IntroductionThe acquisition of psychomotor skills is a key competence required in dentistry. Several significant factors that can influence skill acquisition have been identified (1-4). These include (i) student-related factors, e.g. level of innate ability (1, 2) and motivation (3,4), and (ii) non-student-related factors, e.g. the learning environment (5,6). This study focusses on these student-related factors. Specifically, innate ability refers to the capability underlying or supporting an individual's performance in a task (7). According to the theory of skill acquisition (2), there are three major abilities required in the different phases of skill acquisition. Initially, in the cognitive phase, cognitive ability (which includes general intelligence and verbal, numerical and visual-spatial abilities) is required to understand the procedures associated with a particular task (8). Second, in the associative phase, perceptual speed ability is required to find the most effective way to achieve the task (8). Third, in the autonomous phase, performance is dominated by a learner's psychomotor ability, with a reduced reliance on their cognitive ability (1).Recently, skill acquisition and motor learning theories have been used to improve the understanding of skill learning in surgical training (6, 9). However, our understanding of the roles of key student-related factors in skill acquisition in dentistry is incomplete (10-16), mainly owing to limited explicit application of relevant theories in the development of study designs. As a result, findings from previous studies are AbstractObjective: The acquisition of psychomotor skills is a key competence in the practice of dentistry, and innate abilities and motivation have been shown to influence motor performance. However, the explicit integration of these factors into the design of research projects about skill acquisition in dentistry has been limited. Therefore, the purpose of this study was to provide a comprehensive analysis of how dental students' abilities and motivation affected their performance in an operative task.Methods: A longitudinal study with two cohorts of dental students was conducted in laboratory classes forming part of an operative technique course. A range of standardised psychometric tests was used to assess different abilities before completing a cavity preparation on Frasaco teeth. This was followed immediately by completion of an Intrinsic Motivation Inventory.Results: Low but statistically significant correlations (P < 0.05) were found between dental performance and psychomotor ability (r = 0.22), and also dental performance and motivation (r = 0.19). A significant difference (P < 0.05) was found in the grades obtained for the cavity preparation exercise in one cohort between students with higher levels of psychomotor ability compared with those with lower levels (Tracing scores) (P < 0.05). No significant differences in grades obtained for the cavity preparation exercise were found between students with higher and lower levels of motivati...

It was clear that learning in an operative technique setting involved various factors related not only to social interactions and observational aspects of learning but also to cognitive, motivational and affective processes. Consistent with studies that have demonstrated complex interactions between students, their learning environment and outcomes, other factors need investigation.

A standard model for practicing caries removal skills is needed to support learners in managing deep carious lesions. The aim of the current study was to prepare 3D-printed teeth with added simulated carious layers and a pulpal structure. A first permanent mandibular containing occlusal (Class I) or proximal (Class II) cavities was printed. The teeth were then filled with wax and resin-modified glass ionomer cements mixed with a color modifier to simulate pulp and deep caries, respectively. Undergraduate dental students (n = 61) were asked to remove the caries using the selective caries removal (SCR) technique on the teeth. The students then completed a self-administered questionnaire to rate their caries removal experiences. One instructor then assessed the prepared teeth. Overall, the students provided positive feedback on the use of 3D-printed teeth; 72.1% agreed that the printed teeth provided a realistic model for practicing the SCR technique, 75.4% indicated that the new teeth were the appropriate choice for practicing the SCR technique, and 86.9% agreed that 3D-printed teeth should be used before treating real patients. More than half of the students had satisfactory outcomes in terms of the depth and caries removal aspects of the cavity preparation. These findings suggest that the developed 3D-printed teeth can potentially be adopted to practice caries removals in preclinical dental education.