Undergraduate dental students' perspective on the implementation of digital dentistry in the preclinical curriculum: a questionnaire survey

Variables influencing students' course quality evaluation: A cross-sectional study for a bachelor's degree dental program

PURPOSE

This cross-sectional study aimed to evaluate and predict variables that influence the Students' Course Evaluation Surveys (SCES) in a bachelor's degree of dental medicine and surgery program.

MATERIALS AND METHODS

Data from the Faculty of Dental Medicine for the academic year 2021-2022 were analyzed including 39 course reports, students' course evaluation surveys, students' academic performance data, and the program specification. The survey contains 24 statements that evaluate five main domains of the courses, which are course syllabus, staff performance through the course, course learning resources, course execution, and course quality.

RESULTS

Chi-squared Test revealed no significant association between the total average students' evaluation score of the course against factors such as student's level, term, main mode of instruction, course category, department, and course director's gender, academic experiences, and nationality. On the other hand, pairwise comparisons revealed that grades from A+ to C were predictors of the total average SCES scores (p ≤ 0.004). Using the Paired Samples T-Test, the student's evaluation scores for their course were found to be significantly higher for females than males (mean ± SD = 50.56 ± 24.3 vs. 41.00 ± 26.3, p = 0.042). Using Pearson correlations, results showed a significant association of total average students' course evaluation scores against factors such as average course syllabus, staff performance, course learning resources, course execution, and course quality (p < 0.001).

CONCLUSIONS

Average course syllabus, staff performance, course learning resources, course execution, and course quality are major predictor variables that influence SCES scores in the examined program. Enhancing these domains will be of great importance to improve the quality of the courses at the dental bachelor level.

Assessment of Digital Dentistry Knowledge and Practices Among Dental Students at King Faisal University, Saudi Arabia

BACKGROUND Digital dental (DD) technologies need to be developed for dental use because of the prominent position that these technologies have recently acquired. This 21-item online questionnaire-based study aimed to assess the understanding of DD methods in 120 undergraduate dental students at King Faisal University, Saudi Arabia (SA). MATERIAL AND METHODS Electronic surveys were sent to 123 dental students at different study phases (basic, preclinical, and clinical). Dental students were requested to answer the questionnaires in accordance with their knowledge, observations, particular experiences, and DD practice. Data were analyzed using descriptive statistics, which involved numerical values and ratios. Then, the associations among study level, knowledge, practice, and study phases were analyzed using chi-square and Fisher's exact tests. RESULTS Completed questionnaires were returned by 120 students. The chi-square test showed significant differences in relation to questions "Do you have any previous knowledge of DD?", "The field that uses DD the most is…", "Does DD provide more precise results than conventional dentistry?", and "Do you know about CAD/CAM?", with P values of 0.006, 0.000, 0.018, and 0.002, respectively. Students at clinical phase exhibited significantly higher levels of knowledge than those at the preclinical phase (P<0.01). With regard to DD practice, 73.3% of students expressed a negative viewpoint, 82.5% stated that DD is essential for the future, and half said that practicing DD will result in improvements in patient satisfaction, time consumed, and level of predictability. CONCLUSIONS Students at basic, preclinical, and clinical phases had good knowledge on DD and were motivated to practice it in future in their workplaces.

Evaluating the effectiveness of a novel digital evaluation technology on dental preclinical crown preparation training

OBJECTIVES

To evaluate the assessment scores of a novel digital training program versus traditional training in dental preclinical crown preparation.

METHODS

Crown preparations in two consecutive preclinical training sessions were retrospectively collected and assigned to three groups: traditional group (TG), scanning group (SG), and digital evaluation group (DG). Students in the TG (n = 20) were taught by conventional visual grading, while students in the SG (n = 25) received three-dimensional feedback from digitally scanned preparations. All the SG students continued with supplementary digital evaluation and preparations were allocated into the DG (n = 25). Comparison of total scores between groups was investigated using independent samples t-test and paired samples t-test. Mann‒Whitney U-test and Wilcoxon signed-rank test were used to statistically analyze the differences in subdividing categories. The level of significance was p < 0.05. Questionnaires on the digital evaluation procedure were answered by students in DG.

RESULTS

The results showed a significant improvement (p < 0.01) in the total scores of DG than those of TG and SG, while there were no statistically significant differences between TG and SG. Scores of surface finish and undercut improved significantly in DG compared to TG and SG. The reduction scores of DG were significantly higher than those of SG. Students' feedback indicated a positive perspective on the implementation of the novel digital evaluation technology.

CONCLUSIONS

These findings suggest that digital evaluation technology is useful for preclinical crown preparation training. Attention should also be paid to studying the optimal integration of digital dentistry into traditional dental curricula and its effects on students' learning curves.

Accuracy of and dental students' preferences toward manual and digital cephalometric landmark identification: A randomized cross-over study

OBJECTIVE

To evaluate dental students' perceptions of manual and digital cephalometric landmark identification methods based on their preferences, difficulty level, and procedure time required to provide insights into the future of dental education, considering incorporating digital technology in dental schools.

MATERIALS AND METHODS

Fifty-five second-year dental students were randomly divided into two groups: (1) group A, students who performed manual landmark identification first, followed by digital method; and (2) group B, students who performed digital method first, followed by manual method. The duration of the procedure was recorded. Subsequently, all students completed a questionnaire regarding the difficulty they experienced using a visual analog scale and their preferences. Landmark identification accuracy was measured.

RESULTS

Digital landmark identification was preferred by 93% of students. The mean procedure time for digital method was significantly lower than that of manual method (13.00 ± 5.60 vs. 9.70 ± 4.60; p = 0.002). Group B completed manual and digital methods in a shorter time than group A. Group A experienced less difficulty with manual procedure than group B. However, statistically significant differences were not observed in the difficulty level of digital technique. A statistically significant difference in the mean accuracy was shown in favor of the manual method. However, this difference is clinically insignificant (p = 0.001).

CONCLUSIONS

Students considered digital method to be effective for learning and preferred it over manual method. Furthermore, digital landmark identification demonstrated better performance and was faster than manual method, suggesting that this must be incorporated in undergraduate dental education.

