3D printing for fostering better dental education

Chaudhari, Prabhat Kumar; Dhillon, Harnoor; Dhingra, Kunaal; Alam, Mohammad Khursheed

doi:10.1038/s41432-021-0217-8

Cited by 10 publications

(3 citation statements)

References 3 publications

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“…During this study, the participants' satisfaction was evaluated. Students of every cohort were satisfied with the exercises proposed, which is in accordance with other studies on the usefulness of 3D printing 18–21 …”

Section: Discussionsupporting

confidence: 85%

“…Students of every cohort were satisfied with the exercises proposed, which is in accordance with other studies on the usefulness of 3D printing. [18][19][20][21] To the best of our knowledge, no studies have been conducted on the impact of the motor chunking theory on preclinical work in prosthodontics. Questions A and H provided very good feedback, and the students were highly satisfied with this new pedagogical project.…”

Section: Discussionmentioning

confidence: 99%

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Preclinical motor chunking and fine motor skill learning in fixed prosthodontics: Contribution of3Dprinting and satisfaction of dental students

Galibourg,

Vergnes,

Rattier

et al. 2023

Eur J Dental Education

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IntroductionIn fixed prosthodontics, simulators are essential to students for a progressive transition from preclinical to clinical condition. With the 3D printing technology, we developed resin bars allowing students to better visualise by motor chunking technique. Main objectives of this work were to describe this teaching methodology used in preclinic among different promotions of second, third and fourth dental years and to evaluate students' feedback.Materials and MethodsTwo hundred seventy resin strips were digitally designed and printed in resin. All participants from second, third and fourth had to fulfil a User Experience Questionnaire (UEQ) after the preclinical work. The scales of this questionnaire covered the complete impression of the user experience. Both classical aspects of usability (efficiency, insight and reliability) and aspects of user experience (originality, stimulation) were measured.ResultsFor the second dental years, ‘Attractiveness’, ‘Stimulation’ and ‘Novelty’ were considered ‘Excellent’. For the third dental year, novelty average was considered as ‘Excellent’. For the fourth dental year, ‘novelty’ was considered as ‘Good’.DiscussionThe resin plates used in this study are original and stimulating for the students, especially for the second‐year dental students who found the exercises useful for their learning. This method can also be used by creating scenarios close to the clinical situations encountered in dentistry departments (more dilapidated teeth, preparation of inlays, post and core, etc.). This 3D printed simulation model is not intended to replace the Frasaco® models but is a complement to the learning process.

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Section: Discussionsupporting

confidence: 85%

Section: Discussionmentioning

confidence: 99%

Preclinical motor chunking and fine motor skill learning in fixed prosthodontics: Contribution of3Dprinting and satisfaction of dental students

Galibourg,

Vergnes,

Rattier

et al. 2023

Eur J Dental Education

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show abstract

“…Three-dimensional printed teeth can mimic complicated tooth structures and can be more realistic and accurate than typodont teeth. Researchers have introduced the use of 3D-printed teeth with anatomical details, such as occlusal anatomy and dental pulp, for training cavity preparation skills [5,[7][8][9][10][11]. The results of these studies show that dental students perceive the use of 3D-printed teeth with anatomical details to be satisfactory.…”

Section: Introductionmentioning

confidence: 99%

Assessment of 3D-Printed Tooth Containing Simulated Deep Caries Lesions for Practicing Selective Caries Removal: A Pilot Study

Panpisut

Doungkom

Padunglappisit

et al. 2022

IJERPH

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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.

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Perceptions regarding the use of a three‐dimensionally‐printed manufactured educational simulator for periodontal treatment of intraosseous and interradicular lesions

Jannot,

Attal,

Marteleur

et al. 2024

Journal of Dental Education

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Purpose/objectivesTreating intraosseous lesions (IOLs) and interradicular bone lesions (IRLs) is an extremely technical dental procedure in periodontics. Instrumentation of these lesions is often perceived as difficult by students and inexperienced dentists before they perform a certain number of procedures on patients in the clinic. The aim of this article is to evaluate a cost‐effective three‐dimensional (3D)‐printed educational simulator for the periodontal treatment of IOLs/IRLs (including scaling, incisions and sutures).MethodsThe simulators were first developed digitally, and then manufactured using printable resins and specific materials; finally, they were assembled using different bonding systems. To evaluate the simulators, assessments were gathered from two target populations: undergraduate students and periodontics experts. These individuals tested the simulator and completed a cross‐sectional questionnaire based on a Likert scale with comparative and pedagogical items scored from one to five. The purpose of the questionnaire was to compare our simulator to clinical reality (i.e., operation on human jaws) and to an animal simulator (i.e., simulation of porcine jaws). The results are expressed as the mean and standard deviation and were statistically analyzed with the Wilcoxon signed‐rank test.ResultsOverall, the results were satisfactory for both groups of testers (4.70 and 4.61 out of five for students and experts, respectively, for global satisfaction).ConclusionsThe overall educational relevance of the simulator designed herein highlights the fact that 3D‐printed educational simulators could enable efficient cognitive‐functional learning for clinical IOL/IRL treatment.

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3D printing for fostering better dental education

Cited by 10 publications

References 3 publications

Preclinical motor chunking and fine motor skill learning in fixed prosthodontics: Contribution of3Dprinting and satisfaction of dental students

Preclinical motor chunking and fine motor skill learning in fixed prosthodontics: Contribution of3Dprinting and satisfaction of dental students

Assessment of 3D-Printed Tooth Containing Simulated Deep Caries Lesions for Practicing Selective Caries Removal: A Pilot Study

Perceptions regarding the use of a three‐dimensionally‐printed manufactured educational simulator for periodontal treatment of intraosseous and interradicular lesions

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