhtc.edu/Dental

50+ Research Topics on Dental Nursing: Nurturing Oral Health

• Carla Johnson
• August 29, 2023
• Nursing Topics and Ideas

Dental care is an integral component of holistic healthcare, often intertwining with nursing practices to ensure overall well-being. As nursing students embark on their educational journey, understanding the significance of dental nursing can enrich their knowledge and skills, preparing them for comprehensive patient care. In this article, we delve into the research topics on dental nursing, explore a range of PICOT questions, suggest evidence-based practice (EBP) projects, nursing capstone projects, research paper topics, research questions, and essay ideas related to dental nursing. Let’s dive in!

Introduction to Dental Nursing

Dental nursing is a specialized field that merges dental care with nursing principles, contributing to comprehensive patient care across diverse healthcare settings. It involves assisting dentists in various procedures, educating patients on oral hygiene, and promoting overall dental health . Dental nurses play a crucial role in patient comfort and safety during dental procedures and educating patients about post-procedure care.

PICOT Questions in Dental Nursing

• P: Pediatric population undergoing cavity fillings; I: Application of local anesthesia through nasal spray; C: Use of traditional injection; O: Reduction in pain and anxiety; T: During the procedure. In pediatric dental procedures, does using a nasal spray for local anesthesia result in reduced pain and anxiety compared to traditional injections?
• P: Elderly residents in long-term care; I: Implementation of daily oral hygiene protocol; C: Standard oral care routines; O: Decreased incidence of oral infections; T: 3 months. Among elderly residents in long-term care, does the implementation of a daily oral hygiene protocol lead to a decreased incidence of oral infections compared to standard oral care routines?
• P: Individuals with diabetes; I: Integration of dental check-ups in diabetes management; C: No dental intervention as part of diabetes care; O: Improved oral health outcomes; T: 1 year. For individuals with diabetes, does integrating regular dental check-ups into diabetes management lead to improved oral health outcomes compared to not including dental interventions?
• P: Pregnant women in their second trimester; I: Educational intervention on gestational gingivitis prevention; C: Standard prenatal care without specific dental education; O: Reduction in gingivitis severity; T: Throughout pregnancy. Among pregnant women in their second trimester, does an educational intervention targeting gestational gingivitis prevention reduce the severity of gingivitis compared to standard prenatal care without dental education?
• P: Cancer patients undergoing radiation therapy; I: Salivary gland massage and hydration regimen; C: No specific intervention for salivary gland health; O: Minimized radiation-induced xerostomia; T: During radiation treatment. In cancer patients undergoing radiation therapy, does a salivary gland massage and hydration regimen lead to minimized radiation-induced xerostomia compared to no specific intervention for salivary gland health?
• P: Individuals with intellectual disabilities ; I: Use of personalized visual guides for oral hygiene; C: Standard oral hygiene instructions; O: Improved oral hygiene maintenance; T: 6 months. Among individuals with intellectual disabilities, does using personalized visual guides for oral hygiene result in improved oral hygiene maintenance compared to standard oral hygiene instructions?
• P: Postoperative dental surgery patients; I: Implementation of telehealth follow-up for wound assessment; C: In-person follow-up appointments; O: Enhanced postoperative recovery; T: 2 weeks. Does implementing telehealth follow-up for wound assessment enhance postoperative recovery for postoperative dental surgery patients compared to traditional in-person follow-up appointments?
• P: Individuals with periodontal disease; I: Incorporation of probiotics as an adjunct to standard treatment; C: Standard periodontal treatment without probiotics; O: Improved periodontal health; T: 3 months. Among individuals with periodontal disease, does incorporating probiotics as an adjunct to standard treatment lead to improved periodontal health compared to standard periodontal treatment without probiotics?
• P: Orthodontic patients using braces; I: Implementation of tailored dietary recommendations; C: General dietary advice; O: Decreased risk of enamel demineralization; T: Throughout orthodontic treatment . In orthodontic patients using braces, does implementing tailored dietary recommendations decrease enamel demineralisation risk compared to general dietary advice?
• P: Individuals with oral phobia; I: Exposure therapy with gradual dental visit simulation; C: No exposure therapy; O: Reduction in dental phobia severity; T: Over 8 weeks. Among individuals with oral phobia, does exposure therapy with gradual dental visit simulation reduce dental phobia severity compared to no exposure therapy?

