Use of Digital Technology to Improve Objective and Reliable Assessment in Dental Student Simulation Laboratories

Reviewing assessment strategies in European dental schools

OBJECTIVES

Effectively assessing dental students' knowledge and skills is an important part of their education. Assessment techniques available to teachers, have become more diverse as new technologies are introduced. This study aimed to investigate what dental educators thought about current and future assessment techniques.

METHODS

This was a mixed method study; quantitative data being collected at an annual dental educators' conference, via on-screen questions requesting: i) demographic information; ii) type of student assessment currently used; iii) impact of Covid-19 on student assessment, and iv) future perceptions of assessment. Questions were posed in real time using the 'Vevox' platform. Descriptive statistical analysis was employed. Qualitative data were collected on 'post-its' and analysed thematically.

RESULTS

101 participants attended the study. 59.1% (n = 60) had >11 years' experience. 64% (n = 55) considered their summative and formative assessments were effective in developing student learning. Few participants reported students' involvement in creating their own assessments (n = 8; 9.75%). 41.68% (n = 36) participants agreed it was a good idea for students to be involved in developing assessments, but only 9.75% (n = 8) reported it was already happening. Qualitative data indicated a reluctance to wholeheartedly embrace technology (including AI) when planning assessments. Most participants were not in favour of Co-creation or the use of some technologies.

CONCLUSIONS

Participants, reflected on the challenges of adopting a universal assessment approach. Dental educators should be given the institutional support and autonomy to implement the best assessment methods for their students. Most of this cohort of experienced dental educators reported that assessments facilitated student learning.

CLINICAL SIGNIFICANCE

The role of assessment for dental students is essential as dental educators must ensure that dental students graduate with appropriate knowledge and technical skills to be safe when in general dental practice. The use of various assessment techniques needs to reflect the diversity of skills the students need to demonstrate.

Comparing the reliability of inter- and intra-grader using digital scanning vs. traditional visual method for evaluating preclinical class II composite preparation

Objective

This study aimed to evaluate the intra- and inter-grader reliability of four evaluators using three different digital intraoral scanners and visual methods for typodontic Class II composite preparations.

Materials and methods

Ninety-five typodont teeth of Class II composite preparations were evaluated using traditional visual grading methods (VGM) and digital grading methods (DGM) using the same rubric. Three intraoral scanners were used to scan the Class II cavity preparation for the composite: i700 (Medit, Korea), Trios 4 (3Shape, Denmark), and Shinning 3D (Shinning 3D, China). The same rubric was used to score the visual and digital evaluations by calibrated examiners. Two-way ANOVA was used to compare method- and evaluator-based scores, accounting for the scanner type used.

Results

The scores of the prepped typodont teeth were subjected to an interaction between the examiner and the evaluation technique. In addition, the mean total prepped teeth scores differed between examiners using VGM. A statistically significant interaction emerged between examiners and the evaluation technique employed to assess the total score of the prepped teeth: F(9, 1504) = 3.893, P = 0.001, partial η2 = 0.023. The total prepped tooth score differed between the VGM and DGM groups. Lower (P < 0.05) intra-grader consistency was observed for the final scores when Class II preparations were evaluated using the VGM; however, this consistency improved when using the DGM.

Conclusion

Examiners and evaluation methods affect student performance in Class II cavity preparations. The DGM may be more reliable and consistent within and between evaluators than the VGM is.

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.

Automated scoring and augmented reality visualization software program for evaluating tooth preparations

STATEMENT OF PROBLEM

Tooth preparation is an essential part of prosthetic dentistry; however, traditional evaluation methods involve subjective visual inspection that is prone to examiner variability.

PURPOSE

The purpose of this study was to investigate a newly developed automated scoring and augmented reality (ASAR) visualization software program for evaluating tooth preparations.

MATERIAL AND METHODS

A total of 122 tooth models (61 anterior and 61 posterior teeth) prepared by dental students were evaluated by using visual assessments that were conducted by students and an expert, and auto assessment that was performed with an ASAR software program by using a 3-dimensional (3D) point-cloud comparison method. The software program offered comprehensive functions, including generating detailed reports for individual test models, producing a simultaneous summary score report for all tested models, creating 3D color-coded deviation maps, and forming augmented reality quick-response (AR-QR) codes for online data storage with AR visualization. The reliability and efficiency of the evaluation methods were measured by comparing tooth preparation assessment scores and evaluation time. The data underwent statistical analysis using the Kruskal-Wallis test, followed by Mann-Whitney U tests for pairwise comparisons adjusted with the Benjamini-Hochberg method (α=.05).

