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Effectiveness and feasibility of utilizing E4D technology as a teaching tool in a preclinical dental education
Richard S Callan1, Christie L Palladino2, Alan R Furness2
1Dr. Callan is Associate Professor and Chair, Department of General Dentistry, Georgia Regents University College of Dental Medicine; Dr. Palladino is Assistant Professor, Educational Innovation Institute, Georgia Regents University Medical College of Georgia; Dr. Furness is Instructor, Department of Oral Rehabilitation, Georgia Regents University College of Dental Medicine; Dr. Bundy is Instructor, Department of Oral Rehabilitation, Georgia Regents University College of Dental Medicine; and Ms. Ange is Research Statistician, Department of Academic Affairs, Georgia Regents University Medical College of Georgia. rcallan@gru.edu.
Abstract:
Recent efforts have been directed towards utilizing CAD/CAM technology in the education of future dentists. The purpose of this pilot study was to investigate the feasibility of implementing CAD/CAM technology in instruction on preparing a tooth for restoration. Students at one dental school were assigned access to CAD/CAM technology vs. traditional preparation methods in a randomized, crossover design. In a convenience sample of a second-year class, seventy-six of the seventy-nine students volunteered to participate, for a response rate of 96 percent. Two analyses were performed on this pilot data: a primary effectiveness analysis comparing students' competency exam scores by intervention group (intention-to-treat analysis) and a secondary efficacy analysis comparing competency exam scores among students who reported using CAD/CAM versus those who did not. The effectiveness analysis showed no difference in outcomes by intervention group assignment. While student survey results indicated interest in utilizing the technology, the actual utilization rate was much less than one might anticipate, yielding a sample size that limited statistical power. The secondary analysis demonstrated higher mean competency exam scores for students reporting use of CAD/CAM compared to those who did not use the technology, but these results did not reach statistical significance (p=0.075). Prior research has investigated the efficacy of CAD/CAM in a controlled educational trial, but this study adds to the literature by investigating student use of CAD/CAM in a real-world, self-study fashion. Further studies should investigate ways in which to increase student utilization of CAD/CAM and whether or not increased utilization, with a larger sample size, would yield significant outcomes.
