Evaluation of Occlusal Rest Seats With 3D Technology in Dental Education

Sampaio-Fernandes, Manuel António Ferreira; Sampaio-Fernandes, Maria Margarida Ferreira; Fonseca, Patrícia; Almeida, Paulo Joaquim; Campos, José Carlos Reis; Figueiral, Maria Helena

doi:10.1002/j.0022-0337.2015.79.2.tb05871.x

Cited by 4 publications

(3 citation statements)

References 14 publications

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“…Körber et al reported in their study that single crowns should have more than 450 N fracture strength and bridges should have more than 500 N fracture strength in the mouth. 23 According to the findings of the current study, it was observed that the minimum fracture resistance value was 687.89 N, which was in accordance with the study of Körber et al, in which they reported that the fracture strength value for a single crown should be higher than 450 N. 23 …”

Section: Discussionsupporting

confidence: 91%

Fracture resistance of CAD-CAM all-ceramic surveyed crowns with different occlusal rest seat designs

et al. 2021

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PURPOSE To investigate the fracture resistance of monolithic CAD-CAM all-ceramic surveyed crowns with two different occlusal rest seat designs. MATERIALS AND METHODS Two maxillary first premolar were prepared for all-ceramic surveyed crowns with wide (2/3 rd of buccolingual width of an unprepared tooth) or narrow (1/3 rd of buccolingual width of an unprepared tooth) disto-occlusal rest seat (ORS) designs. Eighty monolithic CAD-CAM all-ceramic surveyed crowns were prepared and divided into 4 groups - Group CR, Composite resin material as a control; Group LDS, Lithium disilicate based material; Group ZIPS, zirconia-material (IPS ZirCAD); and Group ZLHT, zirconia- material (CeramillZolidht+). Crowns were cemented on an epoxy resin die with adhesive resin cement. The fracture resistance of crowns was tested with the universal machine. Univariate regression analysis was used. RESULTS The mean ± standard deviation of maximum failure force values varied from 3476.10 ± 285.97 N for the narrow ORS subgroup of group ZIPS to 687.89 ± 167.63 N for the wide ORS subgroup of group CR. The mean ± standard deviation of maximum force was 1075 ± 77.0 N for group CR, 1309.3 ± 283.9 N for group LDS, 3476.1 ± 285.97 N for group ZIPS, and 2666.7 ± 228.21 N for group ZLHT, with narrow occlusal rest seat design. The results of the intergroup comparison showed significant differences in fracture strength with various material groups and occlusal rest seat designs ( P <.001). CONCLUSION The zirconia-based all-ceramic surveyed crowns fractured at more than double the load of Lithium disilicate based crowns. The crowns with narrow base occlusal rest seat design had statistically significantly higher fracture resistance than surveyed crowns with wide occlusal rest seat design. The use of narrow occlusal rest seat design in CAD-CAM all ceramic surveyed crowns provides higher fracture resistance, and therefore narrow occlusal rest design can be used for providing esthetics with high strength.

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Section: Discussionsupporting

confidence: 91%

Fracture resistance of CAD-CAM all-ceramic surveyed crowns with different occlusal rest seat designs

et al. 2021

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“…KATEEB [28], LAEEQ and CHEN [14,15]. The statement by SAMPAIOFERNANDES that there is a lot of deviation between individually implemented examiners [31], is in any case applicable, which also occurs in this study, regardless of whether this problem was tried to be counteracted through the trainthe-teacher events. The effects of the training were less than optimal, however, so that a greater need for more information and practice would have been required above all concerning the parameters 'slide-in direction' and 'outer contact positioning'.…”

Section: Discussionmentioning

confidence: 61%

Video-based assessment of practical operative skills for Undergraduate dental students