The Impact of Technology Teaching in the Dental Predoctoral Curriculum on Students' Perception of Digital Dentistry

The goal was to assess dental students' perception of digital technologies after participating in a CAD/CAM exercise for scanning, designing, and manufacturing computer-aided provisional fixed dental restorations. A survey was conducted among second- (pre-D2 and post-D2), first- (D1, negative control), third-, and fourth-year dental students (D3 and D4, positive controls). Only OSU College of Dentistry students who completed the activity and completed the surveys were included. Seven questions were rated, which evaluated changes in knowledge, skill, interest, the importance of technology availability in an office, patients' perception of technology, the importance of having the technology, and the expected frequency of clinics utilizing the technology. Statistical analysis was performed with a significance level of 0.05. A total of 74 pre-D2 and 77 post-D2 questionnaires were completed. Additionally, 63 D1, 43 D3, and 39 D4 participants responded to the survey. Significant differences were found for "knowledge" and "skill" between the pre-D2 and post-D2 and pre-D2 and control groups (p < 0.001). There was a significant difference between the post-D2 participants and all the controls in terms of "interest" (p = 0.0127) and preference for in-practice technology availability (p < 0.05). There were significant results between the post-D2 participants and all the controls regarding the importance of technology availability in an office (p < 0.001) and the expected frequency of clinics utilizing the technology (p = 0.01). No significance was found for "value of technology to patients" and "the importance of having the technology". The presence of technology in practice and in educational academic environments significantly improved students' interest and perception of their knowledge and skill.

Interdisciplinary all-on-four® concept for mandibular jaw in dental education - do students benefit from individual 3d printed models from real patient cases?

PURPOSE

Digitalization is assuming increasing significance in dental education, as dental students are increasingly exposed to digital implant planning and contemporary technologies such as 3D printing. In this study, we present a cohort analysis aimed at assessing the potential benefits derived from the utilization of 3D prints to seamlessly translate planned procedures into real-life applications.

METHODS

21 dental students participated in a virtual planning and hands-on course across two cohorts (C1: n = 10, C2: n = 11). The virtual implant planning phase involved the placement of four implants on an atrophic lower jaw model. Subsequently, Cohort 1 (C1) executed the implantation procedure on a prefabricated hands-on model, while Cohort 2 (C2) engaged with 3D prints representing their individual implant planning during the hands-on session. Subjective assessments of knowledge, skills, and the perceived utility of 3D prints were conducted through pre- and post-course questionnaires, utilizing a 5-point scale.

RESULTS

In the subjective evaluation, 17 out of 21 participants expressed a positive appraisal of the use of personalized models. Notably, there was no statistically significant improvement in overall knowledge scores; however, there was a discernible increase of 0.5 points in the ratings related to perceived expertise and procedural abilities.

CONCLUSION

While there was a notable increase in the subjective ratings of knowledge and abilities, no statistically significant difference was observed between the two groups. The consensus among dental students is that individually planned and printed implant models serve as a valuable and effective tool in hands-on courses.

Comparative Analysis of the Comfort of Children and Adolescents in Digital and Conventional Full-Arch Impression Methods: A Crossover Randomized Trial

The aim of this study was to evaluate the comfort of children and adolescents with conventional full-arch dental impression methods compared to two intraoral scanners (iTeroTM and PrimescanTM).

METHODS

A monocentric, analytical, controlled crossover study was designed to compare conventional impression and digital impression with two intraoral scanners (iTeroTM and PrimescanTM) in children and teenagers. Patient comfort was evaluated using a 100 mm VAS scale adapted to Spanish and for children. A descriptive and analytical statistical method was conducted with a confidence level of 95% (p ≤ 0.05) and asymptotic or bilateral significance.

RESULTS

A total of 51 subjects were enrolled in the study (mean age = 12.35 years). Although the group of 10-14-year-olds was the most numerous, gender was equally distributed among the age groups. None of the variables on the VAS scale showed differences between the gender categories (p > 0.05). There were differences (p < 0.05) with respect to the age categories, as the middle adolescent group showed the worst general perception and total comfort during the conventional impression. Statistically significant differences were found between all VAS scale items and the three impression methods (p < 0.05).

CONCLUSIONS

The digital impression technique is superior in terms of total comfort to the conventional alginate impression in children and adolescents.

Use of digital tools for preclinical training in complete denture: A pilot study

INTRODUCTION

Advances in CAD-CAM complete dentures open up opportunities in preclinical laboratory education. A cross-over study was conducted to assess the benefit of digital training in custom tray fabrication. Hypotheses were that digital training improved conceptual skill acquisition and that assessment of digital work helps in the discrimination of students' difficulty.

MATERIALS AND METHODS

Third-year students were allocated either into group A and took the manual practical classes before the digital ones, or into group B (N = 154). Prior to the sessions, a motor skill test was conducted. The influence on the learning process was evaluated by comparing the groups' results to the manual lab work with a Student's t-test. The effectiveness of the assessment in discriminating manual aptitude and conceptual skill was studied through Spearman's rank coefficient between digital and manual scores in conceptual skill and with a subgroup analysis according to the results of the motor skill test. The level of significance was set up at .05. Students' satisfaction was also assessed with a questionnaire.

RESULTS

Students in group B achieved better scores. Spearman's rank coefficient test showed a weak correlation, R = .16. For manual lab work, the most manually skilled students did significantly better. In contrast, for the digital session, the medium manually skilled students did better. More than half of the students (55%) found the manual and digital sessions complementary, without identifying any difference depending on the learning sequence.

CONCLUSION

Digital training improved the students' results in the conventional practical exercise. Assessments of the digital and conventional custom trays were complementary in order to distinguish conceptual and motor skills.

Computer aided design/computer aided manufacturing (CAD/CAM) technology in the undergraduate dental programs in the MENA region

INTRODUCTION

The aim of this study was to understand the trends of teaching Computer Aided Design/Computer Aided Manufacturing (CAD/CAM) in the undergraduate dental curriculum in the MENA region by conducting an online survey among the undergraduate dental colleges in this region.

MATERIALS AND METHODS

An online survey was conducted using Google Forms consisting of 20 questions that could be answered by "yes" or "no" responses, multiple-choice answers or in a descriptive, "open" format. A total of 55 participants from the MENA region representing their dental college were requested to participate in this study.

