Lean Methods Applied to CAD/CAM Pedagogy in the Dental Simulation Laboratory

Siegel, Sharon Crane; Kramer, Steven B.; Deranek, Kimberly

doi:10.21815/jde.019.100

Cited by 9 publications

(8 citation statements)

References 32 publications

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“…These characteristics are recognised by faculty and students who showed favourable views of CAD/CAM as an complementary assessment tool for tooth preparations. 22,26,27 This comes in line with our survey study that demonstrated the students' agreement on the usefulness of the digital technology as a valuable method to see the damage to nearby teeth, smoothness of walls, depth of preparation, convergence/divergence walls, isthmus, bevel and outline shape.…”

Section: Discussionsupporting

confidence: 77%

“…Furthermore, digital assessment may also augment the educator's perceptions with tools that allow visualisation and measurement of dental performance in different planes and directions. These characteristics are recognised by faculty and students who showed favourable views of CAD/CAM as an complementary assessment tool for tooth preparations 22,26,27 …”

Section: Discussionmentioning

confidence: 99%

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3D Digital technology as an alternative educational tool in preclinical dentistry

Yamakami¹,

Nagai

Chutinan

et al. 2022

Eur J Dental Education

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Introduction The advancement of 3D digital scanners has allowed educators to uphold the quality of education whilst implementing novel methods of assessment. Objective The purpose of this study was to compare two evaluation methods, conventional and digital scanned assessments, on student cavity preparations and students and faculty's perceptions of these assessment methods. Methods Predoctoral students performed Class II amalgam and Class III resin composite preparations on simulated teeth for their preclinical competency examinations. Two calibrated faculty evaluated the students’ preparations using dental instruments for conventional assessments and 3D scanned images for digital assessments. Faculty scores from both assessment methods were compared and statistically analysed (p < .05). Students also self‐assessed their performance using the digital scanned images and filled out a perception survey. Results There was no statistically significant difference between the conventional (Class II; 73.3 ± 12.2 and Class III; 82.5 ± 8.9) and the digital assessment with scanned images (Class II; 71.3 ± 11.0 and Class III; 82.2 ± 8.2). Faculty scores from both methods have shown a trend of comparability. Most students agreed that digital ideal preparation models were useful (84.2%) and almost all students agreed that digital technology helped them learn operative dentistry (91.1%). In contrast, most students agreed that conventional assessment should be the main self‐evaluation system (82.2%) and disagreed that digital assessment is more effective than conventional self‐assessment (68.3%). Conclusion Our study demonstrated that 3D digital technology could be an alternative and/or supplementary educational tool to aid in upholding the quality of dental education.

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Section: Discussionsupporting

confidence: 77%

Section: Discussionmentioning

confidence: 99%

3D Digital technology as an alternative educational tool in preclinical dentistry

Yamakami¹,

Nagai

Chutinan

et al. 2022

Eur J Dental Education

View full text Add to dashboard Cite

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“…The lack of knowledge and skills is one of the most important factors limiting technology's efficient integration and utilization in dentistry (Matthews et al 2016). Therefore, many dental schools in the US have started to incorporate the most recent digital technologies in their curricula to provide students with the knowledge and skills necessary to keep pace with the rapidly growing need for the implementation of digital techniques and workflows in dentistry (Gratton et al 2016;Schlenz et al 2020;Kutkut and Okeson 2022;Siegel et al 2019;Afshari et al 2017;Ishida et al 2022;Prager et al 2020Prager et al , 2022AlKindi et al 2018;Jurado et al 2021).…”

Section: Introductionmentioning

confidence: 99%

Perception, awareness, and attitude toward digital dentistry among pre-dental students: an observational survey

et al. 2022

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Background Pre-dental students’ perception and awareness about current technology in dentistry can influence their motivation and maturity during the learning experience and affect their dental education outcome. This observational survey aimed to examine pre-dental student's cognitive and behavioral traits as perception measures toward digital dentistry. The survey covered areas that the authors believed to impact dental education and future investments in institutional decision making. The survey was distributed over all pre-dental students representing two US dental schools in the state of Kentucky. The survey included four main categories: (1) career vision, (2) perception of digital dentistry, (3) prior knowledge of digital dentistry, and (4) personal intelligence. Results The feedback was positive toward the future use of digital dentistry. The findings are discussed in light of the implications of pre-dental students' perception to support teaching and learning in dental education. Conclusions Despite the expected enthusiasm of pre-dental students toward digital technology, the results highlight the need to emphasize structured self-learning, self-evaluation, and a deeper understanding of research within the dental curricula.

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“…According to Murphy et al, 14 "Dental students tend to prefer visualization learning more than students from other majors." As mentioned by Siegel et al, 15 dental students are prepared for developing technologies and treatments, and the educational curricula should reflect this trend. Only 13.5% of the students owned computers with specifications that met the operating system, CPU, core, and RAM conditions.…”

Section: Discussionmentioning

confidence: 99%

“…Students’ preferences are also high. According to Murphy et al., 14 “Dental students tend to prefer visualization learning more than students from other majors.” As mentioned by Siegel et al., 15 dental students are prepared for developing technologies and treatments, and the educational curricula should reflect this trend.…”

Section: Discussionmentioning

confidence: 99%

Implementation of CAD/CAM program in a nonface‐to‐face classroom environment due to the COVID‐19 pandemic

Kim

Lee

et al. 2022

Journal of Dental Education

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Purpose/Objectives: This study aimed to evaluate a nonface-to-face crown designing module in a preclinical dental course.Methods: Free dental planning software (Blue Sky Plan) was installed on the personal computers of dental college students, and a #46 full veneer crown designing practice was performed individually. An online survey was conducted on the computers' specification and main usage of the students, the practice process, and results. Statistical analysis was conducted to analyze the association between variables, such as "operating system," "central processing unit ," "number of cores," "random-access memory (RAM)," "graphic card," and task performance. Results: Of the D2 students, 75.4% (52 of 69) responded to the survey. Overall, 96% of the respondents used their computers, and all respondents had no problem running the program. Most of the students marked their level of computer literacy as intermediate and had purchased the computers for the purpose of performing light work. The most common specifications of the computer were Intel i5, quad core, 8 GB RAM, and Windows 10. Students had little experience with computer-aided design/computer-aided manufacturing before the class. The relationship between computer specifications and task performance was not statistically significant. Conclusions: Overall, students with intermediate-level computer literacy used computers with less than the recommended specifications of the program; however, they were able to run the program and individually proceed with modules to submit results. Using an individually available crown designing program can provide an opportunity to diversify curricula and broaden students' perspectives even under circumstances like the COVID-19 pandemic that limits intimate face-to face classes.

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Lean Methods Applied to CAD/CAM Pedagogy in the Dental Simulation Laboratory

Cited by 9 publications

References 32 publications

3D Digital technology as an alternative educational tool in preclinical dentistry

3D Digital technology as an alternative educational tool in preclinical dentistry

Perception, awareness, and attitude toward digital dentistry among pre-dental students: an observational survey

Implementation of CAD/CAM program in a nonface‐to‐face classroom environment due to the COVID‐19 pandemic

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