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

Abstract

Introduction The advancement of 3D digital scanners has allowed educators to uphold the quality of education whilst implementing novel methods of assessment. Objective The purpose of this study was to compare two evaluation methods, conventional and digital scanned assessments, on student cavity preparations and students and faculty's perceptions of these assessment methods. Methods Predoctoral students performed Class II amalgam and Class III resin composite preparations on simulated teeth for their preclinical competency examinations. Two calibrated faculty evaluated the students’ preparations using dental instruments for conventional assessments and 3D scanned images for digital assessments. Faculty scores from both assessment methods were compared and statistically analysed (p < .05). Students also self‐assessed their performance using the digital scanned images and filled out a perception survey. Results There was no statistically significant difference between the conventional (Class II; 73.3 ± 12.2 and Class III; 82.5 ± 8.9) and the digital assessment with scanned images (Class II; 71.3 ± 11.0 and Class III; 82.2 ± 8.2). Faculty scores from both methods have shown a trend of comparability. Most students agreed that digital ideal preparation models were useful (84.2%) and almost all students agreed that digital technology helped them learn operative dentistry (91.1%). In contrast, most students agreed that conventional assessment should be the main self‐evaluation system (82.2%) and disagreed that digital assessment is more effective than conventional self‐assessment (68.3%). Conclusion Our study demonstrated that 3D digital technology could be an alternative and/or supplementary educational tool to aid in upholding the quality of dental education.

Pre‐doctoral dental students’ computer‐aided design/computer‐aided manufacturing‐related education, knowledge, attitudes and behavior: A national survey

“…However, most students agreed at the same time that conventional assessment should be the main evaluation system. 15 Based on these research findings, one suggestion could be to combine the excellent self-assessment benefits of CAD/CAM technology with personal faculty support to optimize students' learning.…”

“…They studied its use in preclinical and clinical settings, 11 and for traditional self-assessment vs. digital assessment. [12][13][14][15] They also explored the benefits of digital vs. conventional treatment approaches in clinical settings. 16 While most of the previous studies were limited to the preclinical setting, this study explored the current state of CAD/CAM education in all types of educational settings.…”

“…Several authors assessed pre-doctoral dental students' attitudes toward the use of CAD/CAM vs. traditional approaches. 15,[18][19][20][21] The current survey analyzed dental students' attitudes toward this new technology in general and asked them what they liked about it and which challenges they encountered when using it. In addition, it inquired about the dental students' actual clinical CAD/CAM behavior and their intentions to use this technology in the future.…”

“…Several studies compared different learning techniques used in students’ CAD/CAM‐related dental school education. They studied its use in preclinical and clinical settings, 11 and for traditional self‐assessment vs. digital assessment 12–15 . They also explored the benefits of digital vs. conventional treatment approaches in clinical settings 16 .…”

“…Several authors assessed pre‐doctoral dental students’ attitudes toward the use of CAD/CAM vs. traditional approaches 15,18–21 . The current survey analyzed dental students’ attitudes toward this new technology in general and asked them what they liked about it and which challenges they encountered when using it.…”