RESULTS

The response rate of the survey was 85.5% following the twofold follow-up reminders method. Although the vast majority of professors demonstrated vital knowledge in the practical use of CAD/CAM, the majority of them did not provide theoretical and practical training on CAD/CAM in their institutions. Among the schools with established levels of teaching CAD/CAM, nearly 50% of them provide both pre-clinical and clinical training on CAD/CAM. Despite the availability of extra-curricular training courses on CAD/CAM outside the university setting, there is a lack of advocating for students to enrol in those courses by the institutions. More than 80% of the participants agreed that CAD/CAM has a strong future in chair-side dental clinics and CAD/CAM needs to be incorporated within undergraduate studies.

CONCLUSION

Based on the results of the current study, it is understandable that an intervention is required by the dental education providers to cope with the growing demand for CAD/CAM technology for the current and future dental practitioners of the MENA region.

Effect of educational intervention on computer-aided-design and computer-aided-manufacturing technology to preclinical dental students

INTRODUCTION

This study evaluated the effectiveness of a video presentation instruction compared to the prevailing traditional lecture provided in the preclinical classroom when introducing computer-aided design/computer-aided manufacturing (CAD/CAM) technology.

MATERIALS AND METHODS

This study was conducted as a controlled educational trial (single-blind) on 120 first-year dental students. Students were assigned to two learning groups: the control (n = 60, traditional lecture) and the intervention (n = 60, video presentation). Both groups completed a self-efficacy scale (SES) survey before instruction. Then, the intervention group actively participated in a one-session video presentation while the control group was given a traditional lecture. After the presentations, student knowledge was assessed with a hands-on simulated exercise that was scored out of 60 points. At last, students completed a post-instruction student perception and attitude (SPA) survey. Inferential hypothesis testing was conducted with two-sample t-tests, and significance was defined as p ≤ .05.

RESULTS

There were no significant differences in the student pre-instruction SES scores between the control and intervention groups. After the video learning, CAD/CAM knowledge application during the hands-on simulated exercise showed significantly higher results in the intervention group as the assessment scores from the intervention group averaged 13.6 ± 2.0 points higher than the control group (p < .001). The results from the post-instruction SPA survey showed no statistically significant difference between groups.

CONCLUSION

With the video presentation technique, our first-year dental students were able to greatly enhance their CAD/CAM application skills. The results from this study could be applied at other dental educational institutions with potential similar outcomes.

Developing an instructional module of 'digital dentistry' for undergraduate prosthodontics curriculum

Purpose

To prepare a module on 'Digital Dentistry", which can be used to sensitize dental undergraduate students during their final year Prosthodontics curriculum.

Methods

Ethical approval (167/Ethics/2022) was taken from the Institution before starting the study. Need assessment was achieved using focused group discussion (Online Zoom meeting) of various stakeholders of the Department of Prosthodontics of the institution. A preliminary module content was prepared in google questionnaire form after thorough literature review by the research team and final content was developed using modified Delphi technique in 3 questionnaire rounds with the help of 27 experts.

Result

Thematic analysis of Need Assessment focussed group discussion led to the emergence of both theoretical and practical aspect of learning in digital dentistry. The final module was developed with the process followed in modified Delphi technique.

Conclusion

Within the limitations of the study the module of Digital dentistry was developed which can be implemented in most of the dental institutes depending on the resources and available infrastructure.

A survey on utilization and barriers of digital removable prostheses in the US dental education

PURPOSE

Gaining knowledge on the extent of digital technology implementation in dental education and the barriers to it will help inform future directions to promote the use of such technology and will enhance dental education. This study aimed to investigate the utilization of digitally fabricated removable prostheses and the potential obstacles to implementing such technology in US dental schools.

METHODS

A survey was developed and distributed to the restorative dentistry department chairs and postdoctoral prosthodontic program directors. The survey delivery protocol included follow-up emails 1 week, 3 weeks, and 4 weeks after the initial email. The collected data were analyzed descriptively.

RESULTS

The response rate was 85% and 45% for predoctoral and postdoctoral prosthodontic programs, respectively. The results showed that 88.06% of the predoctoral programs and 95.65% of the postdoctoral prosthodontic programs implement digital complete dentures in the curriculum; however, the digital removable partial dentures implementation rate was recorded at 70.77% in predoctoral programs and 61.9% in postdoctoral prosthodontic programs.

CONCLUSIONS

Dental schools are challenged by cost, design software limitations, IT and laboratory support, and faculty training. Multifaceted support is instrumental in further implementing digital removable prosthodontics into dental education.

Design of an interactive system for access cavity assessment: A novel feedback tool for preclinical endodontics

INTRODUCTION

A software program was developed to provide visual, guided feedback to students for access cavity preparations in preclinical learning. The specific aim of the study was to investigate students' overall experiences with the new learning method and compare their experiences with traditional teaching.

MATERIALS AND METHODS

A workflow based on freely available software was designed to interactively register three-dimensional models of molars with access cavities, and to metrically compare these to instructor-prepared standard cavities. Third-year students practicing molar endodontics access cavity preparation in the preclinical course were then surveyed. A total of 44/79 students completed self-administered questionnaires prior and after the use of the feedback software to gauge their learning experience.

RESULTS

The results of the post-training questionnaire illustrated that all surveyed students agreed/strongly agreed that the software assisted their learning in access cavity preparation. In addition, 86 and 89%, respectively, of students agreed that the use of the software improved their skills of access cavity preparation and felt more confident about their access cavity preparation skills after using the software package, 3D Dental Align.

DISCUSSION

The presented software solution permitted setting and comparing access cavity preparations by students against a standard access prepared by an instructor. The process of data acquisition and registration was fast and straightforward. Student feedback was very positive and suggested the integration of this type of experiential learning into the preclinical curriculum.

CONCLUSION

This feasibility study demonstrated the utility of the new technology to assist dental students' access cavity preparation learning.

A pilot study on the use of a novel digital real-time evaluation system in undergraduate preclinical training of tooth preparation in fixed prosthodontics

INTRODUCTION

In the light of the digital teaching, it is necessary that the effectiveness of a new digital real-time evaluation system in the preclinical training of tooth preparation be evaluated.

