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Effect of Computer-Assisted Learning on Students' Dental Anatomy Waxing Performance.

So Ran Kwon1, Marcela Hernández2, Derek R Blanchette2

  • 1Dr. Kwon is Associate Professor, Department of Operative Dentistry, University of Iowa College of Dentistry & Dental Clinics; Dr. Hernández is Clinical Associate Professor, Department of Family Dentistry, University of Iowa College of Dentistry & Dental Clinics; Mr. Blanchette is Biostatistician, Division of Biostatistics and Research Design, University of Iowa College of Dentistry & Dental Clinics; Mr. Lam is a fourth-year dental student, University of Iowa College of Dentistry & Dental Clinics; Dr. Gratton is Associate Professor and Director, Division of Maxillofacial Prosthodontics, Hospital Dentistry Institute, University of Iowa Hospitals & Clinics; and Dr. Aquilino is Professor Emeritus, Department of Prosthodontics, University of Iowa College of Dentistry & Dental Clinics. soran-kwon@uiowa.edu.

Journal of Dental Education
|September 3, 2015
PubMed
Summary
This summary is machine-generated.

Computer-assisted learning did not improve dental students' waxing skills or self-evaluation. Digital assessment tools showed moderate correlation with faculty grading but were not favored by students.

Keywords:
CAD/CAMcomputer simulationcomputer-assisted instructiondental anatomydental educationeducational technologyteaching method

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Area of Science:

  • Dental Education
  • Digital Learning Technologies

Background:

  • Traditional dental education relies on established teaching methods.
  • Emerging digital technologies offer potential for enhanced learning and assessment in dentistry.

Purpose of the Study:

  • To assess the impact of computer-assisted learning on dental students' waxing abilities and self-evaluation.
  • To compare the efficacy of digital evaluation software against faculty grading for technical skills assessment.

Main Methods:

  • First-year dental students were divided into control (traditional) and technology-assisted groups (E4D Compare, Sirona prepCheck).
  • Outcomes included visual assessment, self-evaluation, and digital assessment scores at varying tolerances.
  • Statistical analyses included Kruskal-Wallis test and correlation coefficients (Pearson, Spearman).

Main Results:

  • No significant differences in visual assessment or self-evaluation scores were found among the groups.
  • Modest, statistically significant correlations were observed between visual and digital assessment scores.
  • Student surveys indicated similar, unfavorable perceptions of digital technologies in both technology-assisted groups.

Conclusions:

  • Technology-assisted training did not demonstrably enhance waxing performance or self-evaluation skills in these dental students.
  • Digital assessment tools correlated moderately with faculty evaluations but did not yield superior results.
  • Student feedback suggests a need for further development or better integration of digital tools in dental curricula.