Background/purpose Dental students are exposed to highly stressful environments, making them high-risk for burnout and depression. This study intended to investigate the burnout and depression level in senior dental students in Korea. Materials and methods We conducted a cross-sectional questionnaire study among third- and fourth-year dental students enrolled at Seoul National University. Demographic data, Maslach Burnout Inventory (MBI), Patient Health Questionnaire (PHQ-9), dental education satisfaction, and counseling needs were measured. Statistical analyses included intergroup comparison of MBI subscales (emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA)) to identify the risk factors for burnout. Correlation analyses between MBI subscales and PHQ-9 were also conducted. Results Among 112 students included in the study, 44.6% had high EE, 36.6% showed high DP, and 51.8% had low PA. There were 20 (17.9%) students who satisfied burnout criteria on all three subscales. There were 19 (17.0%) students with PHQ-9 scores of 10 or greater. There were no significant differences in MBI subscales or PHQ-9 scores according to sex, study year, marital status, funding for studies, or academic grade, but there was a difference according to academic workload. All MBI subscales had significant correlation with PHQ-9 score. Burnout students reported significantly lower satisfaction scores and greater need for counseling compared to non-burnout students. Conclusion Burnout and depression levels among dental students in Korea were relatively high and intercorrelated. Burnout level was significantly associated with high academic workload. Students experiencing burnout were likely to be dissatisfied with their education programs and likely to need counseling.

Smartphone education with schema based assignment proved to be attractive in dental radiology, but students showed less satisfaction, and need to meet the requirements of evidence-based practice. Although the full use of smartphone education with schema is not recommended in dental education, we think that it could be try to use as a supplementary approach with traditional didactic method to facilitate student's exploration and self-study to cope with rapid change in educational environment.

Smart healthcare systems are being designed to provide medical services to and improve the daily lives of older adults. However, most research has been focused on technical issues, despite a need to conduct in-depth studies on related ethical issues. Therefore, this study aimed to examine ethical issues in smart healthcare for older adults. We reviewed published literature using PubMed. In total, 292 documents were analyzed by applying the scoping review method. Finally, 29 articles were selected from the 292 articles. Ethical issues in smart healthcare for older adults were analyzed in terms of the themes of responsibility/autonomy (n=10), privacy (n=9), and digital divide (n=10). Technical help provided by smart healthcare may infringe on the autonomy of tacit choice for older adults. This pose a potential ethical issue as the subject of responsibility here is unclear. Privacy is a concern as smart technology may intrude the personal life of the user. The digital divide is a challenge because of low responsiveness from older adults to technological changes. The future development and application of smart healthcare systems must take these ethical aspects into account to enable their efficient and effective use in supplementing healthcare for older adults. Critical discussions to identify ethical issues and customize ethical requirements for specific user needs are necessary among smart healthcare providers.

Introduction Accurate clinical decision‐making of dentists should be based on their knowledge and experience. In the past 10 years, interest in competency‐based dentistry education has rapidly increased, but there has been little attention paid to methods of improving dental education competency. The purpose of this study was to develop a clinical presentation education model that provides opportunities for students to practice problem‐solving from the moment they greet the patient so that students can obtain the practical experience of competency‐based education and the effectiveness of this model can be confirmed through pilot test. Methods This article is divided two parts: First, developing the clinical presentation dental education model (CPDEM) and Second, a pilot study adopted CPDEM. To confirm the effectiveness of this model, the students' satisfaction, their perception of self‐achievement were analysed. Results Clinical presentation dental education model has been developed to provide practice‐related education experience and provide linkage between basic science and clinical science. The result of applying this education model to 10 students as a pilot test was shown an overall high satisfaction level. In addition, self‐achievement students’ reported of all intended competencies was higher than for non‐participating students of this model. Conclusions This study focuses on practical education centring on clinical presentation. This model could get a meaningful and realistic experiences through the practice using clinical presentation of patients, use their metacognition for organizing and memorizing the patient's case by using concept map. It can be used as a future instructional method to enhance students' competency.

Objectives: With the rapid changes in society, there are more arguments for redefining dental education system. This study aimed to review and analyze the problems in the current dental education system in Korea and then propose an integrated education system based on those findings. Methods: A narrative review of the problems confronting the dental education system in Korea was carried out. Accordingly, full-text screening and specialists' discussions were extracted from the review. The purpose of the review was to summarize the strengths and weaknesses of Korean dental education systems to offer perspectives on an integrated education system in accordance with the specialists' opinions. Results:The results revealed that the problems of the current dental education system were identified in clinical education, basic science, and humanities and social sciences. Dental schools should provide clinical education so that dental students can be exposed to the clinical environment at an early stage and perform patient-based clinical practice. It is also imperative to encourage participation in research programs to train dental scientists, as well as to reflect on courses that can adapt to changes brought about by new technologies. It is recommended that education opportunities for integrated humanities and social sciences be provided. Conclusions: It will be critical in the future for dental schools to embrace a flexible education system from various perspectives. It is vital that dental schools play a role in developing students' critical thinking, problem-solving, and decision-making skills. Finally, as part of an integrated education system, an improvement program should be devised.