MATERIALS AND METHODS

Forty undergraduate dental students of the fourth year were randomly divided into the control group and the experimental group to complete the training task of tooth preparation for porcelain fused to metal (PFM) crown restoring the upper right central incisor. The control students received conventional training with instructor's guidance. The experimental students received training with the digital system without instructor's guidance. Every student exercised preparation in two resin incisors in 3 h training by respective training methods. A third incisor was prepared on a dental model in the simulated head phantom by each student as the test on the next day. All students' tooth preparations were scored by the same two experienced experts. The experimental students were asked to answer a questionnaire regarding their attitudes and opinions on the digital evaluation system in preclinical training.

RESULTS

There was no significant difference between the scores of the experimental group and the control group (p > .05). The students of two groups obtained the similar scores in the test (p > .05). Most of the students were supportive of the application of digital training system in the preclinical tooth preparation training course.

CONCLUSIONS

The digital real-time evaluation system could provide effective training effects for the dental undergraduate students in the preclinical training of tooth preparation in fixed prosthodontics.

Update of students' and lecturers' perspectives on online learning in dental education after a five-semester experience due to the SARS-CoV-2 (COVID-19) pandemic: insights for future curriculum reform

BACKGROUND

The coronavirus disease (COVID-19) pandemic has accelerated digital transformation in dental education, resulting in a shift from face-to-face teaching to online learning. While online learning could be a common strategy in various fields, the challenge for dental education is that it depends on the requirements of clinical experience to achieve competence in performing the dental treatment. This cross-sectional study aimed to analyse students' and lecturers' perceptions towards online learning after five semesters of experience using a questionnaire survey.

METHODS

Since the spring term of 2020, the theoretical part of the curriculum has been conducted in the form of online learning using a combination of synchronous and asynchronous formats. In the following semesters, more theoretical content was shifted back from online learning to face-to-face courses. Preclinical and clinical students enrolled in the dental curriculum during the spring term 2022 semester and all lecturers with at least one year of teaching experience in face-to-face and online learning formats were asked to fill out an online questionnaire regarding the aspects of handling, didactic benefit, motivation, and overall assessment.

RESULTS

Students and lecturers rated the implementation of online learning as mostly positive, but pointed out that established 'face-to-face' learning could not be replaced. Moreover, the students reported personal benefits in terms of daily planning. Lecturers also benefitted as their experience increased in online teaching. For future curriculum, students demanded 49.5% (25.1) ((mean (standard deviation) of theoretical part in terms of online learning), while lecturers demanded only 34.1% (24.1).

CONCLUSIONS

Despite having no prior need for online learning, students and lecturers showed a positive perspective on online learning which should be considered in the implementation and planning of future dental education. However, in terms of practical training, it cannot replace face-to-face education in dentistry.

Aspects Regarding Sustainability among Private Dental Practitioners from Bucharest, Romania: A Pilot Study

Oral health professionals' knowledge of sustainability is essential for promoting environmental protection in dental healthcare. This pilot study involved an online survey addressed to 70 dental private practitioners from Bucharest, Romania, to evaluate their awareness of the concept of sustainability in dentistry. The performed statistical analysis revealed that 41.4% of the participants were well aware of sustainability in dentistry, with older participants demonstrating significantly higher levels of such awareness (p = 0.001). Sustainability awareness among participants correlates positively with their knowledge of the negative environmental impacts of dental activity (p < 0.001) and with the concern for sustainable dentistry implementation in their workplace (p = 0.037). Improper biohazardous waste disposal was identified as the primary cause of negative environmental impact of dental practices by 87.1% of participants. Installing high energy-efficient dental equipment was selected as the most important action to implement sustainability in participants' dental practices (64.3%). Overall, 51.4% of the participants reported that the COVID-19 pandemic had a medium impact on their dental activity in terms of sustainability. Our study found that participants have a moderate level of awareness regarding sustainability in dentistry, highlighting the need for education on sustainability for oral health professionals.

Comparison of digital and conventional assessment methods for a single tooth preparation and educational satisfaction

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.

A qualitative assessment of medical students' readiness for virtual clerkships at a Qatari university during the COVID-19 pandemic

BACKGROUND

This study aims to qualitatively examine the readiness of medical students to change to virtual clerkship (VC) during the pandemic, from both the faculty and students' perspectives.

METHODS

A qualitative study was conducted based on the framework of readiness to change. Focus group discussions with students, and semi-structured interviews with clinical faculty members were done using appropriate online platforms. Transcripts were then analyzed using inductive-deductive approach.

RESULTS

Twelve themes emerged which are (1) Perceptions about the university's decision and its communication to students, (2) A Perceived lack of clinical experience, (3) Students' role as members of the medical team facing the pandemic, (4) Student safety, (5) Quality and design of VC and the skills it offered, (6) Belief in own ability to succeed in the VC, (7) Confidence that VC would reach its goals, (8) New enhanced learning approaches, (9) Preparing students for new types of practice in the future (10) Acquired skills, 11) Academic support and communication with faculty and college, and 12) Psychological support. Medical students showed limited readiness to undertake a virtual clerkship and not play their role as healthcare professionals during the pandemic. They perceived a huge gap in gaining clinical skills virtually and asked for a quick return to training sites.

CONCLUSION

Medical students were not ready for virtual clerkships. There will be a need to integrate novel learning modalities such as patient simulations and case-based learning in order to meet future demands of the medical profession and enhance the efficiency of virtual clerkships.

Career satisfaction amongst dental students and dentists in Saudi Arabia: A cross-sectional survey

INTRODUCTION

Dental students' satisfaction with their own career can significantly improve the quality of care provided to patients. The aim of the current study was to assess the level of career satisfaction amongst Saudi dental students and dentists.

MATERIALS AND METHODS

A cross-sectional survey was conducted from October 2019 to January 2020 all over Saudi Arabia. A sample of 750 Saudi dental students and dentists were invited to complete an online questionnaire. The questionnaire was composed of two sections of closed-ended questions. The first section included personal, professional background factors and level of career satisfaction assessed. The second section included different reasons for choosing dentistry as a career. Multivariable linear regression was used at significance <0.05.