Evidence-Based Practice (EBP) Projects in Dental Nursing

• Investigating the effectiveness of fluoride varnish application in preventing childhood cavities.
• Evaluating the impact of teledentistry on access to dental care in rural communities.
• Assessing antimicrobial mouthwashes’ use to prevent postoperative infections in dental surgery patients.
• Analyzing the role of dental nurses in promoting oral health education in schools.
• Developing a protocol for managing dental emergencies in long-term care facilities.
• Exploring the use of 3D printing technology in creating customized dental implants.
• Investigating the effectiveness of motivational interviewing in improving oral hygiene adherence among adolescents.
• Evaluating the impact of sugar reduction campaigns on dental caries rates in children.
• Assessing the benefits of implementing ergonomic practices in dental clinics to prevent occupational injuries .
• Investigating the correlation between periodontal disease and systemic health conditions like cardiovascular disease and diabetes.

Nursing Capstone Projects in Dental Nursing

• Designing an oral health promotion program for pregnant women to prevent pregnancy-related oral health issues.
• Creating an educational toolkit for parents to encourage positive oral hygiene habits in children.
• Developing a protocol for assessing and managing oral care in unconscious patients in critical care settings.
• Designing a telehealth platform for postoperative dental surgery follow-up and patient education.
• Creating a cultural competency training module for dental nurses to provide sensitive care to diverse patient populations.
• Designing a comprehensive dental assessment tool for use in nursing homes.
• Developing a curriculum for training nursing students in basic dental hygiene techniques.
• Creating a mobile app to help individuals with intellectual disabilities maintain their oral hygiene independently.
• Designing an interdisciplinary workshop on the link between oral health and overall well-being for healthcare professionals.
• Developing a protocol for managing dental trauma in school settings.

Nursing Research Paper Topics in Dental Nursing

• The impact of poor oral health on the quality of life in older adults.
• Exploring the role of dental nurses in promoting oral health during humanitarian missions.
• Dental care disparities among different socioeconomic groups and potential interventions.
• The relationship between oral health and nutritional status in hospitalized patients.
• Factors influencing patient compliance with postoperative dental care instructions.
• An analysis of the prevalence of dental anxiety and its impact on treatment outcomes.
• Oral health challenges faced by individuals with disabilities and potential solutions.
• The effectiveness of different pain management strategies during dental procedures.
• Evaluating the role of dental nurses in preventing and managing oral complications in cancer patients .
• The influence of oral health education on oral hygiene practices among school children.

Nursing Research Questions in Dental Nursing

• How does the integration of dental hygiene education into nursing curricula impact nursing students’ knowledge and attitudes toward oral health?
• What are the barriers and facilitators to dental care access for marginalized populations, and how can nursing interventions address these disparities?
• What are the long-term effects of using telehealth platforms for dental follow-up and patient education?
• How do dental nurses contribute to the comprehensive care of patients with chronic illnesses like diabetes or cardiovascular disease?
• What is the relationship between periodontal disease and the risk of developing systemic conditions, and how can nursing interventions improve patient outcomes?
• How do cultural factors influence oral health beliefs and practices among diverse patient populations, and how can dental nurses provide culturally sensitive care?
• What strategies can dental nurses employ to alleviate dental anxiety in pediatric patients?
• What are the most effective methods for educating parents about early childhood caries prevention?
• How can nursing interventions enhance oral hygiene maintenance among individuals with intellectual disabilities?
• What are the outcomes of implementing ergonomic practices in dental clinics, and how can they be optimized for nurse and patient safety ?

Essay Topic Ideas & Examples in Dental Nursing

• The Interplay Between Oral Health and Overall Well-being: A Nursing Perspective.
• Dental Anxiety: Challenges, Interventions, and Nursing Compassion.
• Teledentistry: Expanding Access to Oral Care in Underserved Communities.
• Oral Health Disparities : Unveiling Social and Economic Factors.
• Pediatric Oral Care: Nurturing Healthy Smiles from an Early Age.
• The Evolution of Dental Nursing: From Chairside Assistance to Holistic Care .
• Oral Health Promotion in Schools: A Crucial Role for Dental Nurses.
• Special Needs Patients and Dental Care: Empathy, Education, and Empowerment.
• Diabetes and Oral Health: Exploring the Bidirectional Relationship.
• Aging Gracefully: Nursing Interventions for Oral Health in Elderly Patients.

