Sürdürülebilir Kalkınma Amaçları
Yayınlar
- MakaleAçık Erişim2026Scopus SJRQ1Cognitive-level analysis of dentomaxillofacial radiology questions in the Turkish dentistry specialization examination: a Bloom’s revised taxonomy analysis
Ocbe, Melisa; Akcay, Hulya Cerci; Gumru, Birsay; Yalcinkaya, Sebnem Ercalik
Background: Bloom’s revised taxonomy is widely used to evaluate the cognitive level of examination questions. With the growing use of large language models (LLMs), interest has increased in their potential to support cognitive classification. However, evidence comparing LLM-based classification with expert consensus in dental specialty examinations remains limited. This study aimed to analyze the cognitive levels of dentomaxillofacial radiology (DMFR) questions in the Turkish Dentistry Specialization Examination (DUS) and to evaluate the agreement between expert consensus and ChatGPT v5.2. Methods: A total of 130 text-based DMFR questions from the DUS were classified according to Bloom’s revised taxonomy using expert consensus and ChatGPT v5.2. Agreement between classifications was assessed using exact agreement and quadratic-weighted Cohen’s kappa. Results: “Analyze” was the most frequent cognitive level in both expert consensus (41.5%) and ChatGPT classification (44.6%), followed by “Remember.” Exact agreement between ChatGPT and expert consensus was 80.0%, with almost perfect ordinal agreement (κw = 0.851; 95% bootstrap CI: 0.769–0.923). Conclusions: ChatGPT v5.2 showed high agreement with expert consensus for Bloom-level classification in this dataset. These findings suggest that LLM-based classification may support Bloom-level mapping as an assistive tool; however, they should be interpreted as preliminary evidence of feasibility rather than practical validation. Expert oversight remains necessary, and further research is needed to assess performance across different models, settings, and educational contexts.
- Editöre MektupYalnız künye2026Scopus SJRQ1Is YouTube a Reliable Source for Oral Cancer Self-Examination? A Cross-Sectional Video Content Analysis
Erbalta, Rana; Ocbe, Melisa; Bayramov, Ezgi Cahide Aydas; Akcay, Hulya Cerci; Gumru, Birsay; Yalcinkaya, Sebnem Ercalik
- MakaleAçık Erişim2025Scopus SJRQ1Assessing the reliability and educational value of YouTube videos on computer-controlled local anesthesia in dentistry
Akcay, Hulya Cerci; Kargu, Erdal Cem; Seker, Nefise
Objective This study aimed to assess the scientific accuracy, content quality, and educational value of YouTube™ videos related to computer-controlled local anesthesia (CCLA) techniques in dentistry. Materials and methods A total of 100 videos were screened using predefined keywords, and 48 met the inclusion criteria. Videos were assessed using the Global Quality Scale (GQS), DISCERN tool, JAMA benchmark criteria, and the Video Information and Quality Index (VIQI). Scientific content was scored using a structured rubric across six domains. Interobserver reliability was evaluated using Weighted Kappa and Intraclass Correlation Coefficient (ICC). Confidence intervals were calculated for key metrics. Group comparisons were performed using the Mann-Whitney U test, and correlations were analyzed using Spearman’s rho (p < 0.05). Results Videos from academic sources had significantly higher scores across all quality and reliability indicators. The mean GQS was 2.6 (95% CI: 2.3–2.9), DISCERN 11.7 (95% CI: 10.8–12.6), JAMA 1.8 (95% CI: 1.7–1.9), and VIQI 12.5 (95% CI: 11.7–13.3). Strong positive correlations were found between DISCERN and VIQI (r = 0.809), and between total content score and both DISCERN (r = 0.803) and VIQI (r = 0.655). Conclusion Although YouTube™ provides accessible information on CCLA, many videos lack scientific rigor and educational depth. Content produced by academic institutions is significantly more reliable. Dental educators are encouraged to integrate high-quality video content into curricula to improve media literacy and student learning outcomes.
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İncele - MakaleAçık Erişim2025Scopus SJRQ1The relationship between clinical outcomes of untreated dental caries with dental anxiety, health perceptions and Child-OIDP in primary school-aged children
Akcay, Hulya Cerci; Sahin, Merve; Peker, Kadriye; Erdem, Arzu Pınar
Introduction: This study aimed to investigate the relationship between the clinical consequences of untreated dental caries and children’s sociodemographic characteristics, behavioral factors, perception of general/oral health, dental anxiety, and oral health-related quality of life (OHRQoL) and to identify the predictors of childrens’ OHRQoL. Methods: This cross-sectional study was conducted in a convenience sample consisted of 200 children aged 8–10 years attending a pediatric dentistry clinic. Data were collected through clinical examinations and self-reported questionnaires. Caries severity was assessed using the dmf(t)/DMF(T) and pufa(t)/PUFA(T) indices. The questionnaire encompassed socio-demographic characteristics, the Modified Child Dental Anxiety Scale, oral health behaviours, self rated oral/general health, treatment need and satistaction with teeth, the Child-Oral Impacts on Daily Performances index. Descriptive, bivariate, and multivariate statistics were performed for data analyses. Results: The sample consisted of 98 girls and 102 boys (mean age 9.1 ± 0.81 years). D component of DMFT was correlated with the dental anxiety (p < 0.05), but the PUFA/pufa and DMFT/dmft scores were not correlated. No significant differences were found in the OHRQoL and all domains regarding gender, age, school type and oral health behaviours. The OHRQoL was associated with dental anxiety, self perceived oral/general health, the number of self- reported oral problems, and satisfaction with teeth. Worse oral health self- rating and dissatisfaction with the appearance of teeth were important predictors of worse OHRQoL. Conclusion: Anxiety and children’s subjective evaluation of oral health affect children’s OHRQoL. As a part of needs assesment, dentists should consider these factors together with clinical parameters when planning treatment.
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