Enhancing Student Learning in Removable Partial Denture Design by Using Virtual Three‐Dimensional Models Versus Traditional Two‐Dimensional Drawings: A Comparative Study

Abstract

Purpose To compare the use of virtual 3D casts as an alternative to paper‐based exercises in preclinical removable partial denture (RPD) design in terms of student outcomes (as evidenced by exercise evaluation scores), as well as student attitudes related to the 2 formats. The first hypothesis of this study is that virtual 3D digital models in the exercise will result in better student outcomes as evidenced by the final exercise score compared to the 2D drawings. The second hypothesis is that virtual 3D digital models in the exercise will result in greater student acceptance compared to the 2D drawings. Materials and Methods Students were divided into 2 equal, randomly assigned groups Both groups were made to solve 2 exercises: a class II exercise and a class IV exercise. Group 1 received the first exercise (exercise #1) as a Kennedy class IV design exercise in virtual 3D and the second exercise (exercise #2) as a Kennedy class II design exercise in traditional format. Group 2 would receive the opposite exercise #1 as a Kennedy class IV in traditional format and exercise #2 as a Kennedy class II in virtual 3D format. Virtual 3D casts were made to be identical to the traditional exercises. Students were then asked to complete a short survey to assess their preferences. The Wilcoxon Rank Sum test was used to compare the distribution of scores of exercises using the virtual 3D format with the scores when students used the traditional 2D format. Preference comparisons for the 2 formats were accomplished using exact binomial tests. Results There was no difference in learning outcomes based on the distribution of student scores for either exercise independent of presentation format (p > 0.52). There was also no difference in individual student score between 2 identical exercises, independent of whether the exercise was using 3D virtual models or 2D drawings. A greater proportion of students agreed with the statements that favored the use of the virtual 3D models than disagreed with respect to all 7 questions asked, based upon the sign test (comparing agreement vs. disagreement with the statement, p < 0.0003 in all instances). Conclusion Despite there being no difference in learning outcomes (final scores), the students showed an overwhelming preference in having the virtual 3D casts part as part of the curriculum.

Disruptions during a pandemic: Gaps identified and lessons learned

“…17,18 Using 3-dimensional virtual models has shown to increase student's spatial visualization 19 and results in a more positive students' perception of dental education. 20 Significant advancement in haptic and virtual reality (VR) and augmented reality (AR) space gave rise to AR/VR-based simulation devices (examples: eHuman, Simodont, Dentsim, or Periosim) exclusively used as adjunct instruction tools during the pre-clinical training period. [21][22][23] Although they are in the early stages, when adequately enhanced and made portable, this technology has the potential to mimic patient encounters and aid in virtual continuity of clinical education and assessment during crises, when used in personal devices, such as tablets or phones.…”

“…Dental education can also benefit from such technology by using free, easy to learn software to generate virtual 3‐dimensional models that can be accessed from any laptop, desktop, or mobile device 17,18 . Using 3‐dimensional virtual models has shown to increase student's spatial visualization 19 and results in a more positive students’ perception of dental education 20 . Significant advancement in haptic and virtual reality (VR) and augmented reality (AR) space gave rise to AR/VR‐based simulation devices (examples: eHuman, Simodont, Dentsim, or Periosim) exclusively used as adjunct instruction tools during the pre‐clinical training period 21‐23 .…”

Enhancing Student Learning in Dental Anatomy by Using Virtual Three‐Dimensional Models

“…Virtual 3D models are already being generated and incorporated into lectures in order to create a more substantial learning experience 9 . Surveys show that students had an overwhelmingly positive attitude towards the incorporation of virtual 3D models in their coursework 10 …”

“…9 Surveys show that students had an overwhelmingly positive attitude towards the incorporation of virtual 3D models in their coursework. 10 Thus, this article aims to describe a novel educational technique by demonstrating how natural teeth can be scanned and identifying free software that can be used to manipulate the tooth anatomy and color of the virtual 3D models.…”

Two critical thinking models—probing questions and conceptualization—adding 4 skillsets to the teacher's armamentarium

“…A step toward conceptualizing the procedural outcome is to offer the student a spatial visualization of the outcome. 32,33 Still unresolved is whether the student then conceptualizes the procedural outcome. With endless possibilities for variations, the methodology is not currently available to assess the student's accuracy to conceptualize the procedural outcome.…”