Nursing students, as the future caretakers of patient health, hold the power to make a meaningful impact in dental nursing. Embracing the intersection of dental care and nursing principles can enhance patient outcomes and contribute to overall well-being. As you embark on your academic journey, consider the PICOT questions, EBP projects, capstone projects, research paper topics, research questions, and essay ideas presented in this article. These avenues stimulate intellectual curiosity and offer practical opportunities to advance dental nursing practices. Should you need assistance expressing your ideas, don’t hesitate to explore our professional writing services to help you communicate your insights effectively. Through collaboration, research, and advocacy, nursing students can pave the way for comprehensive patient care in dental nursing.

FAQs About Dental Nursing

Q: What does the dental nurse do? A: Dental nurses play a pivotal role in assisting dentists during procedures, maintaining a sterile environment, preparing instruments, comforting patients, managing appointments, and providing oral health education to patients.

Q: What is the difference between a dental nurse and a dentist? A: A dental nurse supports dentists in various tasks and ensures smooth clinic operations, while a dentist is a licensed healthcare professional who diagnoses, treats, and prevents oral diseases, performs dental procedures, and makes treatment plans for patients.

Working On an Assignment With Similar Concepts Or Instructions? ​

A Page will cost you $12, however, this varies with your deadline. 

We have a team of expert nursing writers ready to help with your nursing assignments. They will save you time, and improve your grades. 

Whatever your goals are, expect plagiarism-free works, on-time delivery, and 24/7 support from us.  

Here is your 15% off to get started.  Simply:

• Place your order ( Place Order ) 
• Click on Enter Promo Code after adding your instructions  
• Insert your code –  Get20

All the Best, 

Have a subject expert Write for You

Have a subject expert finish your paper for you, edit my paper for me, have an expert write your dissertation's chapter, worried about your paper we can help, frequently asked questions.

When you pay us, you are paying for a near perfect paper and the time convenience. 

Upon completion, we will send the paper to via email and in the format you prefer (word, pdf or ppt). 

Yes, we have an unlimited revision policy. If you need a comma removed, we will do that for you in less than 6 hours. 

As you Share your instructions with us, there’s a section that allows you to attach as any files. 

Yes, through email and messages, we will keep you updated on the progress of your paper. 

Start by filling this short order form thestudycorp.com/order 

And then follow the progressive flow. 

Having an issue, chat with us here

Dr. James Logan – Admin msnstudy.com

Popular Posts

• Academic Writing Guides
• Nursing Care Plan
• Nursing Theory
• Writing Guides for MSN students

Important Links

Knowledge base, utilize our guides & services for flawless nursing papers: custom samples available.

MSNSTUDY.com helps students cope with college assignments and write papers on various topics. We deal with academic writing, creative writing, and non-word assignments.

All the materials from our website should be used with proper references. All the work should be used per the appropriate policies and applicable laws.

Our samples and other types of content are meant for research and reference purposes only. We are strongly against plagiarism and academic dishonesty.

We Accept: 

• Advertising
• Classifieds
• Top 100 For-Hire
• Top 100 Private
• Top 50 Global Freight
• Top 100 Logistics
• Photo Galleries
• TT Newsmakers
• TT Magazine Event Series
• Smart Speaker Briefings
• Perspective
• Fun & Games
• Crossword Puzzle
• Special Coverage
• Trucking's Frontline Heroes
• Special Reports
• Event Coverage
• Upcoming Events
• Submit Your Event
• Resource Center
• Whitepapers
• Government & Industry Resources
• U.S. Government Sites
• State Government Sites

ATRI Announces Research Projects for 2024

More Content About:

Related articles.

ATRI Top Issues, Spear State of the Industry Lead MCE Agenda

Congestion Cost Trucking a Record $94.6 Billion in 2021

ATRI Asks Truckers for Views on Barriers to Female Drivers

• Peterbilt Motors Co.
• diesel prices

You are using an outdated browser. This website is best viewed in IE 9 and above. You may continue using the site in this browser. However, the site may not display properly and some features may not be supported. For a better experience using this site, we recommend upgrading your version of Internet Explorer or using another browser to view this website.

