Effectiveness of Crown Preparation Assessment Software As an Educational Tool in Simulation Clinic: A Pilot Study

Tiu, Janine; Cheng, Enxin; Hung, Tzu-Chiao; Yu, Chuan-Chia; Lin, T. T. Y.; Schwass, Don; Al-Amleh, Basil

doi:10.1002/j.0022-0337.2016.80.8.tb06181.x

Cited by 28 publications

(43 citation statements)

References 21 publications

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“…In dental education, one goal should be to teach the students realistic self‐assessment in everyday practice. In recent literature, digital concepts and using video recordings in self‐assessment have been evaluated. Digital self‐assessment has shown to be equivalent to the conventional form of supervision and it may, in particular, help lower‐performing students to improve their assessment ability .…”

Section: Discussionmentioning

confidence: 99%

Graduating dentists’ perceptions about their professional competence in Finland and Lithuania

Mustakallio

Näpänkangas

Narbutaitė

et al. 2020

Eur J Dental Education

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Aims Efforts to harmonise dental education in Europe have been put into action by the Association for Dental Education in Europe (ADEE). The aim of the study was to explore graduating dentists’ perceptions about their professional readiness for clinical work in Finland and Lithuania. Materials and methods The survey targeted fifth‐year dental students at the University of Oulu and the University of Turku in Finland, and at the Lithuanian University of Health Sciences, Kaunas, Lithuania (Lithuanian and international students) in 2016‐2017. The competences were evaluated in the questionnaire in 21 dental procedures based on ADEE competences by options: “I’d manage well,” “I’d need more training” or “It would not quite succeed.” The option “I’d manage well” was chosen in the analyses. Results Students felt that they were most competent in producing and maintaining accurate patient records (91.9%), implementing sterilisation and hygiene in dental practice (91.3%) and working with other members of dental team and health profession (90.0%). The largest differences between Finnish and Lithuanian students were in designing and adjusting occlusal splints (87.0% vs. 14.3%) and in undertaking subgingival scaling (95.7% vs. 57.1%). The biggest differences between Lithuanian and international students were in identifying (and treating) abnormal and anxiety‐related patient (73.1% vs. 25.5%) and implementing tobacco cessation (65.3% vs. 31.9%). Conclusions The graduating dental students in Finland and Lithuania manage well in most of the clinical procedures based on the ADEE competences. The students were most confident when dealing with tasks that are common in dental practice.

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Section: Discussionmentioning

confidence: 99%

Graduating dentists’ perceptions about their professional competence in Finland and Lithuania

Mustakallio

Näpänkangas

Narbutaitė

et al. 2020

Eur J Dental Education

View full text Add to dashboard Cite

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“…Other available software are: DentSim (Image Navigation Ltd., USA), PREPassistant (KaVo Dental GmbH, Germany), PrepCheck (Sirona Dental Systems, USA) E4D Compare (E4D TechnoloGies, USA), and Simodont Dental Trainer (Moog Industrial Group, The Netherlands). 4 Another method of measurement is to make an impression of the study cast using USA) oraz Simodont Dental Trainer (Moog Industrial Group, Holandia). 4 Innym sposobem pomiaru jest wykonanie za pomocą masy poliwinylosiloksanowej typu putty wycisku modelu diagnostycznego, a następnie po zdjęciu wycisku z modelu, nałożenie masy light body i wykonanie wycisku modelu roboczego.…”

Section: Methods Of Assessment Of Tooth Preparation For Prosthetic Reunclassified

“…4 Another method of measurement is to make an impression of the study cast using USA) oraz Simodont Dental Trainer (Moog Industrial Group, Holandia). 4 Innym sposobem pomiaru jest wykonanie za pomocą masy poliwinylosiloksanowej typu putty wycisku modelu diagnostycznego, a następnie po zdjęciu wycisku z modelu, nałożenie masy light body i wykonanie wycisku modelu roboczego. Procedurę wyciskową należy wykonać dwukrotnie, ponieważ jeden wycisk jest przekrojony w płaszczyźnie policzkowo-językowej (BL), a drugi w płaszczyźnie mezjalno--dystalnej (MD).…”

