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Zeng Y, Ji X, Dong B, Zhang L, Zheng Q, Wang Y, Han X, Ye L, Huang D, Wang S. 3D-printed coloured tooth model for inlay preparation in pre-clinical dental education. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:481-489. [PMID: 37994209 DOI: 10.1111/eje.12972] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2022] [Revised: 05/08/2023] [Accepted: 10/16/2023] [Indexed: 11/24/2023]
Abstract
INTRODUCTION Accurate inlay preparation is extremely important in pre-clinical training. However, there is a lack of tools to guide students to efficiently practise inlay preparation. Therefore, a 3D-printed coloured tooth model for inlay preparation was designed to guide beginners to practise inlay preparation by themselves according to different colour prompts. This study aimed to evaluate the benefits of using a 3D-printed coloured tooth model in the pre-clinical training on inlay preparation. MATERIALS AND METHODS Twenty-eight students in their fourth-year undergraduate dental program participated in this study. The participants were randomly assigned to two groups for the inlay preparation. Group 1 prepared a plain tooth model for the first and fourth attempts and a 3D-printed coloured tooth model for the second and third attempts (n = 14). Group 2 prepared four plain tooth models (n = 14). The first and fourth tooth models prepared by both groups were scored using an evaluation system (Fair Grade 2000, NISSIN). Next, questionnaires answered by students were used to evaluate the benefits of using a 3D-printed coloured tooth model and self-evaluate hands-on ability using a grading system (1 = strongly agree, 2 = agree, 3 = neutral, 4 = disagree, and 5 = strongly disagree). The scores were evaluated statistically using the Mann-Whitney U test, and the given grades are displayed as percentages and mean values. RESULTS There was an overall increase in the clinical confidence of all students after repeated attempts to prepare an inlay; however, students from group 1, who had used the 3D-printed coloured tooth model, had more positive experiences and comments. The 3D-printed coloured tooth model for inlay preparation has been widely praised by participants. Comparing the average score of the first and fourth preparations, the average score of group 1 increased by 12% (Ø 54.46 ± 8.33, Ø 61.11 ± 7.13, p = .090), while that of group 2 increased by 0.72% (Ø 56.39 ± 9.59, Ø 56.80 ± 8.46, p = .925). CONCLUSION Students favoured the use of the 3D-printed coloured tooth model, and this improved the average score for inlay preparation. The 3D-printed coloured tooth model for inlay preparation is expected to play an important role in dental education in the future.
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Affiliation(s)
- Yanglin Zeng
- West China School of Stomatology, Sichuan University, Chengdu, China
| | - Xiao Ji
- West China School of Stomatology, Sichuan University, Chengdu, China
| | - Bo Dong
- Department of Stomatological Technology, West China School of Stomatology, Sichuan University, Chengdu, China
| | - Linglin Zhang
- Department of Endodontics, West China Hospital of Stomatology, Sichuan University, Chengdu, China
| | - Qinghua Zheng
- National Demonstration Center for Experimental Stomatology Education, West China School of Stomatology, Sichuan University, Chengdu, China
| | - Ya Wang
- National Demonstration Center for Experimental Stomatology Education, West China School of Stomatology, Sichuan University, Chengdu, China
| | - Xianglong Han
- National Demonstration Center for Experimental Stomatology Education, West China School of Stomatology, Sichuan University, Chengdu, China
| | - Ling Ye
- National Demonstration Center for Experimental Stomatology Education, West China School of Stomatology, Sichuan University, Chengdu, China
| | - Dingming Huang
- Department of Endodontics, West China Hospital of Stomatology, Sichuan University, Chengdu, China
| | - Shida Wang
- National Demonstration Center for Experimental Stomatology Education, West China School of Stomatology, Sichuan University, Chengdu, China
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Galibourg A, Vergnes JN, Rattier R, Hourset M, Broutin M, Dusseau X, Bataille C, Nabet C, Esclassan R. Preclinical motor chunking and fine motor skill learning in fixed prosthodontics: Contribution of 3D printing and satisfaction of dental students. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:398-407. [PMID: 37908156 DOI: 10.1111/eje.12961] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/07/2023] [Revised: 08/10/2023] [Accepted: 10/01/2023] [Indexed: 11/02/2023]