- Download the latest Internet Explorer - No thanks (close this window)

• Penn GSE Environmental Justice Statement
• Philadelphia Impact
• Global Initiatives
• Diversity & Inclusion
• Catalyst @ Penn GSE
• Penn GSE Leadership
• Program Finder
• Academic Divisions & Programs
• Professional Development & Continuing Education
• Teacher Programs & Certifications
• Undergraduates
• Dual and Joint Degrees
• Faculty Directory
• Research Centers, Projects & Initiatives
• Lectures & Colloquia
• Books & Publications
• Academic Journals
• Application Requirements & Deadlines
• Tuition & Financial Aid
• Campus Visits & Events
• International Students
• Options for Undergraduates
• Non-Degree Studies
• Contact Admissions / Request Information
• Life at Penn GSE
• Penn GSE Career Paths
• Living in Philadelphia
• DE&I Resources for Students
• Student Organizations
• Career & Professional Development
• News Archive
• Events Calendar
• The Educator's Playbook
• Find an Expert
• Race, Equity & Inclusion
• Counseling & Psychology
• Education Innovation & Entrepreneurship
• Education Policy & Analysis
• Higher Education
• Language, Literacy & Culture
• Teaching & Learning
• Support Penn GSE
• Contact Development & Alumni Relations
• Find a Program
• Request Info
• Make a Gift
• Current Students
• Staff & Faculty

Search form

You are here, sharon ravitch discusses youth participatory action research at gpn speaker series talk.

The Global Possibility Network recently hosted a talk by Penn GSE Professor of Practice Sharon Ravitch  as part of its speaker series. Ravitch's presentation, which took place on May 10, engaged the Penn GSE professional and academic community with her pioneering work in youth participatory action research.

Titled “Global Youth Leadership and Participatory Action Research,” Ravitch’s talk showcased her extensive experience and projects that span across diverse cultural contexts. She emphasized the transformative potential of participatory action research in fostering youth leadership and agency.

A significant portion of the talk focused on Ravitch’s collaboration with Chloe Cannon on the Eighth Fire Collective, an initiative that integrates Indigenous knowledge systems with Western frameworks to address climate justice. Ravitch described their work with the Initial Anishinaabe Tribe in Sault Ste. Marie, Michigan, where they are piloting participatory projects to curate and integrate sustainable climate and livelihood practices.

Ravitch also shared insights from her long-term involvement with the Seeds for Progress Foundation in Nicaragua . Since 2009, she has been working to infuse technology and constructivist teacher professional development in rural schools, benefiting the children of coffee farm workers. The initiative, which started with 16 schools, aims to scale educational innovations across the country and beyond, addressing the challenges of forced migration and fostering educational equity.

Attendees from the Penn GSE community and beyond were particularly inspired by Ravitch’s emphasis on youth as central knowledge leads and agents of change. She underscored the critical role of youth in shaping and leading participatory action research projects, ensuring that their voices and perspectives are integral to the development and implementation of educational and community initiatives.

You May Be Interested In

Related stories.

• Jobs for the Future leader discusses education–workforce pathways with Penn GSE community
• Penn GSE faculty projects awarded grants by Penn Global
• Pioneering change: How Penn GSE alumni combat climate crisis

Related Topics

Faculty expert.

Professor of Practice

Related News

Media inquiries.

Penn GSE Communications is here to help reporters connect with the education experts they need.

Kat Stein Executive Director of Penn GSE Communications (215) 898-9642 [email protected]  

Summer construction projects underway

Installations, repairs, renovations, and refreshes to go full speed ahead to welcome new and returning students in august.

Carlos Ortiz/RIT

Construction projects continue on the RIT campus this summer, including major work on residence halls. The summer weather and less populated campus mean more work to repair, replace, or refresh is done in a few short weeks to welcome new and returning students back to campus in August.

Summer construction projects are full speed ahead at RIT, including numerous improvements to greet students in August, such as new roofing, air conditioning, and refreshes in residence halls.

Construction projects continue on the RIT campus this summer, including major work on residence halls.