Walter¹,

Möltner²,

Böckers³

et al. 2018

Trends Comput Sci Inf Technol

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Introduction:The aim of this study is to evaluate, within the scope of an experimental design, to what extent the assessment of two different settings of prepared cavities, based on video sequences, containing digital analysis tools of the prepCheck software, as well as to what extent they deviate from one another and are reliable. Materials and Methods:For this prospective, single-centred, experimental study, 60 examination cavities related to a ceramic inlay preparation were assessed by four trainers in two different settings (A: video fi lm versus B: video fi lm plus an analogue model assessment) by using a standard checklist. The examined parameters contained: the 1. preparation / outer edges, 2. surface & smoothness / inner edges, 3. width & depth, 4. slide-in direction, 5. outer contact positioning and 6. overall grade on a Likert scale of 1 = 'excellent', 2 = 'very good', 3 = 'good', 4 = 'satisfactory' to 5 = 'unsatisfactory'. An evaluation questionnaire with 33 items was additionally addressed to the concept of application of a digital-analytic software. The statistical analysis, using SAS 9.2 (SAS Institute Inc., Cary, USA, PROC MIXED) and R (Version 2.15, Package lme4) concerned the reliability, inter-rater correlation and signifi cant factors at a p of 0.05. Results:The assessment of the individual criteria and overall grade of the control group (A) were, on average, lower (i.e. better) than in the study group (B), yet with the exception of the 'outer contact positioning', without conclusive statistical signifi cance. The reliability lay at an average of α=0.83 (A) and α=0.79 (B). The maximum reliability of the criteria 'preparation edge', 'surface', 'width & depth' as well as 'overall grade' were reasonable in the assessment mode, with α > 0.7. The inter Video-based Assessment 3 rater correlation was at an average of 0.43 < r < 0.74 higher in assessment mode A than B that comprised 0.35 < r < 0.60. Conclusion:The current examination shows an average reliability in the assessment mode A that exceeds the requirements for practical examination (α ≥ 0.6) and also fulfi ls the general requirements for 'high-stake' examinations of α ≥ 0.8.

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“…However, many faculties are still hesitant when it comes to implementing digital technologies in education. They seem to shy away from the high costs and major maintenance effort [18], as permanent adaptation and adjustment to future technologies is mandatory [19]. Since the purchase of these systems depends on their effectiveness [20], the question inevitably arises as to the justification of these systems in dental education.…”

Section: Introductionmentioning

confidence: 99%

Comparison of Digital Self-Assessment Systems and Faculty Feedback for Tooth Preparation in a Preclinical Simulation

Stoilov

Trebess

Klemmer

et al. 2021

IJERPH

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Background: Regarding the new dental licensing regulations in Germany (AOZ), this study evaluated the effectiveness of two different digital tooth preparation validation systems in comparison to traditional faculty feedback. Methods: Participants were randomly divided into groups: Faculty Feedback (FF: n = 33), PrepCheck® (PC: n = 32) and Dental Teacher™ (n = 32). Students had the task to prepare tooth 16 for a retentive full-cast crown. Preparations could be repeated as often as desired. Feedback was provided either by faculty staff or by digital validation systems only. Exams were conducted and graded by two independent and experienced examiners. A survey was performed to evaluate the assessment concepts. Results: No statistical difference in examination performance between groups could be observed. Nevertheless, the survey showed participants preferred consulting the faculty staff rather than the digital validation systems. Students preferred practising with DT rather than with PC. Conclusions: Although both classical and digital methods showed comparable results regarding the preparation examination performance, direct feedback by the faculty staff is still appreciated by the students. A combination of both methods is mandatory since demonstration and advice by the teacher is needed. However, digital tooth preparation validation systems are predestined for free practice sessions, providing self-assessment.

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Evaluation of Occlusal Rest Seats With 3D Technology in Dental Education

Cited by 4 publications

References 14 publications

Fracture resistance of CAD-CAM all-ceramic surveyed crowns with different occlusal rest seat designs

Fracture resistance of CAD-CAM all-ceramic surveyed crowns with different occlusal rest seat designs

Video-based assessment of practical operative skills for Undergraduate dental students

Comparison of Digital Self-Assessment Systems and Faculty Feedback for Tooth Preparation in a Preclinical Simulation

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