RESULTS

Only 674 responded to the questionnaire. About half of the included respondents were males. Most of the participants were undergraduate students attended Saudi dental schools. 72.3% chose dentistry for helping other people. Graduated dentists had significantly lower satisfaction score than dental students (p = .007). Dentists, who chose dentistry because it is a secured job with good income (p < .001), had significantly lower satisfaction score than those who did not, whilst those who chose it for the social status had significantly higher satisfaction score than those who did not (p = .04).

CONCLUSION

Dental students and dentists were motivated to choose dentistry as it is an opportunity to help others and achieve good salary with appropriate social position in community. Dental students were more satisfied than dentists due to lack of financial responsibilities and absence of educational expenses.

Modular Digital and 3D-Printed Dental Models with Applicability in Dental Education

Background and Objectives: The ever more complex modern dental education requires permanent adaptation to expanding medical knowledge and new advancements in digital technologies as well as intensification of interdisciplinary collaboration. Our study presents a newly developed computerized method allowing virtual case simulation on modular digital dental models and 3D-printing of the obtained digital models; additionally, undergraduate dental students' opinion on the advanced method is investigated in this paper. Materials and Methods: Based on the digitalization of didactic dental models, the proposed method generates modular digital dental models that can be easily converted into different types of partial edentulism scenarios, thus allowing the development of a digital library. Three-dimensionally printed simulated dental models can subsequently be manufactured based on the previously obtained digital models. The opinion of a group of undergraduate dental students (n = 205) on the proposed method was assessed via a questionnaire, administered as a Google form, sent via email. Results: The modular digital models allow students to perform repeated virtual simulations of any possible partial edentulism cases, to project 3D virtual treatment plans and to observe the subtle differences between diverse teeth preparations; the resulting 3D-printed models could be used in students' practical training. The proposed method received positive feedback from the undergraduate students. Conclusions: The advanced method is adequate for dental students' training, enabling the gradual design of modular digital dental models with partial edentulism, from simple to complex cases, and the hands-on training on corresponding 3D-printed dental models.

Implementation of a Full Digital Workflow by 3D Printing Intraoral Splints Used in Dental Education: An Exploratory Observational Study with Respect to Students' Experiences

Fully digital workflows gained acceptance in dental practice and thereby are of interest for undergraduate education. An exploratory clinical observation was designed to track the implementation of such a workflow with novice digital users in order to describe its feasibility, time investment, and pitfalls.

METHODS

Students were invited to provide feedback for their experiences with a training module that consisted of the following: intraoral scanning, computer-aided design (CAD), manual finishing, and insertion of a 3D-printed bite splint for the lower jaw.

RESULTS

A total of 82 fourth-year students participated in the module. The average time required to perform an intraoral scan was 17 m 5 s, and all students were able to design a splint with an average time of 2 h 38 m. Students who indicated prior experience with CAD seem to outperform inexperienced students in both CAD task completion and intraoral scanning. The initial fit was reported as clinically acceptable by 68.5% of the participants, while 79% rated the workflow as very good to satisfactory and indicated that the training was helpful for dental practice.

CONCLUSIONS

The implementation of a digital workflow in undergraduate dental education is feasible and has acceptable clinical results. However, CAD is time-intensive, and the experience can be challenging.

Dental students' perspectives on three intraoral scanners and CAD/CAM systems before and after a pre-clinical elective course in digital dentistry

Background

Intraoral scanners (IOS) are gaining interest in Dentistry for their ability to capture digital impressions of the oral cavity. These digital impressions facilitate the fabrication of indirect restorations using CAD/CAM technology. This study aimed to describe an elective course given to predoctoral dental students on the topic of Digital Dentistry and assess their learning outcomes and system preferences.

Material and Methods

Three IOS were evaluated by eight students enrolled in a Digital Dentistry elective course. These systems included Emerald S (Planmeca), Cerec Omnicam (Denstply Sirona), and True Definition (3M/Midmark). After a literature review and a hands-on session were completed for each system, the students provided their perspectives on various factors such as ease of use, organization, and user-friendliness in a qualitative narrative of each system and quantitatively through a six-items survey.

Results

Survey data suggests that the student cohort showed higher levels of previous familiarity, user preference, and clinical confidence in the Cerec and Planmeca systems as opposed to the True Definition system. Qualitatively, the students felt CEREC was the more educationally useful system to learn and presented with more ease of use, functionality, and efficacy than the other two systems.

Conclusions

While each system proved to have its unique benefits and drawbacks, students’ attitudes towards the Planmeca and Cerec systems were generally positive, while True Definition’s evaluation was limited. Students appreciated their experiences throughout this elective, familiarizing themselves with various digital systems.

Key words:Digital Dentistry, Intraoral Scanners, CAD/CAM, Dental Education, Learning Curve.

Accuracy of the Intraoral Scanner for Detection of Tooth Wear

OBJECTIVE

The aim of this work was to study the accuracy of the intraoral scanner for detection of tooth wear in natural teeth by using micro-computed tomography (micro-CT) as a gold standard.

MATERIALS AND METHODS

Twenty premolars were prepared, fixed in acrylic blocks, and scanned with an intraoral scanner (iTero Element® 2) and micro-CT for baseline reference images before artificial tooth wear induction. The samples were then scrubbed with abrasive sandpaper 20 times and scanned with the intraoral scanner. They were then superimposed with the reference images utilising the "TimeLapse" feature of the scanner until the abraded area appeared yellow, indicating tooth surface loss in the 50-200 μm range. The same samples were then rescanned by micro-CT to measure the actual tooth surface loss. This procedure was repeated for the subsequent experimental tooth surface loss of 200-400 μm range (orange areas) and 400-750 μm range (red areas). The collected data were analysed for sensitivity, positive predictive value (PPV), and accuracy. Level of statistical significance was set at .05.

RESULTS

In the detection of experimental tooth surface loss, the specificity, PPV, and accuracy of the intraoral scanner were 98%, 98%, and 97%, respectively.

CONCLUSIONS

The iTero® intraoral scanner can be recommended to be a suitable screening tool for tooth wear in routine dental practice.

