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Enhancing Student Learning in Removable Partial Denture Design by Using Virtual Three-Dimensional Models Versus

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Virtual 3D casts in preclinical removable partial denture (RPD) design education did not impact student scores but were overwhelmingly preferred by students over traditional 2D drawings. This study highlights the importance of student preference in educational tool adoption.

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Area of Science:

  • Dental Education
  • Prosthodontics
  • Digital Dentistry

Background:

  • Traditional preclinical education for removable partial denture (RPD) design relies on paper-based exercises.
  • Emerging digital technologies offer potential alternatives for enhancing dental education.

Purpose of the Study:

  • To compare virtual 3D casts versus traditional 2D drawings for preclinical RPD design exercises.
  • To evaluate the impact on student learning outcomes (scores) and student attitudes.

Main Methods:

  • Two groups of students were randomly assigned to complete RPD design exercises using either virtual 3D casts or traditional 2D formats.
  • Both Kennedy class II and class IV exercises were utilized, with format assignment varied between exercises.
  • Student preferences were assessed via survey, and performance scores were compared using statistical tests.

Main Results:

  • No statistically significant difference was found in student learning outcomes (exercise scores) between the virtual 3D and traditional 2D formats.
  • Students demonstrated a significantly higher preference for using virtual 3D casts over 2D drawings in all surveyed aspects.

Conclusions:

  • Virtual 3D casts offer a preferred learning modality for students in preclinical RPD design, despite not altering learning outcomes.
  • Integrating 3D virtual models into the curriculum may enhance student engagement and acceptance of digital tools in dentistry.