RESULTS

Significant differences were found across the evaluation methods and tooth types in terms of preparation scores and evaluation time (P<.001). A significant difference was observed between the auto- and student self-assessment methods (P<.001) in scoring both the anterior and posterior tooth preparations. However, no significant difference was found between the auto- and expert-assessment methods for the anterior (P=.085) or posterior (P=.14) tooth preparation scores. Notably, the auto-assessment method required significantly shorter time than the expert- and self-assessment methods (P<.001) for both tooth types. Additionally, significant differences in evaluation time between the anterior and posterior tooth were observed in both self- and expert-assessment methods (P<.001), whereas the evaluation times for both the tooth types with the auto-assessment method were statistically similar (P=.32).

CONCLUSIONS

ASAR-based evaluation is comparable with expert-assessment while exhibiting significantly higher time efficiency. Moreover, AR-QR codes enhance learning and training experiences by facilitating online data storage and AR visualization.

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.

Effect of a digital assessment system for the preclinical tooth preparation of metal-ceramic crowns: A pilot study

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.

Effect of magnifying loupes on tooth preparation of complete coverage crown: A quantitative assessment using a digital approach

OBJECTIVE

The purpose of this study was to evaluate the use of magnifying loupes (×2.5) on the quality of tooth preparation for complete coverage crowns; performed by predoctoral students using an objective and quantitative digital method.

MATERIALS AND METHODS

Forty-two predoctoral students were randomly assigned into 2 groups to perform tooth preparation for a complete coverage crown on a mandibular first molar in a manikin, with and without the use of magnifying loupes. All preparations were digitally evaluated by PrepCheck 3.0 (Dentsply Sirona). Parameters including tooth reduction, total occlusal convergence (TOC), undercut, margin quality and surface quality were assessed. Continuous data were analysed using Paired t-tests or Wilcoxon Signed Ranks tests. Ordinal data were analysed by McNemer's tests. To further detect the majority pattern ( > 50%) in each group (with and without loupes), one-sample t-test or one-sample Wilcoxon Signed Rank test was performed. The level of significance was set at p = .001 after Bonferroni adjustments for multiple testing.

RESULTS

No significant differences in the measured outcomes were found between the groups with or without the use of magnifying loupes (p > .002). The majority (>50%) of both groups had no undercuts (99.3% and 99.4% both p < .001) and the preparation type was within tolerance (81.6% and 85.3%, both p < .001) with acceptable margin (86.4% and 86.3%, both p < .001) and acceptable surface quality (99.0% and 99.1%, both p < .001). However, the majority of both groups underprepared occlusally (96.0% and 95.4%, both p < .001) and axially (65.3% and 67%, both p < .001). Only 30.0%-42.1% of the participants achieved the TOC within 0-20°.

CONCLUSIONS

Within the limitations of this study, the use of magnification loupes does not appear to significantly improve the quality of tooth preparation for complete coverage crown. The TOC was also found to be overprepared and occlusally underprepared.

Feasibility of software-based assessment for automated evaluation of tooth preparation for dental crown by using a computational geometric algorithm

The purpose of this study was to propose the concept of software-based automated evaluation (SAE) of tooth preparation quality using computational geometric algorithms, and evaluate the feasibility of SAE in the assessment of abutment tooth preparation for single-unit anatomic contour crowns by comparing it with a human-based digitally assisted evaluation (DAE) by trained human evaluators. Thirty-five mandibular first molars were prepared for anatomical contour crown restoration by graduate students. Each prepared tooth was digitized and evaluated in terms of occlusal reduction and total occlusal convergence using SAE and DAE. Intra-rater agreement for the scores graded by the SAE and DAE and inter-rater agreement between the SAE and DAE were analyzed with the significance level (α) of 0.05. The evaluation using the SAE protocol demonstrated perfect intra-rater agreement, whereas the evaluation using the DAE protocol showed moderate-to-good intra-rater agreement. The evaluation values of the SAE and DAE protocols showed almost perfect inter-rater agreement. The SAE developed for tooth preparation evaluation can be used for dental education and clinical skill feedback. SAE may minimize possible errors in the conventional rating and provide more reliable and precise assessments than the human-based DAE.

