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Related Experiment Videos

Creating virtual 3-dimensional models for teaching pre-clinical tooth preparation: Students' usages and perceptions.

W S Lin1, J C Chou2, J R Charette3

  • 1Department of Prosthodontics, Indiana University School of Dentistry, Indianapolis, IN, USA.

European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe
|April 18, 2018
PubMed
Summary

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This summary is machine-generated.

Dental students widely use smartphones and positively perceive virtual 3D models for learning tooth preparation in pre-clinical courses. These technologies enhance dental education, despite varied adoption in clinical settings.

Area of Science:

  • Dental Education
  • Medical Technology
  • 3D Modeling

Background:

  • Smartphones are prevalent among dental students.
  • Traditional methods for teaching tooth preparation may have limitations.
  • Integrating technology can enhance pre-clinical dental education.

Purpose of the Study:

  • To assess dental students' smartphone usage in general dental education.
  • To evaluate student perceptions of using smartphones for learning tooth preparation with virtual 3D models.
  • To explore the role of these technologies in the pre-clinical removable partial denture course.

Main Methods:

  • A survey was administered to second-year dental students.
  • Investigated demographic information, general smartphone usage, and perceptions of smartphone use in dental education (construct 1) and virtual 3D models (construct 2).
Keywords:
3Dpreclinicalremovable partial denturetooth preparationvirtual model

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  • Statistical analyses included Kruskal-Wallis, Fisher's exact test, Pearson correlation, t-tests, and ANOVA to compare responses with demographic and educational backgrounds.

    • Main Results:

    • 90 students participated (75% response rate); all owned smartphones.
    • Over 73% of students agreed on smartphone use in pre-clinical dental education, but only 49% in clinical settings.
    • More than 73% of students who viewed the 48 virtual 3D models found them beneficial for pre-clinical tooth preparation learning.
    • Student demographics did not significantly influence general smartphone usage or perceptions of constructs 1 and 2.

    Conclusions:

    • High smartphone ownership and usage were observed among surveyed dental students.
    • Individually designed virtual 3D instructional models were positively received as supplemental pre-clinical teaching tools.
    • The findings suggest potential for integrating smartphones and 3D models to enhance dental education.