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Osteotomy training for dental students using three-dimensional simulation software and maxillofacial

Shuji Yoshida1, Akira Watanabe1, Keisuke Sugahara2

  • 1Department of Oral and Maxillofacial Surgery, Tokyo Dental College, Tokyo, Japan.

Journal of Dental Education
|January 3, 2022
PubMed
Summary

Self-simulation using 3D-printed models and maxillofacial simulation software (MSS) significantly improved dental students' understanding of osteotomy procedures and surgical techniques. This approach enhances learning outcomes in dental education.

Keywords:
3D printingcomputed tomographycomputer softwareeducationoral surgeryosteotomy

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Area of Science:

  • Dental Education
  • Surgical Simulation
  • Additive Manufacturing

Background:

  • Traditional simulated models for dental procedural skills training are being enhanced by 3D printing.
  • Three-dimensional (3D) printing and additive manufacturing enable the creation of advanced models for surgical and dental training, integrating with technologies like 3D scanners and image analysis software.

Purpose of the Study:

  • To evaluate the effectiveness of self-simulation using 3D-printed models and maxillofacial simulation software (MSS) for osteotomy training in undergraduate dental students.
  • To compare learning outcomes between students receiving a simulation lecture versus those engaging in self-simulation.

Main Methods:

  • Fifth-year undergraduate dental students participated in osteotomy training using MSS and 3D-printed models.
  • One group received a simulation lecture, while the other performed self-simulation on personal computers.
  • Pre- and post-curriculum tests and questionnaires were used for comparison.

Main Results:

  • Students who performed self-simulation with 3D-printed models achieved significantly higher average test scores.
  • Self-simulation participants demonstrated a better understanding of the surgical procedure, instruments, and techniques.
  • Questionnaire comparisons revealed significant differences in students' comprehension between the two groups.

Conclusions:

  • Maxillofacial simulation software (MSS) and 3D-printed models are valuable clinical tools.
  • Integrating these technologies into dental curricula can accelerate student development.
  • Further research and education on these simulation tools are encouraged to enhance clinical treatment planning and practice.