Section: Methods Of Assessment Of Tooth Preparation For Prosthetic Reunclassified

“…Research indicates higher values in the mesiodistal plane than in the buccolingual plane. 4,13,14 In addition, it was claimed that axial wall taper of the buccal surface is greater than for the lingual and proximal surface compared to the distal one. 19 Pulpal response to preparation is a serious problem in fixed prosthodontics.…”

Section: Methods Of Assessment Of Tooth Preparation For Prosthetic Rementioning

confidence: 99%

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Assessment of tooth preparation for prosthetic crowns – based on selected literature

Januszewska¹,

Dejak²

2019

Prosthodontics

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The paper presents selected methods of assessment of tooth preparation based on the literature, among others, computer software cooperating with scanners, e.g. Preppr, DentSim, PREPassistant, E4D Compare, PrepCheck and Simodont Dental Trainer. During tooth preparation for prosthetic restorations, it is necessary to create sufficient space, which will allow the technician to construct an aesthetic and durable restoration. Hard tissues should be prepared very sparingly, while at the same time providing retention and stabilization as well as marginal integration for future restoration. The anatomy of the occlusal surface should be preserved, and the axial walls reduced to the proper thickness to obtain an optimal degree of convergence angle, which equals 6 o. The most common errors in tooth preparation for crowns are inadequate reduction of the occlusal surface, the lack of functional cusp bevel and incorrect finish line width. The occlusal surface is excessively reduced on average by 15%, whereas the width of the finish line on the vestibular surface is about 28% too small. The results of the convergence angle measurement exceed three times the recommended values in the literature, which can adversely affect the retention of restoration.

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“…Recent advancements in VRS have been embedded in dental education, particularly in the field of pre‐clinical training . Virtual reality simulation enhances effectiveness of pre‐clinical crown preparation training in comparison with traditional simulation teaching techniques, which provides improved learning objectives and reproducible feedbacks, unlimited training hours and enhanced cost‐effectiveness for dental schools . Various VR dental training simulators are applied to procedures such as caries removal, cavity restoration, crown and bridge preparation, wisdom tooth extraction, pocket probing, calculus detection and calculus removal.…”

Section: Introductionmentioning

confidence: 99%

Simulation training for ceramic crown preparation in the dental setting using a virtual educational system

Liu

Zhou

Yuan

et al. 2019

Eur J Dental Education

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Objectives The aim was to evaluate the effectiveness of a pre‐clinical training of ceramic crown preparation using the Virtual Educational System for Dentistry. Material and Methods Fifty‐seven dental students were recruited to prepare a ceramic crown under the guidance of the Real‐time Dental Training and Evaluation System (RDTES) in order to collect pre‐learning data. They participated in the online virtual learning course independently on the Virtual Learning Network Platform (VLNP). One week later, the students were invited to complete their post‐learning crown preparation with the RDTES. A questionnaire survey explored students' perceived benefits or drawbacks of the virtual educational system. Students were allocated into Group A (n = 15), B (n = 24) and C (n = 18) based on their pre‐learning performance. Differences of assessment results amongst different groups were evaluated by ANOVA and Kruskal‐Wallis tests. The pre‐ and post‐learning assessment results in all groups were compared using paired t tests or Wilcoxon signed rank tests. Results The error scores for four assessment items (instrument selection, preparation section, preparation reduction, preparation surface and profile) and total score of outcome assessment after the virtual learning were significantly different with those before the virtual learning (P < 0.05). There were significant interactions between time and student group in the mean scores of process and outcome assessments (P < 0.001), except for the assessment item “damage of adjacent teeth.” Conclusion The application of a Virtual Educational System for Dentistry with the VLNP and RDTES in pre‐clinical operative training helps students improve their clinical skills.

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Effectiveness of Crown Preparation Assessment Software As an Educational Tool in Simulation Clinic: A Pilot Study

Cited by 28 publications

References 21 publications

Graduating dentists’ perceptions about their professional competence in Finland and Lithuania

Graduating dentists’ perceptions about their professional competence in Finland and Lithuania

Assessment of tooth preparation for prosthetic crowns – based on selected literature

Simulation training for ceramic crown preparation in the dental setting using a virtual educational system

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