In its third, and most ambitious year of a five-year plan, this summer’s residence hall renovations include masonry repairs on Kate Gleason Hall and Residence Halls A , B, and C ; Eugene Colby Hall , Helen Fish Hall and Fredricka Douglass Sprague Perry Hall will be getting new roofs; refreshes and fire alarm work will be done in Colby Hall and Gleason Hall; and Sol Heumann Hall will be getting new air conditioning.

In addition, Frances Baker Hall and Residence Halls A, B and C will be getting new room doors and card access.

“A lot of work is going to happen in a very short amount of time,” said John Moore , associate vice president for Facilities Management Services at RIT. “We will try to be completed by Aug. 9 so the move-in is flawless. That’s the highest priority we have, so move-in can be awesome.”

Although most students won’t be on campus over the summer, the residence halls will be occupied periodically by visitors, including participants in the Genius Olympiad.

“We still have our annual cleaning of all the rooms and need to make way for these summer guests,” Moore said. “There’s so much activity over there that the timing of being ready is super critical. FMS has a lot of people working every day to make sure all of this can get done, and get done in time. We’ve partnered with Residence Life and RIT Housing to make sure we haven’t missed anything. We’ve been planning this for months.”

Construction projects continue on the RIT campus this summer, including new roofs on some apartments in University Commons.

Additional work is being done in other housing areas, including roof replacements this summer and over the next three summers in University Commons ; some units will receive kitchen and bathroom renovations; air conditioning is being installed over two years in Perkins Green apartments; and some foundation repairs, kitchen replacements and shower renovations are being done on a few Riverknoll apartments.

Other summer projects include:

Frank Ritter Ice Arena , which was used as a temporary storage and study area in recent years, will now be converted to its new use: a state-of-the-art indoor training facility available for all 25 intercollegiate athletic teams. Artificial turf will be installed inside the former ice arena this summer. The project is expected to be completed this fall.

George H. Clark Gymnasium : The original floor, which is 50 years old, is being replaced and is expected to be completed by the first week of August.

Gannett Hall , Gosnell Hall , and Booth Hall : Projects are underway to add air conditioning to the remaining areas not cooled. These projects will be completed over the next two summers. This work includes replacement of air handling equipment, replacement of duct work above ceilings, and other work that cannot be competed when classes are in session.

Student Innovation Hall : Renovations will be made to the first floor to create space for the RIT Service Center , Information and Technology Services , and Institutional Research to move there to make space for a home for the School of Performing Arts on the first floor of George Eastman Hall , possibly in 2026.

And work continues on three large projects on campus:

Music performance theater : The theater, which broke ground in September, will feature a 750-seat theater primarily to be used for musical theater productions. It will have two balconies and a historic pipe organ as its centerpiece. The estimated completion is December 2025, and like other venues on campus, it will be available for public use.

Major construction projects, such as the music performance theater, continue this summer on the RIT campus, as well as additional projects throughout campus.

Tiger Stadium : The official groundbreaking of the new Tiger Stadium was held in April. The $30 million, 38,828-square-foot facility will provide a state-of-the-art modern home for the men’s and women’s lacrosse and men’s and women’s soccer programs.   The facility will seat 1,180, with additional capacity in the hospitality room, along with standing room. Amenities for the new stadium include team locker rooms; a training room with two large hot and cold tubs, taping tables, and exam tables; media suite; concession area; hospitality room with glass viewing wall; and an outdoor concourse.

It is expected to be completed in the fall of 2025.

Research building : Work continues on a new research building on the west side of campus. The building will be the host to several new research spaces for science, engineering, and technology. The building is expected to be open in late fall of 2024, with research beginning in the spring of 2025.

“These are big projects, and very important for the university,” Moore said. “The theater is a strategic project and will be the crown jewel for our Performing Arts program. The stadium will be a strategic initiative for recruiting athletes and certainly will add impressiveness to the campus. And we’re already recruiting high-level researchers to come to RIT to be part of our new research building.”

No major roadwork is expected on campus this summer, although some minor repairs will be made to parking lots and roadways, Moore said.

Recommended News

June 3, 2024

Engineering faculty and cardiologist collaborate to design heart pump assessment prototype

Researchers at RIT are developing technology that will be able to determine the lifespan of a heart valve with more precision.

