A New Model for Training in Periodontal Examinations Using Manikins

Abstract

The aim of this study was to develop and test models for training dental students in periodontal examinations using manikins that had distinct anatomical designs but were indistinguishable in external appearance. After four models were tested for inter-and intra-examiner reliability by two experienced dentists, 26 additional models were produced. The models were tested by 35 dental students at a dental school in Germany in 2014. The testing involved completing a periodontal examination that included probing depths, gingival recessions, and furcation involvements. The primary purpose of the study was to determine whether the models could be used as a tool for periodontal examination training by the students. Levels of agreement (students and dentists) and Kappa statistics (dentists) were calculated using absolute (±0 mm) and tolerable difference (±1 mm). Over the span of two weeks, the dentists' reliability with preset values for probing depths, gingival recessions, and furcation involvements ranged from 0.29 to 0.38, 0.52 to 0.61, and 0.54 to 0.57, respectively, under absolute difference and from 0.86 to 0.90, 0.96 to 0.99, and 0.62 to 0.73, respectively, under tolerable difference. The students' proportions of agreement for probing depths and gingival recessions under absolute vs. tolerable difference were 34.8% vs. 79.9% and 71.9% vs. 94.4%, respectively. The students frequently scored values higher than the preset values, overestimated furcation involvements, and failed to differentiate the levels of furcations. The models used did not pose any systematic or technical difficulties in the pilot study. Students were unable to measure furcation involvements with acceptable agreement. Thus, these models could be used for student periodontal examination training.

Effectiveness of technology‐enhanced learning to improve periodontics educational outcomes: A systematic review

“…[12][13][14] However, 2 other studies concluded that although students had a positive reaction to TEL, they still preferred the traditional learning methodology. [15][16][17][18][19][20][21][22][23][24][25][26][27][28][29][30][31][32] All 7 studies assessed knowledge gain at level 2 (learning); however, educational tools differed among the studies. Two studies applied practical exams 13,23 ; 2 applied multiplechoice questions (MCQ), 14,15 1 applied a writing test, 12 and 2 applied educational tool combinations.…”

“…15 However, other studies questioned the capability of conventional learning methods in offering a more in-depth learning experience for students and suggest that more simulation and innovative learning methods would improve educational outcomes in periodontics. [16][17][18][19][20] Nonetheless, despite reports about the positive effects of TEL in improving educational outcomes in periodontics education, 13,[21][22][23] Ramlogan et al highlighted that the exclusive use of video as a TEL had some limitations. 12 Furthermore, corroborating with Levine et al, some authors did not find a difference in TEL application to traditional learning methods in improving educational outcomes of undergraduate dental students' in periodontics.…”

Evolução da autoconfiança e segurança de estudantes após aprendizagem utilizando manequins em Periodontia

“…Entre a aplicação inicial e após a fase laboratorial o aumento desses quesitos esteve entre 11,2 e 49,6 pontos, enquanto a evolução entre as aplicações após fase laboratorial e após fase clínica variou entre 2,2 e 18,7. Resultados semelhantes foram observados em outras pesquisas, que apontaram que a simulação não é alicerce para afirmar que os estudantes estão prontos para trabalhar com situações clínicas reais sem maiores intercorrências, porém é capaz de prover maior segurança e autonomia quando da exposição a um cenário verdadeiro 2,3,[11][12][13][14] .…”

3D Printing—Encompassing the Facets of Dentistry

“…In the past, dental students have been trained either on manikins, dental models, or directly on patients for periodontal examination, scoring, and indexing procedures (Heym et al, 2016 ). Students have often found difficulties, leading to patient discomfort such as pain and bleeding while probing the patients for examination (Heym et al, 2016 ). Hence, it would be a good approach to print 3D models simulating gums, periodontal tissues, and defects with respective tissue characteristics to develop the correct proprioception and skill before operating the patient.…”