Digital technologies in dentistry in Saudi Arabia: Perceptions, practices and challenges

Background

The aim of this study was to assess practicing dentists' characteristics and professional aspects that influence users to adopt Digital Technologies in Dentistry (DTD) in Saudi Arabia (SA). Moreover, we aimed to identify dentists' perceived barriers and challenges and to anticipate future potential developments towards implementing DTDs in their practices in SA.

Methods

This analytical cross-sectional study based on a validated questionnaire was conducted using a snowball sampling technique to include a conveniently selected sample of dentists from all dental specialties currently working in SA.

Results

The response rate was 64% completed and returned. A statistically significantly large share of Gen X (10.1%) used digital technologies (DTs) in dental practice compared with non-digital users. 40% received sufficient postgraduate education on DT, 92% agreed that DT should be included in the undergraduate dental curriculum. However, 79% actually gained skills or knowledge on DT through workshops and formal courses. 'Lack of practitioners' awareness', 'lack of education and pioneers' and 'lack of clinical evidence' were highlighted as the foremost barriers. Lower-frequency DT users believed that treating patients with DT makes treatment more predictable. Together, clinical trials and hands-on training courses can help overcome the barriers to the adoption of new dental technologies.

Conclusions

Exploring technology adoption and usage amongst practicing dentists allows healthcare stakeholders and policymakers to set a clear direction towards the digitalisation of the healthcare system and within healthcare organisations. The study also highlighted the foremost barriers, challenges and actions towards the adoption of DTDs.

The Status of Digital Dental Technology Implementation in the Saudi Dental Schools' Curriculum: A National Cross-Sectional Survey for Healthcare Digitization

Objective: The primary objective of this cross-sectional national study was to investigate the status of digital dental technology (DDT) adoption in Saudi Arabian undergraduate dental education. A secondary objective was to explore the impact of dental schools' funding sources to incorporate digital technologies. Methods: A self-administered questionnaire was distributed to the chairpersons of prosthetic sciences departments of the 27 dental schools in Saudi Arabia. If any department chairman failed to respond to the survey, a designated full-time faculty member was contacted to fill out the form. The participants were asked about the school's sector, DDT implementation in the curriculum, implemented level, their perceptions of the facilitators and challenges for incorporating DDT. Results: Of the 27 dental schools (18 public and 8 private), 26 responded to the questionnaire (response rate: 96.3%). The geographic distribution of the respondent schools was as follows: 12 schools in the central region, 6 in the western region, and 8 in other regions. Seventeen schools secure and preserve patients' records using electronic software, whereas nine schools use paper charts. Seventeen schools (64,4%) implemented DDT in their curricula. The schools that did not incorporate DDT into their undergraduate curricula were due to not being included in the curriculum (78%), lack of expertise (66%), untrained faculty and staff (44%), and cost (33%). Conclusions: This national study showed that digital components still need to be integrated into Saudi Arabian dental schools' curricula and patient care treatment. Additionally, there was no association between funding sources and the DDT implementation into the current curricula. Consequently, Saudi dental schools must emphasize the implementation and utilization of DDT to align with Saudi Vision 2030 for healthcare digitization and to graduate competent dentists in digital dental care.

3D Digital technology as an alternative educational tool in preclinical dentistry

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.

Potential of intraoral optical scanning to evaluate motor skills' improvement for tooth preparation: A prospective cohort study

INTRODUCTION

This prospective cohort study investigated the potential of digital assessment using intraoral scanning (IOS) combined with software analysis (prepCheck) to evaluate the outcome of repetitive tooth preparation and its influence on the acquisition of motor skills in dental students.

MATERIALS AND METHODS

Twenty-six students completed 177 full-crown preparations of the same tooth in six practice sessions followed by a final examination. Preparations were assessed digitally using prepCheck and conventionally by calibrated faculty instructors. In addition, students assessed their own performance and this was compared with the instructors' assessments.