Meet Mia White, the Littleton native about to make history with Deaf Women’s National Team   

The Denver Post highlights the athletic career of Mia White '20 (management), defender on the U.S. Women's Deaf Soccer Team.

U.S. Deaf Women's National Team using Colorado showcase as platform to reach kids   

KMGH-TV talks to Mia White '20 (management) and her teammates about how they intend to inspire a new generation of deaf children in athletics.

RIT to offer new pathway for earning MS in sustainable systems and MBA degrees   

The Rochester Business Journal talks to Amit Batabyal, the Arthur J. Gosnell Professor of Economics and interim head of the Department of Sustainability, and Bill Dresnack, associate professor in the Department of Finance and Accounting, about the collaborative degree.

By continuing to browse the site you are agreeing to our use of cookies and similar tracking technologies described in our privacy policy .

NADP Push for Greater Access to Dental Benefits Gaining Traction in Congress

NADP on the Move – May 2024

How to Add New Employees to Your Company Membership

Join NADP Today

Want to join us apply here., partner with nadp.

Let’s work together to improve Americans’ oral and systemic health.

Contact NADP

Have a question about NADP products or services? Contact NADP.

• Member Login

About ADPAC

Discover how the American Dental Political Action Committee (ADPAC) gives dentists a voice in Washington, D.C.

Helping elect leaders who care about oral health

Through the financial contributions of member dentists, ADPAC supports congressional candidates who understand the importance of dentistry and its contribution to overall health. Regardless of party affiliation, ADPAC supports candidates who will advocate for dentists and patients. We also work with dentists who seek public office at local, state and national levels.

Welcome from the ADPAC Chair

On behalf of the American Dental Political Action Committee (ADPAC), I am pleased to welcome you to the ADPAC homepage. 

ADPAC is a bipartisan PAC that truly believes in the old adage “We Help Those Who Help Us”; regardless of party affiliation.

Your PAC gives dentists a voice in the public policy arena on behalf of your practice, your patients and your profession. It is our most powerful resource in making a difference in Washington. Your ADPAC Board is committed to providing complete transparency to our members regarding PAC financial information, activities and accomplishments.

This website shows the many different aspects of ADPAC and why it is important for you to become a contributing member. The ADPAC Board needs your commitment in order for us to achieve our goal of becoming the largest healthcare PAC in the U.S.

ADPAC gives dentists “One Voice United” in Washington, D.C. Thank you for your continued support, allowing us to continue promoting growth and advancing the future of dentistry.

Sincerely, Dr. Hal Fair

ADPAC Chairman

ADPAC, the American Dental Political Action Committee, is the bipartisan voice of thousands of dentists who care deeply about their patients and their profession. We educate dentists about the importance of political action and help elect congressional candidates who support dentistry. By supporting ADPAC, you keep the profession of dentistry strong and its principles uncompromised.

Congress introduces more than 3,000 bills each year that can affect our patients, our practice, our profession and the public. ADPAC combines the resources of dentists across the country to make a substantial impact on public policy.

Members of the ADA and its affiliates who are U.S. citizens or permanent Green Card holders residing in the U.S. can participate in ADPAC. U.S. dental students are also eligible to take part.

Our support is non-partisan. We base financial decisions on the positions and voting records of candidates, with an eye to issues that matter to dentists, patients and the public.

Contact [email protected]  to reach the ADPAC team.

ADPAC is a federally registered political committee and the contributions it receives are used to support federal candidates and committees. Contributions to ADPAC are voluntary and any person has the right to refuse to contribute without reprisal. The contribution guidelines are merely suggestions and a person may contribute more, less or not at all without concern of favor or disadvantage by the ADA. Corporate donations will not be used by ADPAC for contributions but will be used exclusively to pay for the administrative and operating expenses for ADPAC or related political activity. Both personal and corporate contributions can and may be used for ADPAC’s independent expenditure activity.  Contributions are not deductible as charitable contributions for federal tax purposes. Federal law requires ADPAC to request the name, address, occupation, and employer for each person whose contributions exceed two hundred dollars ($200.00) in a calendar year. If you need additional information, please contact us at 202.898.2424 or  [email protected]

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

• View all journals

Prosthetic dentistry articles from across Nature Portfolio

Related subjects.

