Tooth Atlas 3D, version 6.3.0

Mowery, Danielle L.; Clayton, Marc; Hu, Jian; Schleyer, Titus

doi:10.1002/j.0022-0337.2010.74.11.tb05002.x

Cited by 7 publications

(11 citation statements)

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“…As mobility plays an increasing role in the method of study, computer applications designed to support it will also play a more important role. There are a number of tooth morphology applications available (Mowery et al, ; Skelton‐Macedo and Nayyar, ; Nelson, ; Salajan et al, ; Javaid et al, ) but there is limited research demonstrating their pedagogical validity. It is essential for these applications to be reviewed by students and professionals and evidence‐based, research generated results provided to show their validity and efficiency (Khatoon et al, ).…”

Section: Discussionmentioning

confidence: 99%

“…While some apps required a plugin (Skelton‐Macedo and Nayyar, ; Salajan et al, ) the TMQ was easily installed in the PCs and laptops and did not require any plugins. Moreover, quiz or examination are available with some applications (Mowery et al, ; Javaid et al, ), but other applications do not offer any tools to assess user learning (Skelton‐Macedo and Nayyar, ). The TMQ app presented here is unique in that it offers dental students an opportunity to actively study tooth morphology using 3D images and test themselves using the FDI notation system.…”

Section: Discussionmentioning

confidence: 99%

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Development and Assessment of a Three‐Dimensional Tooth Morphology Quiz for Dental Students

Lone

Vagg

Theocharopoulos

et al. 2018

Anatomical Sciences Ed

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Tooth morphology has a pivotal role in the dental curriculum and provides one of the important foundations of clinical practice. To supplement tooth morphology teaching a three‐dimensional (3D) quiz application (app) was developed. The 3D resource enables students to study tooth morphology actively by selecting teeth from an interactive quiz, modify their viewpoint and level of zoom. Additionally, students are able to rotate the tooth to obtain a 3D spatial understanding of the different surfaces of the tooth. A cross‐over study was designed to allow comparison of students’ results after studying with the new application or traditionally with extracted/model teeth. Data show that the app provides an efficient learning tool and that students’ scores improve with usage (18% increase over three weeks, P < 0.001). Data also show that student assessment scores were correlated with scores obtained while using the app but were not influenced by the teaching modality initially accessed (r2 = 0.175, P < 0.01). Comparison of the 2016 and 2017 class performance shows that the class that had access to the app performed significantly better on their final tooth morphology assessment (68.0% ±15.0 vs. 75.3% ±13.4, P < 0.01). Furthermore, students reported that the 3D application was intuitive, provided useful feedback, presented the key features of the teeth, and assisted in learning tooth morphology. The 3D tooth morphology app thus provides students with a useful adjunct teaching tool for learning dental anatomy. Anat Sci Educ 00: 000–000. © 2018 American Association of Anatomists.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Development and Assessment of a Three‐Dimensional Tooth Morphology Quiz for Dental Students

Lone

Vagg

Theocharopoulos

et al. 2018

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…Students can select from multiple types of tooth anatomy and study them from different directions. Specific tooth structures can be made transparent so that they can see beyond them and even navigate through the root canal (Mowery et al 2010). Thus, the learning process becomes active.…”

Section: Introductionmentioning

confidence: 99%

Virtual reality: an effective tool for teaching root canal anatomy to undergraduate dental students – a preliminary study

Reymus¹,

Liebermann²,

Diegritz³

2020

Int Endodontic J

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“…From the 97 items named, a few had been already addressed by developers [10,13,14,19,20,29,32,33,35,64,65] e.g., tooth morphology, root canal related software, 3D study models, surgical procedures for dental implants. Tooth anatomy was among the most recurrent themes in the focus group, despite the fact that five studies [19,20,29,35,64] have highlighted the availability of a 3D learning resource for that purpose. Perhaps, the current respondents were unaware of these resources or maybe the actual resources did not comply with their current needs in terms of quality or expectations.…”

Section: Discussionmentioning

confidence: 99%

“…For example, a search in Scopus including the terms "3D" and "dental education" reveals only one paper in the year 2000 containing those terms; while 14 appeared in the year 2019 and 11 have been published so far in 2020. A review of the literature shows that 20 papers describe new software or novel uses of 3D technology for dental education [19][20][21][22][23][24][25][26][27][28][29][30][31][32][33][34] and 10 focus on students' perception of the use of 3D tools [19,30,[35][36][37][38][39][40]. However, only eight were comparative studies [35,38,[40][41][42][43].…”

Section: Introductionmentioning

confidence: 99%

3D Technology Development and Dental Education: What Topics Are Best Suited for 3D Learning Resources?

2020

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The aim of this study is to identify topics (knowledge and skills) from the dental curricula that would benefit from having a 3D learning resource using an exploratory sequential design method. The first phase targeted stakeholders from a Scottish dental school. Seven focus groups and three interviews disclosed 97 suitable topics for 3D technology development. These results were used to construct a survey that was sent to final year dental students, newly dental graduates and academics from three Scottish universities. The survey asked participants to rank each item based on the perceived benefit that a 3D learning resource would have for dental education. Results revealed that detailed anatomy of the temporomandibular joint, dental anaesthesiology, dental clinical skills techniques, dental occlusion and mandibular functioning were top priorities. Gender differences only appeared in relation to ‘Extraction techniques: movements and force’ (p < 0.05), this topic was considered to be more beneficial by females than by males. No statistical difference was found when comparing results of graduates with undergraduates. These results serve as a starting point when developing a new 3D technology tool for dental education, considering users demands and perceived needs has the potential to benefit dental students and dental education directly.

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Tooth Atlas 3D, version 6.3.0

Cited by 7 publications

References 0 publications

Development and Assessment of a Three‐Dimensional Tooth Morphology Quiz for Dental Students

Development and Assessment of a Three‐Dimensional Tooth Morphology Quiz for Dental Students

Virtual reality: an effective tool for teaching root canal anatomy to undergraduate dental students – a preliminary study

3D Technology Development and Dental Education: What Topics Are Best Suited for 3D Learning Resources?

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