Abstract
INTRODUCTION In fixed prosthodontics, simulators are essential to students for a progressive transition from preclinical to clinical condition. With the 3D printing technology, we developed resin bars allowing students to better visualise by motor chunking technique. Main objectives of this work were to describe this teaching methodology used in preclinic among different promotions of second, third and fourth dental years and to evaluate students' feedback. MATERIALS AND METHODS Two hundred seventy resin strips were digitally designed and printed in resin. All participants from second, third and fourth had to fulfil a User Experience Questionnaire (UEQ) after the preclinical work. The scales of this questionnaire covered the complete impression of the user experience. Both classical aspects of usability (efficiency, insight and reliability) and aspects of user experience (originality, stimulation) were measured. RESULTS For the second dental years, 'Attractiveness', 'Stimulation' and 'Novelty' were considered 'Excellent'. For the third dental year, novelty average was considered as 'Excellent'. For the fourth dental year, 'novelty' was considered as 'Good'. DISCUSSION The resin plates used in this study are original and stimulating for the students, especially for the second-year dental students who found the exercises useful for their learning. This method can also be used by creating scenarios close to the clinical situations encountered in dentistry departments (more dilapidated teeth, preparation of inlays, post and core, etc.). This 3D printed simulation model is not intended to replace the Frasaco® models but is a complement to the learning process.
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Affiliation(s)
- Antoine Galibourg
- Faculte De Chirurgie Dentaire, Universite Paul Sabatier Toulouse III, Toulouse, France
- Centre Hospitaler Universitaire De Toulouse, Toulouse, France
- Center of Anthropobiology and Genomics of Toulouse (CAGT), Toulouse, France
| | - Jean-Noel Vergnes
- Faculte De Chirurgie Dentaire, Universite Paul Sabatier Toulouse III, Toulouse, France
- Centre Hospitaler Universitaire De Toulouse, Toulouse, France
| | - Robin Rattier
- Faculte De Chirurgie Dentaire, Universite Paul Sabatier Toulouse III, Toulouse, France
- Centre Hospitaler Universitaire De Toulouse, Toulouse, France
| | - Mathilde Hourset
- Faculte De Chirurgie Dentaire, Universite Paul Sabatier Toulouse III, Toulouse, France
- Centre Hospitaler Universitaire De Toulouse, Toulouse, France
| | - Margaux Broutin
- Faculte De Chirurgie Dentaire, Universite Paul Sabatier Toulouse III, Toulouse, France
- Centre Hospitaler Universitaire De Toulouse, Toulouse, France
| | - Xavier Dusseau
- Faculte De Chirurgie Dentaire, Universite Paul Sabatier Toulouse III, Toulouse, France
- Centre Hospitaler Universitaire De Toulouse, Toulouse, France
| | - Coralie Bataille
- Faculte De Chirurgie Dentaire, Universite Paul Sabatier Toulouse III, Toulouse, France
- Centre Hospitaler Universitaire De Toulouse, Toulouse, France
| | - Catherine Nabet
- Faculte De Chirurgie Dentaire, Universite Paul Sabatier Toulouse III, Toulouse, France
- Centre Hospitaler Universitaire De Toulouse, Toulouse, France
| | - Rémi Esclassan
- Faculte De Chirurgie Dentaire, Universite Paul Sabatier Toulouse III, Toulouse, France
- Centre Hospitaler Universitaire De Toulouse, Toulouse, France
- Center of Anthropobiology and Genomics of Toulouse (CAGT), Toulouse, France
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Ballester B, Pilliol V, Allaerd P, Jacquot B, Guivarc'h M. Evaluation of a new 3D-printed tooth model allowing preoperative ICDAS assessment and caries removal. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:161-169. [PMID: 37350034 DOI: 10.1111/eje.12933] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2022] [Revised: 06/06/2023] [Accepted: 06/10/2023] [Indexed: 06/24/2023]
Abstract
