ReviewFrontiers in medicine2026
Beyond the typodont: deliberate practice, experiential learning, and feedback in postgraduate orthodontic education.
Review in Frontiers in medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Postgraduate orthodontic education has evolved substantially, but marked global variation remains in program structure, assessment, and graduate preparedness. Feedback is central to clinical training, yet evidence specific to orthodontic education remains limited. Objective: Guided by Bordage's educational conceptual frameworks, this review explores contemporary postgraduate orthodontic education, focusing on instructional approaches, workplace-based assessments (WBAs), and trainee perceptions of feedback through the lenses of Miller's Pyramid of Clinical Competence, Ericsson's Deliberate Practice theory, Kolb's Experiential Learning, and van de Ridder's feedback models. Methods: A narrative review was conducted using PubMed, Scopus, and Google Scholar for studies published up to 15 June 2026, with an updated search conducted prior to publication of the final version. Evidence ( Results: International guidelines recommend at least 36 months of full-time orthodontic training with extensive supervised clinical experience, although substantial variation exists internationally. WBAs with timely feedback provide authentic assessment of clinical performance but are resource-intensive and influenced by assessor variability. Problem- and scenario-based learning support experiential learning and strengthen clinical reasoning beyond passive knowledge acquisition. Technology-enhanced approaches, including simulation, virtual and augmented reality, haptic systems, and flipped classroom models, may support learning and deliberate practice but are not intended to replace supervised patient care. Trainees consistently value feedback that is specific, timely, and delivered by engaged supervisors. Conclusion: Clinical competence develops through repeated supervised practice supported by meaningful feedback and principles of deliberate practice. Emerging technologies may enhance training but cannot substitute for direct clinical experience. Longitudinal research is needed to assess their impact on long-term competence and patient outcomes.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.