RESULTS

Conventional assessment showed that students preparations improved over time, with 43.5% of students receiving score 2 (highest grade) at the fifth practice session. With the prepCheck assessment, statistically significant improvements indicated by an enlarged area within the tolerance range set at 0.2 mm were found between the first and the second practice session (7.5% improvement; 95% CI: 2.2%, 12.7%, p = 0.006), and between the first run and the final exam preparation (6.7%; 95% CI: 1.7%, 12.5%, p = 0.011). Agreement between instructor/student assessments was best immediately after students received visual feedback using prepCheck (76% agreement; Spearman's rho 0.78).

CONCLUSION

These data indicate that IOS technology was useful for student's self-evaluation by visual feedback.

Personalized workflows in reconstructive dentistry-current possibilities and future opportunities

OBJECTIVES

The increasing collection of health data coupled with continuous IT advances have enabled precision medicine with personalized workflows. Traditionally, dentistry has lagged behind general medicine in the integration of new technologies: So what is the status quo of precision dentistry? The primary focus of this review is to provide a current overview of personalized workflows in the discipline of reconstructive dentistry (prosthodontics) and to highlight the disruptive potential of novel technologies for dentistry; the possible impact on society is also critically discussed.

MATERIAL AND METHODS

Narrative literature review.

RESULTS

Narrative literature review.

CONCLUSIONS

In the near future, artificial intelligence (AI) will increase diagnostic accuracy, simplify treatment planning, and thus contribute to the development of personalized reconstructive workflows by analyzing e-health data to promote decision-making on an individual patient basis. Dental education will also benefit from AI systems for personalized curricula considering the individual students' skills. Augmented reality (AR) will facilitate communication with patients and improve clinical workflows through the use of visually guided protocols. Tele-dentistry will enable opportunities for remote contact among dental professionals and facilitate remote patient consultations and post-treatment follow-up using digital devices. Finally, a personalized digital dental passport encoded using blockchain technology could enable prosthetic rehabilitation using 3D-printed dental biomaterials.

CLINICAL SIGNIFICANCE

Overall, AI can be seen as the door-opener and driving force for the evolution from evidence-based prosthodontics to personalized reconstructive dentistry encompassing a synoptic approach with prosthetic and implant workflows. Nevertheless, ethical concerns need to be solved and international guidelines for data management and computing power must be established prior to a widespread routine implementation.

Perceptions of Clinical Dental Students Toward Online Education During the COVID-19 Crisis: An Egyptian Multicenter Cross-Sectional Survey

Objectives: To evaluate the perceptions of clinical dental students on the role of online education in providing dental education during the COVID-19 crisis. Materials and Methods: A cross-sectional online survey was sent to four Egyptian dental schools from the 20th of January 2021 to the 3rd of February 2021. Survey questions included the demographics, uses, experiences, perceived benefits, and barriers of distance learning in dentistry during the COVID-19 pandemic. Responses were collected from the clinical dental school students. Categorical data were presented as frequencies (n) and percentages (%) and were analyzed using Fisher's exact test. Results: Three hundred thirty-seven clinical dental students across four Egyptian dental schools responded. Most students used either Google Classroom or Microsoft Teams to access the online content. The data showed that the COVID-19 pandemic affected the academic performance of most participants (97.4%) with varying degrees. On average, students were neutral when asked to rate the online lectures, but did not find online practical education as effective (81.3%) as online theoretical teaching. The commonly described barriers to online teaching included loss of interaction with educators, inappropriateness in gaining clinical skills, and the instability of the internet connection. Conclusion: Despite the reported benefits, clinical dental students in Egypt preferred the hybrid approach in dental education as distance learning represented a prime challenge to gain adequate clinical dental skills.

Effect of the haptic 3D virtual reality dental training simulator on assessment of tooth preparation

Background/purpose

The haptic 3D virtual reality dental training simulator has been drawn attention as a educational strategy in Covid-19 pandemic. The purpose of this study is to investigate the feature of the haptics simulator in comparison with a conventional mannequin simulator by analyzing the assessment of products prepared by dental students using these two kinds of simulator.