Proposal for Introducing a Digital Aesthetic Dentistry Course in Undergraduate Program: Contents and Ways of Administration

Background: Nowadays, digital dentistry is a fundamental skill that dentists need to acquire at this time. The digital workflow has gained acceptance and is widely used in most disciplines of dentistry. For this reason, it might be advisable to include this content in the undergraduate curriculum. The aim of this work was to create a course in digital aesthetic dentistry and evaluate its effectiveness. Methods: Dental students at the University of Verona (from third to sixth year) participated in a 2-h course on photography, digital aesthetic analysis, and digitally planned rehabilitations. Students were randomly divided into two groups, the first group attending the course with video tutorials and the second group attending the traditional class with slides. The students’ ability to perform digital aesthetic analysis and rehabilitation was tested. In addition, a questionnaire was completed to determine student satisfaction with the course and method of delivery. Statistical analysis was performed. Results: The course was highly appreciated, especially by the students who received the video tutorials. Good results were obtained in the performance of digital analysis and rehabilitation, which were better in the first group. Conclusions: Digital aesthetic dentistry was a success in terms of newly acquired skills. From this point of view, the proposal of a course on this subject in the undergraduate curriculum deserves a close evaluation. The video tutorial method seems to be a good way to teach operative digital procedures.

Preclinical assessment of Class IV proximal contacts following different teaching strategies

INTRODUCTION

Class IV composite restorations are one of the biggest challenges in dentistry. Furthermore, replacing adequate proximal contours on Class IV restorations is crucial for the function and aesthetics. The objective of this study is to assess four different teaching strategies used to improve first-year dental students' Class IV restoration proximal contact performance over a period of 4 years.

MATERIALS AND METHODS

We assessed four cohorts of first-year dental students who were exposed to four different teaching strategies during the first-year preclinical training over two consecutive academic terms. The four different teaching strategies used were: (a) two waxing exercises (control cohort, strategy 1); (b) digital dentistry and four waxing exercises (strategy 2); (c) four waxing exercises (strategy 3); and (d) four waxing exercises and live demonstrations (strategy 4). All cohorts were exposed to the same didactic lecture of Class IV restorations.

RESULTS

Our results showed that all teaching strategies resulted in better student's performance and content retention compared to the control cohort. However, the teaching strategy that resulted in the best pass/fail ratio was the association of waxing exercises with live demonstrations (strategy 4).

DISCUSSION

Increasing the number of waxing exercises may improve students' performance either alone or associated with different teaching strategies. However, when associated with live demonstrations, waxing exercises have significantly reduced critical errors.

CONCLUSIONS

Our study demonstrated for the first time the benefits of the affordable and traditional waxing exercises associated with instructor demonstrations as a teaching strategy for first-year dental students.

Coulometric titration of water content and uptake in CAD/CAM chairside composites

OBJECTIVES

This study aimed to evaluate the water content and uptake of CAD/CAM chairside composites over 60 days using coulometric Karl Fischer (KF) titration.

METHODS

Rectangular plates (10 ×10×1 mm³ of thickness) were cut from the blocks of composites Cerasmart 270 (CS), Katana Avencia (KA), Grandio Blocs (GB), and Lava Ultimate (LU). Specimens were stored in distilled water for up to 60 days at 37 °C, and non-stored specimens were used as a control (n = 5). Specimens were isothermally heated at 200 °C, and the water content was evaporated and transferred to the titration cell throughout a nitrogen gas flow. The KF coulometer determined the percentage of water in each specimen. Data were analyzed by 2-way ANOVA and Tukey`s test (α = 0.05).

RESULTS

The water content of non-stored specimens ranged from 0.29 to 1.66 wt% (6.9-32.9 μg/mm³) for GB and LU, respectively. The water content increased underwater storage (0.82-2.96 wt% after 60 days). The extend of water sorption (11.9-26.1 μg/mm³) among the materials was directly related to their base water content. No additional water content increase was observed after 7 (LU and KA) or 21 (GB and CS) days. Measuring the water content in wt% or μg/mm³ affected the ranking of materials when KA and CS were analyzed.

SIGNIFICANCE

Composites with higher base water content also presented higher water sorption. KF titrationshowed to be a reliable method to measure the water sorption of composites, including their base water content.

The soap carving versus the digital sculpting: Evaluation of students' preferences and performance in dental anatomy course: Pilot study

PURPOSE/OBJECTIVES

The aim of this study was to evaluate the change in students' preferences between soap carving (SC) and digital sculpting (DS) methods after obtaining tooth with both methods, their opinions about the methods and their performance in the dental anatomy course.

MATERIALS AND METHODS

The SC and DS methods were demonstrated. Students were asked to obtain a maxillary central incisor by both methods and to record time. Students' preferences were asked both before and after applying both methods. The level of significance for statistical analysis was set at p ≤ .05.

RESULTS

Forty first year preclinical students (24 female, 16 male) participated in this study. Their mean age was 19.38 years ±1.00 year. There was a statistically significant difference between the mean time of the DS method according to gender (p = .004) and the mean time of DS and SC methods for females (p = .015). There was also a statistically significant difference between preferences of students for "In the future while treating the patient in the clinic, I learned with ………… method in the preclinic will be more useful for me." statement, before and after applying both methods (p = .034).

CONCLUSIONS

The obtaining the tooth of the students with DS method were longer than with SC method (especially in the females). After applying both methods, the students changed their minds that learning the information about the SC and DS methods would have a similar effect when treating patients in the clinic.

An Evaluation of the Usefulness of YouTube® Videos on Crown Preparation

Background

You Tube is one of the most commonly used online sources for sharing information and knowledge. Academic topics or clinical data shared on this platform is not peer reviewed or evaluated by subject specialists for accuracy. No study was found in the literature examining the validity of crown preparation videos available at this platform.

Objective

To evaluate the authenticity of the content and quality of the crown preparation videos uploaded on the YouTube.

Methods

The systematic search for YouTube videos was carried out over a period of one year from January 2020 until February 2021. The keywords or phrases and tags used were crown preparation, PFM crown preparation, all ceramic crown preparation, and dental crown preparation. The videos were shortlisted on the basis of inclusion and exclusion criteria to select educationally useful videos in terms of content and quality.