INTRODUCTION Teaching caries lesion management with operative care requires tooth models with highly realistic anatomical detail and caries lesions that can be assessed using ICDAS. This study aimed to develop and evaluate a new 3D-printed teeth model for ICDAS assessment and caries removal for pre-clinical hands-on education. METHODS Printable tooth with different layers for enamel, dentin and carious lesions was designed and tested by 31 dental students. They were asked to visually and radiologically assess the ICDAS severity of the simulated carious lesions, establish the therapeutic strategy according to CariesCare 4D, and perform a qualitative assessment of the models based on five-point Likert scale items. RESULTS Concerning carious lesions, the texture was realistic, and the shade was adequate for 94% and 97% of the participants. Ninety per cent of the participants found the model adequate to perform an ICDAS visual assessment. Seventy-four per cent of the students found the hardness adequate. Concerning the difference in shade and the noticeable hardness difference between enamel and dentin, participants have mixed agreement with a proportion of 61% and 55%, respectively. All the participants agreed these 3D-printed models provide a good caries simulation, are suitable for hands-on operative dentistry courses, and that learning outcomes better than the standard model. CONCLUSION The present work shows that rapid prototyping paves the way for customized educational models capable of supporting operative but also preoperative skills. 3D printing opens up new opportunities by reducing the gap between pre-clinical training and clinical reality in caries management, which can positively impact the quality of patient care.
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Affiliation(s)
- Benoit Ballester
- Pôle d'Odontologie, Assistance Publique des Hôpitaux de Marseille, Marseille, France
- Aix Marseille Univ, INSERM, IRD, SESSTIM, Sciences Economiques & Sociales de la Santé & Traitement de l'Information Médicale, ISSPAM, Marseille, France
| | - Virginie Pilliol
- Pôle d'Odontologie, Assistance Publique des Hôpitaux de Marseille, Marseille, France
- Aix-Marseille Univ., IRD, MEPHI, AP-HM, IHU Méditerranée Infection, Marseille, France
| | - Perrine Allaerd
- Pôle d'Odontologie, Assistance Publique des Hôpitaux de Marseille, Marseille, France
| | - Bruno Jacquot
- Pôle d'Odontologie, Assistance Publique des Hôpitaux de Marseille, Marseille, France
- LBN UR-UM104, Université de Montpellier, Montpellier, France
| | - Maud Guivarc'h
- Pôle d'Odontologie, Assistance Publique des Hôpitaux de Marseille, Marseille, France
- UMR 7268-ADES, Aix-Marseille Université-EFS-CNRS, Marseille, France
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Höhne C, Del Hougne M, Gärtner L, Winter A, Schmitter M. Modular training model for education of students in restorative and prosthodontic dentistry. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:347-357. [PMID: 37804044 DOI: 10.1111/eje.12956] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/27/2023] [Revised: 08/08/2023] [Accepted: 09/10/2023] [Indexed: 10/08/2023]
Abstract
INTRODUCTION At the moment, no commercial model solution is available for the individualisation of the dentition depending on the clinical case scenario. Furthermore, the realistic training of most restorative and prosthodontic procedures on a single dental study model is not possible. The aim of this study was the creation of a new training model to fill this gap. MATERIALS AND METHODS Complete upper and lower jaw models were created based on existing scans and radiological data from a patient. All components for 100 complete models and 1128 teeth for the training were produced with a SLA-printer. Overall, 94 voluntary students attending the first and second preclinical course in prosthodontics tested the functionality of the model with three different tooth types against a standard dental study model and real teeth. After the training, the model was rated in a questionnaire. RESULTS The production of the models and teeth was feasible. The overall rating of the different teeth was worse for type I (Ø 3.6 ± 1.1), significantly better for type II (Ø 2.5 ± 1.0) and type III (Ø 2.4 ± 1.0) than a standard typodont tooth (Ø 2.7 ± 1.1). The new model was rated significantly better overall (Ø 2.6 ± 1.0) than the standard training model (Ø 3.0 ± 1.1). CONCLUSIONS The aim of this study was fulfilled. A superior training model was created with equivalent and better tooth types. The new teeth were outstanding in terms of cost-efficiency, appearance and feeling during preparation.
