Sürdürülebilir Kalkınma Amaçları
Yayınlar
- MakaleAçık Erişim2026Scopus SJRQ1Cognitive alignment and assessment validity in a high-stakes dental specialty examination: a Bloom’s taxonomy-based analysis
Çerçi Akçay, Hülya; Üstün, Nilüfer
Background: In high-stakes postgraduate examinations, the cognitive complexity of assessment items is central to evaluating advanced clinical reasoning and decision-making competencies. Alignment between examination content, cognitive demand, and competency-based educational frameworks is essential for assessment validity. This study evaluated the cognitive structure of pediatric dentistry questions in the Turkish Dental Specialty Examination (DUS) using Bloom’s revised taxonomy and examined their alignment with curricular expectations. Methods: A retrospective cross-sectional analysis was conducted on 127 officially released pediatric dentistry questions administered between 2012 and 2021. Each item was independently classified according to Bloom’s revised cognitive levels. Curriculum relevance and scientific accuracy were rated using a 5-point Likert scale. Inter-rater reliability was assessed using weighted Cohen’s kappa. Associations between cognitive level and curriculum relevance were analyzed, and temporal trends across examination years were explored. Results: Questions were predominantly concentrated at the Understand and Apply levels, with fewer items categorized at the Analyze level. No questions were classified at the Evaluate or Create levels. Although lower- and higher-order cognitive skills appeared proportionally balanced when dichotomized, higher-order items largely reflected procedural application rather than advanced analytical or evaluative reasoning. No significant temporal progression toward greater cognitive complexity was observed. Curriculum relevance ratings were high overall but showed no significant association with cognitive level. Conclusions: This high-stakes specialty examination predominantly assesses lower- and intermediate-level cognitive processes, with limited representation of advanced higher-order thinking. The findings indicate potential blueprint misalignment with postgraduate competency expectations and underscore the need for deliberate integration of higher cognitive-level items to strengthen assessment validity.
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İncele - MakaleAçık Erişim2026Scopus SJRQ2Digital behavior management in pediatric dentistry: a bibliometric analysis (2000–2025)
Çerçi Akçay, Hülya; Sır, Eda
This study aimed to analyze global scientific trends in digital behavior management strategies in pediatric dentistry between 2000 and 2025. A bibliometric analysis was conducted using the Web of Science Core Collection, including English-language articles and reviews published between 2000 and 2025. Performance indicators, collaboration networks, Bradford’s Law, Lotka’s Law, keyword co-occurrence, and thematic mapping were evaluated using Bibliometrix and VOSviewer. A total of 150 publications were identified, with scientific output increasing markedly after 2018. Audiovisual distraction, anxiety, and pain emerged as central themes, while virtual reality was identified as a motor theme with high centrality and density. India, the United States, and Saudi Arabia were the most productive countries. Research output was concentrated in leading pediatric dentistry journals, and author productivity suggested a fragmented but growing field. Overall, digital behavior management research has expanded substantially, with immersive technologies such as virtual reality becoming increasingly prominent. Future multicenter collaborations and standardized outcome measures may facilitate clinical translation.
- MakaleAçık Erişim2026Scopus SJRQ1Evaluating the reliability and educational quality of YouTube™ and TikTok™ videos on custom subperiosteal implants: a cross-sectional methodological analysis
Tımarcıoğlu, Göksel; Kargu, Erdal Cem; Çerçi Akçay, Hülya; Tımarcıoğlu, Başak
Background: Social media platforms such as YouTube™ and TikTok™ have become increasingly influential sources of oral health information. However, the reliability and educational value of videos on advanced surgical procedures, including custom subperiosteal implants, remain uncertain. This study aimed to evaluate and compare the quality, accuracy, and educational usefulness of YouTube™ and TikTok™ videos related to custom subperiosteal implant procedures. Methods: This cross-sectional methodological study analyzed 38 videos (YouTube = 23, TikTok = 15) identified using English and Turkish keywords. Eligible videos were assessed independently by two calibrated reviewers using the Global Quality Scale (GQS), DISCERN, Journal of the American Medical Association (JAMA) benchmark criteria, and the Video Information and Quality Index (VIQI). A seven-domain content rubric specific to subperiosteal implant education was also applied. Descriptive statistics, Spearman correlation, and Kruskal–Wallis tests were conducted. Interrater agreement was evaluated using Weighted Kappa for GQS and DISCERN, and intraclass correlation coefficients (ICC) for VIQI, JAMA, and total scores. Results: Overall video quality was moderate, with mean scores of GQS = 2.66 ± 1.43, DISCERN = 32.71 ± 21.66, JAMA = 1.70 ± 0.54, and VIQI = 10.83 ± 4.90. Strong positive correlations were observed among GQS and DISCERN (r = 0.933, p < 0.001), GQS and VIQI (r = 0.942, p < 0.001), and DISCERN and VIQI (r = 0.949, p < 0.001), indicating substantial concordance among validated quality instruments. In contrast, total views demonstrated a strong negative correlation with JAMA scores (r = -0.748, p < 0.001), and likes were negatively correlated with JAMA (r = -0.822, p < 0.001), suggesting that higher viewer engagement was not associated with greater transparency or reliability. Interrater agreement was excellent across all tools (ICC > 0.79). No statistically significant differences were observed among uploader categories (p > 0.05), although videos uploaded by academic institutions and dentists demonstrated descriptively higher quality scores. Conclusions: YouTube™ and TikTok™ videos related to custom subperiosteal implants demonstrate moderate reliability and educational value, with substantial variability in content completeness. Video popularity did not reflect scientific accuracy. These findings should be interpreted in light of the limited sample size, the non-validated nature of the topic-specific rubric, and inherent differences between social media platforms. High-quality, evidence-based audiovisual resources created by dentists and academic institutions are needed to support patient education and informed decision-making. Trial registration: Not applicable.
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