Results

Three subject specialists evaluated the videos on crown preparation three times to shortlist only 12 (11%) educationally useful videos out of 109 relevant videos. These 12 videos met the preset inclusion criteria.

Conclusion

Although YouTube is the most popular social media platform used as the source of information by the students, the majority of uploaded content lacks authenticity. This study found that crown preparation videos uploaded by the faculty members or subject specialists can be considered as the reliable source.

The "Painting by Numbers Method" for education of students in crown preparation

INTRODUCTION

No commercially available solution to improve the teaching of a crown preparation directly on typodont teeth exists at the moment. To fill this gap and support the supervisors of dental courses, a printable and inexpensive tooth was created for structured self-assessment. The aim of this study was to test this printable tooth under realistic pre-clinical situations.

MATERIALS AND METHODS

A two-coloured, double-layer practice tooth was developed. This tooth was consisting of a layer for a correct preparation and the crown. All printed teeth were produced with a stereolithographic printer. 35 voluntary second-year dental students in the second pre-clinical course in prosthodontics were randomly divided into two groups. All students had experience with typodont teeth and models. The first group was trained on four standard model teeth. The second group used model teeth for the first and fourth attempt and printed teeth for second and third attempt. The preparations of the students were scanned by an in-lab scanner and the surface deviations in contrast to a perfect preparation were measured. The differences between the first and fourth attempt were calculated. Benefits of the printed tooth were also evaluated by a questionnaire using German school grades completed by the students (1 = Excellent, 2 = Good, 3 = Satisfactory, 4 = Adequate, 5 = Poor, 6 = Unsatisfactory).

RESULTS

The workflow was feasible and cost-effective regarding the production of the printed teeth. The overall rating of the printed tooth in the questionnaire was good (Ø 2.1 ± 0.22). Students reported different advantages of this method in the free text. The comparison of the preparation between the first and fourth attempt showed that there was a significant better preparation with the printed teeth. The complete preparation had median values of 0.05 mm (Group1: standard model tooth) and -0.03 mm (Group2: printed tooth) (P = .005). Divided into single surfaces, the vestibular and occlusal regions were significantly better. The vestibular surface was 0.11 mm (Group1) and -0.04 mm (Group2) (P = .018). The occlusal surface was 0.13 mm (Group1) and -0.05 mm (Group2) (P = .009).

CONCLUSIONS

The aim of this study was fulfilled. The printed tooth was tested successfully in a pre-clinical course. The feasibility of this teaching concept was confirmed by the questionnaire and the analysis of the preparation form. A significant difference to a standard model tooth was measurable. The students had the possibility to learn a correct crown preparation on a standardised two-layered tooth with included preparation. This printed tooth enabled the students to control the crown preparation directly on their own.

Online dental teaching practices during the COVID-19 pandemic: a cross-sectional online survey from China

Background

Coronavirus disease 2019 (COVID-19) emerged in China in December 2019. The COVID-19 pandemic hindered dental education, as school buildings were closed. Online dental teaching provided an alternative teaching tool for dental education. However, the efficiency of online dental teaching and student preferences for online dental teaching are unclear.

Aim

To investigate the satisfaction with online dental teaching practices among undergraduate dental students and standardized resident physician training students during the COVID-19 pandemic in China.

Methods

A total of 104 undergraduate dental students and 57 standardized resident physician training students from Zhejiang University participated in the study. A 12-item survey was conducted. This investigation included the teaching methods received, frequency of classes, degree of satisfaction, preferred teaching method, whether to participate in a course regarding COVID-19 prevention, and the effects of teaching. The percentages were then calculated and evaluated for each item.

Results

A total of 161 students (104 undergraduate dental students and 57 standardized resident physician training students) participated in this survey. All students had online dental classes during the COVID-19 pandemic. Lecture-based learning (LBL), case-based learning (CBL), problem-based learning (PBL), team-based learning (TBL), and research-based learning (RBL) were selected as teaching methods. Students were more satisfied with LBL and CBL than PBL, RBL, and TBL. The majority of students had more than four classes per week. The most selected protective measures were hand washing, wearing masks, and wearing gloves. A total of 46.6% of students participated in courses on COVID-19. After training, the students consciously chose to wear face shields and protective clothing.

Conclusions

Dental students accepted online dental learning during the COVID-19 pandemic. Students preferred LBL and CBL and were satisfied with the classes. Courses on COVID-19 helped students understand how to prevent COVID-19 transmission in the dental clinic.

Perspectives from Dentists, Dental Assistants, Students, and Patients on Dental Care Adapted to the COVID-19 Pandemic: A Cross-Sectional Survey

Dental care has been affected by SARS-CoV-2 (COVID-19) worldwide. In contrast to other dental clinics, the Justus-Liebig-University Giessen (Germany) decided not to limit dental treatment to emergencies alone, but to continue dental care for all patients, with increased safety measures. As such, health care professionals may be exposed to additional physical and mental stress. The aim of this study was to assess the perspectives of all persons involved in dental care (dentists, dental assistants, students, and patients) regarding the aspects of safety measures, anxiety about self-infection and infecting others, and other prospects in the period March to December 2020 using a questionnaire. Data collection was performed between 14 December 2020 and 23 January 2021. A total of 35 dentists (response rate of 79.5%), 23 dental assistants (65.7%), 84 students (80%), and 51 patients (21.8%) completed the survey. The patients did not notice any changes in the care received. Dentists and dental assistants reported a higher workload due to additional safety measures. The majority of dentists, students, and patients agreed that normal patient care was maintained. One-third of dental assistants would have preferred emergency treatment alone and expressed significantly higher anxiety about COVID-19 infection than all other groups (p < 0.05). In conclusion, all groups showed a predominantly positive perspective on dental care, and anxiety about self-infection and infecting others was especially low. However, additional measures are time-consuming and compound daily patient care. This concept, based on well-established infection control, might be a viable proposal for current and future pandemics.

Effect of Impression Technique and Operator Experience on Impression Time and Operator-Reported Outcomes

PURPOSE

To investigate the effect of impression technique (conventional preliminary alginate and digital scan) and operator experience in impression making (experienced in digital and conventional, experienced in conventional and inexperienced in digital, and inexperienced in conventional and digital) on impression time, satisfaction and stress levels, and the preference of the operators.

