Abstract Background Environmental 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. Methods A 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. Results Confidence 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. Conclusion Workshop-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.
Mai et al. (Thu,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: