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Denteazy - A student-lead dental education project

BDJ Student volume 32, pages 112–113 (2025)Cite this article

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As dental students, our usual routine consists of a considerable volume of revision. Whether in anticipation of exams or habitual, we are endlessly exploring new revision techniques and materials. Textbooks, notes, lecture recordings and online question banks are all equally valuable but lack one thing - interaction. Healthcare students that study through small group discussion are found to perform better when tested, especially if the topic is clinical.1,2 While this may be done amongst friends or in the odd lecture, there aren't many outlets created for discussion, making the market for it virtually vacant.

Consequently, Denteazy was created to occupy this gap and provide a platform where small group discussion and its supporting revision material is regularly provided and easily accessible. Although I helped establish Denteazy in 2023, it branches from OSCEazy which is a student-lead medical education platform that commenced in 2021 to cater to medical students. I often heard from my medic peers about the range of revision sessions and material they conveniently had though OSCEazy and wondered why the same concept did not exist for dental students. There was a strikingly obvious need, so when the main committee was recruiting a dental team, I was keen to contribute.

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References

  1. Arias A, Scott R, Peters O A, McClain E, Gluskin A H. Educational Outcomes of Small-Group Discussion Versus Traditional Lecture Format in Dental Students' Learning and Skills Acquisition. J Dent Educ 2016; 80: 459-65.

  2. Guraya S, Almaramhy H. Small group teaching improves students` acquisition of knowledge and skills. Saudi Med J 2012; 33: 1304-1309.

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  1. Cardiff Dental School, Cardiff, United Kingdom

    Miray Farah

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  1. Miray Farah
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Correspondence to Miray Farah.

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Farah, M. Denteazy - A student-lead dental education project. BDJ Student 32, 112–113 (2025). https://doi.org/10.1038/s41406-025-1533-9

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  • DOI: https://doi.org/10.1038/s41406-025-1533-9

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