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Affiliation(s)
- Christian Höhne
- Department of Prosthodontics, University of Würzburg, Würzburg, Germany
| | | | - Laura Gärtner
- Department of Prosthodontics, University of Würzburg, Würzburg, Germany
| | - Anna Winter
- Department of Prosthodontics, University of Würzburg, Würzburg, Germany
| | - Marc Schmitter
- Department of Prosthodontics, University of Würzburg, Würzburg, Germany
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Li J, Fang X, Huang J, Zhang J, Wu J, Li G, Qian J, Yang H. Effect of a digital assessment system for the preclinical tooth preparation of metal-ceramic crowns: A pilot study. J Prosthet Dent 2023:S0022-3913(23)00691-1. [PMID: 37940472 DOI: 10.1016/j.prosdent.2023.10.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2023] [Revised: 10/08/2023] [Accepted: 10/10/2023] [Indexed: 11/10/2023]
Abstract
STATEMENT OF PROBLEM Tooth preparation is a fundamental aspect of prosthodontics and serves as a focal point in preclinical courses. Conventional pedagogy relies heavily on the expertise of instructors, whereas digital technology has the potential to offer instantaneous feedback. The efficacy of a digital assessment system in comparison with traditional teaching methods remains uncertain. PURPOSE The purpose of this study was to compare the training effects of traditional assessment and digital evaluation on tooth preparations for the metal-ceramic crowns performed by preclinical students on the convergence angle and tooth reduction. MATERIAL AND METHODS A total of 40 predoctoral students were randomly divided into the digital group and the traditional group to complete tooth preparation for a metal-ceramic crown on a left mandibular first molar. Students in the traditional group were taught by an experienced instructor, while the digital group students were trained by an objective digital assessment system without instructor guidance. Each student completed the tooth preparation in 20 min, received feedback according to the respective training methods, and later prepared another tooth. In this way, all students completed 4 tooth preparations in 2 weeks. All preparations were evaluated by an optical scanner. Parameters for comparing the digital group with the traditional group were the convergence angle and reduction at different stages. Questionnaires on the digital training system were answered by the students of the digital group. The t tests or Wilcoxon signed rank tests and chi-squared tests were used to analyze the differences between the 2 groups (α=.01). RESULTS A decreasing trend in convergence angle was seen in both groups, but the 2 groups were statistically similar (P>.01). After training, a decreasing trend was seen in under-reduction and overreduction on 5 surfaces in the digital group. Conversely, in the traditional group, a noteworthy increase was seen in under-reduction on the distal surface (P=.002). Nevertheless, no significant difference was found between the 2 groups (P>.01). According to the results of the questionnaire, over 80% of the students had a positive attitude toward the digital assessment system, and more than 80% of the students expressed their interest in the digital assessment system for tooth preparation training. CONCLUSIONS Traditional teaching and digital feedback provided similar training effects to improve the quality of tooth preparations for preclinical dental students.
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Affiliation(s)
- Junman Li
- Instructor, Yunnan Key Laboratory of Stomatology, The Second Clinical Division, Affiliated Stomatological Hospital, Kunming Medical University, Kunming, PR China
| | - Xin Fang
- Instructor, Yunnan Key Laboratory of Stomatology, Affiliated Stomatological Hospital, Kunming Medical University, Kunming, PR China
| | - Jinhui Huang
- Instructor, Yunnan Key Laboratory of Stomatology, Affiliated Stomatological Hospital, Kunming Medical University, Kunming, PR China
| | - Jun Zhang
- Instructor, Yunnan Key Laboratory of Stomatology, Affiliated Stomatological Hospital, Kunming Medical University, Kunming, PR China
| | - Jinyan Wu
- Instructor, Yunnan Key Laboratory of Stomatology, Department of Endodontics, Affiliated Stomatological Hospital, Kunming Medical University, Kunming, PR China
| | - Guiding Li
- Instructor, Yunnan Key Laboratory of Stomatology, Affiliated Stomatological Hospital, Kunming Medical University, Kunming, PR China
| | - Jie Qian
- Associate Professor, Department of Prosthodontics, Affiliated Stomatological Hospital, Kunming Medical University, Kunming, PR China
| | - Hefeng Yang
- Associate Professor, Yunnan Key Laboratory of Stomatology, Department of Prosthodontics, Affiliated Stomatological Hospital, Kunming Medical University, Kunming, PR China..
