3-Dimensional simulations and student learning in orthodontic education

Area of Science:

• Dental Education
• Digital Health Technologies
• Orthodontics Learning

Background:

• Electronic dental models (e-models) are digital 3D tools for inquiry-based learning in dental education.
• Student perceptions and engagement with e-models vary, impacting learning outcomes.
• Investigating the relationship between student preferences for e-models and their learning is crucial.

Purpose of the Study:

• To assess undergraduate dental students' perceptions and preferences for electronic dental models (e-models) versus traditional plaster models.
• To evaluate the impact of e-model preference on diagnostic performance in an occlusion evaluation task.
• To explore the implications of student preferences for digital learning tools in dental education.

Main Methods:

• A questionnaire assessed perceptions and preferences of 40 third-year dental students.
• Students were grouped based on preference: plaster models, e-models, or no preference.
• A subset of students (N=9) participated in a hands-on digital occlusion workshop and a diagnostic test using specialized software, with mouse-clicks and time recorded.

Main Results:

• 72.5% of students preferred a combination of e-models and plaster models.
• Students preferring e-models (Group 2) scored higher on the diagnostic test and showed different interaction patterns (mouse-clicks) compared to other groups.
• No significant differences in time spent on knowledge questions were observed across groups.

Conclusions:

• Undergraduate dental students exhibit high acceptance of e-models in orthodontics, with a preference for blended learning approaches.
• E-model preference correlates with higher performance outcomes, aligning with cognitive load theory.
• Digital 3D models offer a valuable supplement to traditional methods in dental education.