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Enhancing Dental Student Learning and Skill with Dental Bonding Utilizing a Shear Bond Strength Test
Marc R Hayashi1, Kimberlin Low2, Kyle Tupaz2
1Marc R. Hayashi, DMD, is Assistant Clinical Professor, Section of Restorative Dentistry, School of Dentistry, University of California, Los Angeles; Kimberlin Low, BS, is a dental student, School of Dentistry, University of California, Los Angeles; Kyle Tupaz, MPA, is Administrative Assistant and Administrator, Faculty Executive Committee, School of Dentistry, University of California, Los Angeles; Alison Ozaki, DDS, is Lecturer, Section of Restorative Dentistry, School of Dentistry, University of California, Los Angeles; Richard G. Stevenson III, DDS, is Professor of Clinical Dentistry, Section of Restorative Dentistry, School of Dentistry, University of California, Los Angeles; and Reuben H. Kim, DDS, PhD, is Associate Professor, Section of Restorative Dentistry and Director of Research Collaborative Programs, School of Dentistry, University of California, Los Angeles mhayashi@dentistry.ucla.edu.
Abstract:
Teaching dental students the proper protocol and application of bonding agents for improved composite restorations in the preclinical setting can be challenging due to difficulty in translating their bonding technique to clinical outcomes. The aim of this study was to examine the effectiveness of utilizing a shear bond strength test and to evaluate if it improved student performance and confidence in adhesive dentistry. All 106 third-year and 106 fourth-year dental students (total N=212) at the University of California, Los Angeles, School of Dentistry were invited to participate in a shear bond strength workshop in 2016. The hands-on workshop used a bond strength testing instrument to demonstrate the various principles and techniques of adhesive dentistry. A total of 54 third-year and 34 fourth-year students (total N=88) participated, for response rates of 51% and 32%, respectively. For the total students, there was a significant difference in the mean bond strength between the first and second attempts (p<0.001). For the third-year students, an increase in the mean shear bond strength was seen but was not significant (p=0.097). For the fourth-year students, there was a significant difference between the first and second attempts (p<0.001). A significant difference was also found in the aggregate self-ratings before and after the exercise (p<0.001). The students rated the exercise as an enjoyable way to learn about adhesive dentistry and agreed that it increased their confidence in performing bonding procedures. This exercise served as an innovative method of emphasizing proper technique with adhesive dentistry, while helping to build student confidence in the preclinical laboratory.
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