ArticleBDJ open2026
Interactive workshops on improving dental students' understanding of environmentally sustainable dentistry: a quality improvement project.
Article in BDJ open, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
1 citing paper in PubMed.
- Embedding planetary health and sustainability in dental education: a community-engaged training model from Kenya.Frontiers in oral health · 2026Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundEnvironmental sustainability in dentistry (ESD) is increasingly recognised by major organisations as essential, yet teaching of it remains fragmented and inconsistent across UK dental schools. This project evaluates teaching designed to enhance students' confidence and knowledge of ESD.
methodsA two-part interactive workshop series was delivered to dental and dental hygiene and therapy students at Queen Mary University London. Workshop 1 combined didactic lectures with group-based brainstorming of sustainability challenges. Workshop 2 centred on student-led presentations proposing responses to challenges for stakeholders. Pre- and post-workshop surveys assessed confidence in four domains with a 10-point Likert scale, and knowledge with six multiple-choice questions.
resultsConfidence scores increased across domains and knowledge scores improved following the intervention. Participants rated the workshops highly on usefulness and enjoyment. Feedback identified the need to improve workshop timing and reduce assignment workload. DISCUSSION: Low baseline confidence and knowledge scores indicated a need to incorporate ESD into the curriculum. The mixed-method approach was associated with positive change, with one proposal progressing toward real-world implementation.
conclusionWorkshop-based teaching was associated with improved student confidence and knowledge in ESD. Early curriculum integration is recommended, aligning with the 2025 GDC Safe Practitioner Framework requirements for ESD education.
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Registered trials
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