MATERIAL AND METHODS

One patient was assigned for each of the 60 operators, who were experienced in impression techniques at different levels (Group 1: experienced in conventional and digital, Group 2: experienced in conventional and inexperienced in digital, Group 3: inexperienced in conventional and digital). They made conventional impressions (irreversible hydrocolloid) and digital scans (Trios 3) from the same patient. The impression times were recorded at each step (patient registration, maxillary arch, mandibular arch, and bite registration) and in total. A visual analog scale (VAS) was used for the operator satisfaction for applicability, comfort, and hygiene; the State-Trait Anxiety Inventory form (STAI-TX1) was used for stress, and a questionnaire was completed to measure the operator's impression preference. The data were analyzed with a 2-way ANOVA and Chi-square test (α = 0.05).

RESULTS

A significant interaction was found between the operator experience in impression making and the impression technique on time for maxillary and mandibular arch impressions and total time (p ≤ 0.002). Operator experience and impression technique interaction had a significant effect on comfort and average VAS scores (p ≤ 0.016). Whereas, no significant effect of this interaction was found on stress (p ≥ 0.195). Operator experience in impression making had a significant effect on applicability (p < 0.001), and the impression technique had a significant effect on hygiene VAS scores (p < 0.001). Operators in Group 1 and Group 3 preferred the digital scans, however, operators in Group 2 had no preference (p = 0.022).

CONCLUSION

Operator experience in impression making and impression technique had varying effects on clinician's impression time, comfort, applicability, hygiene, and preference. Operators needed less time for the impressions they were experienced with. Operator stress level was not affected by the operator experience in impression making and the impression technique. Dental students and operators experienced in both techniques were satisfied with the digital scans and they preferred digital scans. Operators experienced with conventional impressions were satisfied with conventional impressions but didn't have a preference for the impression type.

A Survey of Dentists' Perception of Chair-Side CAD/CAM Technology

The application of computer-aided design and computer-aided manufacturing (CAD/CAM) technology in dentistry has rapidly expanded. This survey aimed to investigate attitudes and current practice of dentists in Riyadh, Saudi Arabia regarding chair-side CAD/CAM technology. An online questionnaire was prepared and sent to a convenience sample of dentists in Riyadh. Questions related to practice aspects of chair-side CAD/CAM system, attitudes and training were presented. A total of 114 questionnaires were completed (77.6% response rate). Study population comprised dentists of a wide range of clinical experience who are working in the various regions of Riyadh city, Saudi Arabia. Of the participants, 27.2% indicated the presence of a chair-side CAD/CAM system at their current workplace and 57% used the chair-side CAD/CAM in the fabrication of dental crowns. The vast majority of participants (81%) believe that the overall quality of chair-side CAD/CAM restorations is at least as good as those fabricated by a lab technician or much better. Most responding dentists considered the chair-side CAD/CAM system as important in terms of time saving, boosting the number of visiting patients and income improvement. The willingness to dedicate the time and effort to learn the chair-side CAD/CAM technology was apparent amid a high proportion of dentists (75.4%). The findings of this pilot survey reflect broad satisfaction and positive attitude among the surveyed dentists towards use and outcome of chair-side CAD/CAM technology in the dental clinical practice. It seems that the CAD/CAM technology has infiltrated into the workflow of Saudi dental practices with speculations of growing implementation among the wider sector of dental practitioners in the future.

Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia

BACKGROUND

The COVID-19 pandemic has become a global health issue and has had a major impact on education. Consequently, half way through the second semester of the academic year 2019/2020, learning methods were delivered through distance learning (DL). We aimed to evaluate the student perspective of DL compared to classroom learning (CL) in the undergraduate dentistry study program at the Faculty of Dentistry Universitas Indonesia.

METHODS

An online questionnaire was sent at the end of the semester. A total of 301 students participated in the study.

RESULTS

Duration of study influenced student preference. Higher number of first-year students preferred DL compared to their seniors (p < 0.001). Students preferred CL for group discussion, as DL resulted in more difficult communication and gave less learning satisfaction. Only 44.2% students preferred DL over CL, although they agreed that DL gave a more efficient learning method (52.6%), it provided more time to study (87.9%) and to review study materials (87.3%). Challenges during DL included external factors such as unstable internet connection, extra financial burden for the internet quota and internal factors such as time management and difficulty to focus while learning online for a longer period of time.

CONCLUSION

Despite some challenges, dental students could adapt to the new learning methods of full DL and the majorities agreed blended learning that combined classroom and distance learning can be implemented henceforth. This current COVID-19 pandemic, changes not only the utilization of technology in education but the pedagogy strategies in the future.

Students' and lecturers' perspective on the implementation of online learning in dental education due to SARS-CoV-2 (COVID-19): a cross-sectional study

BACKGROUND

On account of physical distancing measures, universities worldwide are strongly affected by SARS-CoV-2 (COVID-19). Thus, the dental school of Justus-Liebig-University Giessen (Germany) transferred the established "face-to-face" learning to online learning in the spring term 2020. The aim of this study was to assess the students' and lecturers' perspectives on the implementation of online learning due to COVID-19, using a questionnaire survey.

METHODS

After the online period, all students and lecturers were asked to fill out an online questionnaire containing evaluative statements regarding handling, didactic benefit, motivation, and overall assessment. Furthermore, the questionnaire for lecturers contained additional aspects regarding knowledge gain in terms of providing online learning. Besides that, students and lecturers were asked for the amount of online learning in the future curriculum (independent of COVID-19). Data were subjected to regression analysis and T-test (p < .05).

RESULTS

36.8% of students preferred "face-to-face" learning instead of sole online learning. An increase of know how concerning online teaching was observable for lecturers. Both, students and lecturers, want to keep up with online courses in the future curriculum. However, in terms of the optimal amount of online learning a significant difference between students' and lecturers' perspective was observed. While students suggested 53.2% (24.9) (mean (standard deviation)) lecturers only stated 38.6% (21.5).

CONCLUSIONS

Within the limitation of this study, students' and lecturers' showed a predominantly positive perspective on the implementation of online learning, providing the chance to use online learning even beyond COVID-19 in the future curriculum.