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Kim YK, Kim JH, Jeong Y, Yun MJ, Lee H. Comparison of digital and conventional assessment methods for a single tooth preparation and educational satisfaction. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:262-270. [PMID: 35384190 DOI: 10.1111/eje.12799] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Revised: 02/14/2022] [Accepted: 03/08/2022] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Digital feedback for tooth preparation can provide dental practitioners with more objective and accurate evaluations compared to conventional methods. This study aimed to evaluate the educational effect and satisfaction of digital feedback compared with those of the conventional putty index method for tooth preparation. MATERIAL AND METHODS Forty-eight third-grade dental students were selected. All students performed a full-coverage preparation on a right mandibular first molar resin tooth. They were randomly divided into four groups (n = 12)-no guide (control), putty index, digital feedback, and digital and putty index assessment. Three-dimensional analysis was performed using an analysis software (GomInspect 2018, Gom) to evaluate the amount of tooth structure removed. At the end of the practice, the students completed a questionnaire to evaluate the educational satisfaction of the respective methods. RESULTS There was no statistical significance of the amount of preparation amongst groups in most of the measured areas only except for several specific points. Overall occlusal surface showed 0.99 ± 0.27 mm in the N group (no guide) and 1.15 ± 0.31 mm in the D group (digital feedback), and overall axial surface showed no statistical differences (p > .05). The groups that used digital assessment showed a high level of satisfaction compared with conventional assessment. CONCLUSIONS It was difficult to confirm that the digital-based feedback promotes accurate tooth preparation compared to conventional feedback within the limitation of this study. However, it improved educational satisfaction and permitted objective evaluation.
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Affiliation(s)
- Yeong-Kyu Kim
- Department of Prosthodontics, School of Dentistry, Pusan National University, Yangsan, South Korea
| | - Jae-Hoon Kim
- Department of Dental Education, Dental and Life Science Institute, School of Dentistry, Pusan National University, Dental Research Institute, Yangsan, South Korea
| | - Yuwon Jeong
- Oral Research Science Center, Department of Prosthodontics, Yonsei University College of Dentistry, Seoul, South Korea
| | - Mi-Jung Yun
- Department of Prosthodontics, Dental and Life Science Institute, School of Dentistry, Pusan National University, Dental Research Institute, Yangsan, South Korea
| | - Hyeonjong Lee
- Department of Prosthodontics, Yonsei University College of Dentistry, Seoul, South Korea
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Giacomini GO, Dotto GN, Mello WM, Dutra V, Liedke GS. Three-Dimensional printed model for preclinical training in oral radiology. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:280-286. [PMID: 35403342 DOI: 10.1111/eje.12801] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/06/2020] [Revised: 02/09/2022] [Accepted: 04/02/2022] [Indexed: 06/14/2023]
Abstract
INTRODUCTION 3D printing is experiencing significant growth in the teaching and learning process. This study aims to present a 3D printed skull model for preclinical intraoral radiographic practice. MATERIALS AND METHODS Two 3D printed mannequins were created. One mannequin used an STL file of a skull that was edited using two 3D modelling software (Meshmixer and Netfabb). The second mannequin was designed directly from a patient's segmented CBCT data and then converted into an STL file. Both mannequins were printed using fused deposition modelling (FDM) technology and polylactic acid (PLA) filament; teeth for the second mannequin were also printed using digital light processing (DLP). The printed skull bones were attached, the mandible was articulated to the articular fossa of the temporal bone, and the teeth were inserted into the alveoli. Intraoral radiographs of both mannequins were taken using a digital sensor (RVG 5100, Carestream). RESULTS Both 3D printed mannequins showed satisfactory radiographic appearance, allowing geometric representation of each intraoral radiographic projection, regardless of STL file origin. Anatomical structures, such as the periodontal ligament space, zygomatic process of the maxilla and intermaxillary suture, were represented. The material cost of the first and second printed prototype was $34.00 and $39.00, respectively. CONCLUSIONS The use of 3D printed models is presented as an alternative to artificial commercial phantoms for the preclinical training of intraoral radiographic techniques through the combined benefits of superior radiographic projection quality, the possibility of model manipulation and an affordable price.