• Fixed prosthodontics
• Removable prosthodontics

Latest Research and Reviews

A systematic review of patient-oriented outcomes following complete denture treatment: a comparison between the neutral zone technique and conventional approach

• Nareudee Limpuangthip
• Siraphob Techapiroontong
• Wisarut Prawatvatchara

Effects of washing agents on the mechanical and biocompatibility properties of water-washable 3D printing crown and bridge resin

• Jong-Eun Kim

Signaling pathways of dental implants’ osseointegration: a narrative review on two of the most relevant; NF-κB and Wnt pathways

• Samar Mohamed Emam
• Nermine Moussa

The role of implants and implant prostheses on the accuracy and artifacts of cone-beam computed tomography: an in-vitro study

• Balwant Singh Gurjar
• Vineet Sharma
• Mohammed Tahir

In vitro shear bond strength over zirconia and titanium alloy and degree of conversion of extraoral compared to intraoral self-adhesive resin cements

• Vincent Fouquet
• Claire-Adeline Dantagnan
• Philippe François

Mechanical and chemical surface treatment enhances bond strength between zirconia and orthodontic brackets: an in vitro study

• Atikom Surintanasarn
• Ploylada Vitavaspan

News and Comment

Can narrow-diameter implants enhance patient-reported outcomes for mandibular implant-retained overdentures.

• Omer Waleed Majid

Antibiotic prophylaxis may effectively reduce early failures after beginner-conducted dental implant surgery

Digitally manufactured partial coverage restorations: is it time to down the impression trays or still a work in progress.

• Amandeep Singh Sarkaria

Evidence about biological and technical complications regarding tilted versus straight implants supporting fixed dental prostheses

• Mohamed Aboheikal

Minimal invasive microscopic tooth preparation in esthetic restoration: a specialist consensus

• Xuedong Zhou

Are we letting neglect infect?

• Roma McNeil

Quick links

• Explore articles by subject
• Guide to authors
• Editorial policies

• Our Vision & Mission
• Executive Management
• Our Structure
• Our Divisions & Centres
• Our Standards & Ethics
• Our History
• Strategic Documents

Research Data

• HSRC Repository
• Special Projects
• Policy Briefs
• Thinking about impact
• Impact Stories
• Partner with us
• HSRC Review
• Press Releases
• Staff login
• HSRC Anti-fraud and Ethics Hotline

News & events

Elections 2024: hsrc presents results of the election satisfaction survey (ess).

Since the late 1990s, the Electoral Commission has partnered with the Human Sciences Research Council (HSRC) to undertake a programme of electoral research. This focuses on generating survey-based as well as qualitative insight to inform operational planning and outreach. The report gives us a sense of voters’ experiences at the polls.

View the ESS results report in the report below:

The results were presented at the Results Operation Centre at Gallagher Convention Centre on 31 May. Watch the presentation here:

Related Articles

Browse by Topic

• Research excellence
• Inclusive development
• DCEO: Research
• Public health
• Food security
• Supply Chain Management
• Equitable Education and Economies
• Service delivery
• Information, geospatial analytics and digital curation

Research Outputs

• African agenda
• Education and skills development
• Capable, ethical and developmental state
• Impact and engagement
• Covid-19 pandemic
• HIV/AIDS, STIs and TB
• Continental networking
• Science, technology and innovation
• Economic development
• Opinion and analysis
• Social cohesion

Latest News

• Office of the CEO
• Safe, inclusive and resilient communities
• HSRC Publishing
• Human and Social Capabilities
• Creative research methodologies

Browse by Division / Centre

• Capacity Development and Internships
• Developmental, Capable and Ethical State
• Public Health, Societies and Belonging (PHSB)
• Equitable Education and Economies (EEE)
• Africa Institute of South Africa
• Centre for Science, Technology and Innovation Indicators
• Impact Centre
• Deputy CEO: Research
• eResearch Knowledge Centre
• Office of the CFO
• GE Support Service
• Capacity, Growth & Innovation (CGI)

Browse information about current and completed research projects.

Access is provided to research outputs generated by HSRC researchers since 2000. All research outputs are provided free of charge to the public, with the exception of confidential reports.

The HSRC Research Data Service provides a digital repository of the HSRC's research data in support of evidence-based human and social development.