Materials and methods

The subjects were 30 students in the sixth-year classes of the faculty of dentistry. Abutments for a full cast crown were prepared by each subject using two kinds of simulator; one is the haptics simulator and the other is a mannequin simulator. For the resulted products, occlusal surface form, margin design, surface smoothness, taper angle, total cut volume and overall impression were rated by 3 evaluators. Score differences between two simulators were statistically analyzed.

Results

The kinds of simulator affected subject performance for margin design and total cut volume. The differences in cutting feeling between the simulators as well as variation of stereoscopic ability in subjects were considerable reasons. Evaluators' rating was affected by difference in simulators for occlusal surface form, total cut volume, and overall impression. This may have been due to variation of stereoscopic ability in evaluators.

Conclusion

The unique characteristics of virtual reality, such as the simulated cutting sensation and the simulated three-dimensional images created by stereo viewers, affect operators' performance and evaluators' rating. It was suggested that educational programs need to be constructed taking account of the characteristics of virtual reality to make the best use of the haptics simulator.

Comparison of Digital Self-Assessment Systems and Faculty Feedback for Tooth Preparation in a Preclinical Simulation

BACKGROUND

Regarding the new dental licensing regulations in Germany (AOZ), this study evaluated the effectiveness of two different digital tooth preparation validation systems in comparison to traditional faculty feedback.

METHODS

Participants were randomly divided into groups: Faculty Feedback (FF: n = 33), PrepCheck® (PC: n = 32) and Dental Teacher™ (n = 32). Students had the task to prepare tooth 16 for a retentive full-cast crown. Preparations could be repeated as often as desired. Feedback was provided either by faculty staff or by digital validation systems only. Exams were conducted and graded by two independent and experienced examiners. A survey was performed to evaluate the assessment concepts.

RESULTS

No statistical difference in examination performance between groups could be observed. Nevertheless, the survey showed participants preferred consulting the faculty staff rather than the digital validation systems. Students preferred practising with DT rather than with PC.

CONCLUSIONS

Although both classical and digital methods showed comparable results regarding the preparation examination performance, direct feedback by the faculty staff is still appreciated by the students. A combination of both methods is mandatory since demonstration and advice by the teacher is needed. However, digital tooth preparation validation systems are predestined for free practice sessions, providing self-assessment.

Technical skill training and assessment in dental education

Highly competent clinical practice requires cognitive, psychomotor and affective skills. Therefore, the ultimate goal of dental education is for practitioners to be competent in all of these domains. While many methods have been introduced to assess knowledge and non-technical skills, it is still very difficult for educators to assess technical skill. Assessment methods for technical skills are still not well established because it is very difficult to assure objectivity, validity and fairness. Nonetheless, technical skill is especially important in dental treatments, along with knowledge and attitude. The aim of this review was to summarize the methods of technical skill training in dental education and how they are assessed. This is a literature review. We searched PubMed MEDLINE using terms related to technical skill training and those assessment as of June 2020 and reviewed them. There have been many reports introducing methods of technical skill training and assessment, including the use of digital technology. However, no single assessment method had demonstrated validity of it. Technical skill training is very important in dental education and there are various ways of learning. The validity of current assessment methods is limited; therefore, a combination of several methods may achieve the best results.

Digital Undergraduate Education in Dentistry: A Systematic Review

The aim of this systematic review was to investigate current penetration and educational quality enhancements from digitalization in the dental curriculum. Using a modified PICO strategy, the literature was searched using PubMed supplemented with a manual search to identify English-language articles published between 1994 and 2020 that reported the use of digital techniques in dental education. A total of 211 articles were identified by electronic search, of which 55 articles were selected for inclusion and supplemented with 27 additional publications retrieved by manual search, resulting in 82 studies that were included in the review. Publications were categorized into five areas of digital dental education: Web-based knowledge transfer and e-learning, digital surface mapping, dental simulator motor skills (including intraoral optical scanning), digital radiography, and surveys related to the penetration and acceptance of digital education. This review demonstrates that digitalization offers great potential to revolutionize dental education to help prepare future dentists for their daily practice. More interactive and intuitive e-learning possibilities will arise to stimulate an enjoyable and meaningful educational experience with 24/7 facilities. Augmented and virtual reality technology will likely play a dominant role in the future of dental education.