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Affiliation(s)
- Giuliano O Giacomini
- Postgraduate Program in Dental Sciences, Universidade Federal de Santa Maria, Santa Maria, Brazil
| | - Gustavo N Dotto
- e-Health Unit, University Hospital of Santa Maria, Santa Maria, Brazil
| | - Wislem M Mello
- Dental School, Universidade Federal de Santa Maria, Santa Maria, Brazil
| | - Vinícius Dutra
- Indiana University School of Dentistry, Indianapolis, Indiana, USA
| | - Gabriela S Liedke
- Department of Stomatology, Universidade Federal de Santa Maria, Santa Maria, Brazil
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Al-Koky M, Daud A, Neville P. Dental students' self-reported confidence level in restorative crown and bridge procedures: A UK quantitative study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:187-194. [PMID: 35212089 DOI: 10.1111/eje.12792] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/12/2021] [Revised: 02/01/2022] [Accepted: 02/11/2022] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Graduating confident students who can flourish and develop in their future career is an important outcome of dental education. The aim of the study was to gain an insight into students' self-reported level of confidence in restorative crown and bridge procedures, highlighting in which stage of the process students have the highest and lowest confidence, depending on the level of supervision required. MATERIALS AND METHODS Fourth and final year students (n = 85) were invited to complete a 71-item closed questionnaire specific to self-reported confidence based on the level of supervision required in stages of crown and bridge procedures. Clinical activity for each student from their portfolio system was collected. Non-parametric tests, specifically the Mann-Whitney U-test was used to analyse the continuous non-normal data. RESULTS A response rate of 65% was obtained. Final year students were more confident in crown and bridge procedures than fourth year students. Fourth year students were more confident in bridges, whilst final year students were more confident with crowns. Majority of students expressed "average confidence requiring minimal supervision" in crown and bridge procedures. An association between clinical activity, confidence and year of study was noted. Gender was not strongly associated with confidence. Stages in crown and bridge procedures were noted where students lacked confidence. CONCLUSION The study highlighted areas in which students were most and least confident in crown and bridge procedures. A positive relationship between clinical activity in crown and bridge procedures and student self-confidence has been noted for both years, though slightly higher in the bridge procedure for fourth year students. We attribute this to the fact that fourth year students had recently completed their bridge competency assessment. Upon graduating, final year students still require supervision and reported average confidence in certain aspects of crown and bridge procedures, namely occlusal, bevel and axial reduction.
