The aim of this study was to investigate whether advanced simulation parameters, such as simulation exam scores, number of student self-evaluations, time to complete the simulation, and time to complete self-evaluations, served as predictors of dental students' preclinical performance. Students from three consecutive classes (n=282) at one U.S. dental school completed advanced simulation training and exams within the first four months of their dental curriculum. The students then completed conventional preclinical instruction and exams in operative dentistry (OD) and fixed prosthodontics (FP) courses, taken during the first and second years of dental school, respectively. Two advanced simulation exam scores (ASES1 and ASES2) were tested as predictors of performance in the two preclinical courses based on final course grades. ASES1 and ASES2 were found to be predictors of OD and FP preclinical course grades. Other advanced simulation parameters were not significantly related to grades in the preclinical courses. These results highlight the value of an early psychomotor skills assessment in dentistry. Advanced simulation scores may allow early intervention in students' learning process and assist in efficient allocation of resources such as faculty coverage and tutor assignment.

Females and individuals who performed better on the Farnsworth-Munsell 100 Hue Test have improved dental shade-matching ability.

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Objectives: New developments of aesthetic restorative materials necessitate dentists choosing between aesthetic or unaesthetic restorations for posterior teeth. This study investigates correlations between dentists' choices of aesthetic or unaesthetic restorations and tooth type, as well as demographic information. The null hypothesis is that no relationship exists between treatment choices and demographic information. Materials and methods: An online survey was deployed querying participating dentists for treatment recommendations for 15 clinical cases involving posterior restorations with intraoral occlusal views and bitewing images, from a menu of treatment options. Biographical and demographic data were collected about the dentists' practices. Subjects were volunteer subscribers to an online dental magazine with an estimated subscription of over three thousand. Being a cross sectional descriptive study, there are no controls or tests for examiner reliability. Analysis was accomplished using repeated-measures logistic regression. Results: Respondents (N=300), 16.9% female, 14% foreign. Tooth type (molar or premolar), was significant in the aesthetic restoration decision (p<0.0001). Graduation decade when collapsed to graduates prior to 1980 and all others was significant (p=0.0404). Type of practice was significant when collapsed into "educators", "military", "retired" and all other types (p=0.0103). Adjusted odds of a premolar versus a molar being indicated for an aesthetic restoration is 3.67 (95% CI 3.07-4.38), and for other dentists versus educators, military and retired dentists indicating aesthetic restorations is 3.35 (95% CI 2.06-5.42). Conclusion: Despite continued improvements in aesthetic restorative materials, aesthetic restorations are still chosen for premolars significantly more than molars. Gender, nationality, decade of graduation and practice type were not significant. Practice type collapsed into educators, military and retired dentists was significant, as was graduation decade when collapsed into years prior to 1980 and all others.

This study examines the relationship between student performance measures during practice and exams using advanced dental simulation.Methods: Data from 11 classes of first-year dental students were extracted from Advanced Simulation software (DentSim™) related to Class I and Class II preparations including: total number of practice sessions, average practice score, exam scores, average time preparing teeth during practice/exam, and average time self-evaluating preparations during practice/exam. Comparisons of average practice and exam scores were examined using paired t-test. Relationships between practice/exam measures and exam scores were determined with multiple linear regression. Results: Practice mean and exam scores were significantly associated; exam scores were significantly higher in both procedures. Class I: a significant positive relationship exists between both practice and exam measures: The average practice score was significantly associated with exam score (p < 0.001); time spent preparing the exam tooth was negatively associated with the exam score (p < 0.001); conversely, time spent self-evaluating the exam tooth was significantly associated with an increase in exam score (p = 0.0135). Class II: exam score was significantly associated with two practice measures but neither of the exam measures: exam score for Class II mesioocclusal preparation was significantly associated with average practice score (p < 0.001) and the number of practice attempts (p = 0.025). Conclusion:This study emphasizes the predictive value of novice learners' deliberate, repetitive practice using advanced dental simulation, which enhances self-assessment in early stages of psychomotor skill development. Future studies are needed to demonstrate the translation of these skills into a patient care setting.