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Affiliation(s)
- Malaaika Al-Koky
- Paediatrics and Restorative dentistry, Cardiff Dental School, Cardiff, UK
| | - Alaa Daud
- College of Dental Medicine, QU Health, Qatar University, Doha, Qatar
| | - Patricia Neville
- Restorative dentistry, Bristol Dental School, University of Bristol, Bristol, UK
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Yamakami SA, Nagai M, Chutinan S, Ohyama H. 3D Digital technology as an alternative educational tool in preclinical dentistry. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:733-740. [PMID: 34939264 DOI: 10.1111/eje.12755] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/21/2021] [Revised: 11/26/2021] [Accepted: 12/14/2021] [Indexed: 06/14/2023]
Abstract
INTRODUCTION The advancement of 3D digital scanners has allowed educators to uphold the quality of education whilst implementing novel methods of assessment. OBJECTIVE The purpose of this study was to compare two evaluation methods, conventional and digital scanned assessments, on student cavity preparations and students and faculty's perceptions of these assessment methods. METHODS Predoctoral students performed Class II amalgam and Class III resin composite preparations on simulated teeth for their preclinical competency examinations. Two calibrated faculty evaluated the students' preparations using dental instruments for conventional assessments and 3D scanned images for digital assessments. Faculty scores from both assessment methods were compared and statistically analysed (p < .05). Students also self-assessed their performance using the digital scanned images and filled out a perception survey. RESULTS There was no statistically significant difference between the conventional (Class II; 73.3 ± 12.2 and Class III; 82.5 ± 8.9) and the digital assessment with scanned images (Class II; 71.3 ± 11.0 and Class III; 82.2 ± 8.2). Faculty scores from both methods have shown a trend of comparability. Most students agreed that digital ideal preparation models were useful (84.2%) and almost all students agreed that digital technology helped them learn operative dentistry (91.1%). In contrast, most students agreed that conventional assessment should be the main self-evaluation system (82.2%) and disagreed that digital assessment is more effective than conventional self-assessment (68.3%). CONCLUSION Our study demonstrated that 3D digital technology could be an alternative and/or supplementary educational tool to aid in upholding the quality of dental education.
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Affiliation(s)
- Shelyn Akari Yamakami
- Department of Restorative Dentistry & Department of Restorative Dentistry and Biomaterials Sciences, University of São Paulo, Harvard School of Dental Medicine, Boston, Massachusetts, US
| | - Manavi Nagai
- Boston University Henry M. Goldman School of Dental Medicine, Boston, Massachusetts, US
| | - Supattriya Chutinan
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, US
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, US
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Richter M, Peter T, Rüttermann S, Sader R, Seifert LB. 3D printed versus commercial models in undergraduate conservative dentistry training. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:643-651. [PMID: 34923733 DOI: 10.1111/eje.12742] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/09/2021] [Revised: 12/09/2021] [Accepted: 12/14/2021] [Indexed: 06/14/2023]
Abstract
INTRODUCTION The treatment of carious lesions is one of the most fundamental competencies in daily dental practice. However, many commercially available training models lack in reality regarding the simulation of pathologies such as carious lesions. 3D printed models could provide a more realistic simulation. This study provides an exemplary description of the fabrication of 3D printed dental models with carious lesions and assesses their educational value compared to commercially available models in conservative dentistry. MATERIALS AND METHODS A single-stage, controlled cohort study was conducted within the context of a curricular course. A stereolithographic model was obtained from an intraoral scan and then printed using fused deposition modelling. These models were first piloted by experts and then implemented and compared against commercial models in a conservative dentistry course. Experts and students evaluated both models using a validated questionnaire. Additionally, a cost analysis for both models was carried out. RESULTS Thirteen dentists and twenty-seven 5th year dental students participated in the study. The 3D printed models were rated significantly more realistic in many test areas. In particular, the different tactility and the distinction in colour was rated positively in the 3D printed models. At 28.29€ (compared to 112.36€), the 3D printed models were exceptionally cost-efficient. CONCLUSIONS 3D printed dental models present a more realistic and cost-efficient alternative to commercial models in the undergraduate training of conservative dentistry.
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Affiliation(s)
- Martin Richter
- Department of Oral, Cranio-Maxillofacial, and Facial Plastic Surgery, University Hospital Frankfurt, Goethe University, Frankfurt, Germany
| | - Thorsten Peter
- Master Dental Technician, Carolinum Dentistry University Institute gGmbH of the Goethe University, Frankfurt, Germany
| | - Stefan Rüttermann
- Polyclinic for Conservative Dentistry, Carolinum Dentistry University Institute gGmbH of the Goethe University, Frankfurt, Germany
| | - Robert Sader
- Department of Oral, Cranio-Maxillofacial, and Facial Plastic Surgery, University Hospital Frankfurt, Goethe University, Frankfurt, Germany
| | - Lukas B Seifert
- Department of Oral, Cranio-Maxillofacial, and Facial Plastic Surgery, University Hospital Frankfurt, Goethe University, Frankfurt, Germany
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