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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
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Area of Science:

  • Dental Education
  • Medical Simulation
  • Digital Learning Technologies

Background:

  • Traditional dental education relies on physical models for teaching indirect tooth preparations.
  • Evaluating novel 3D imaged models (3D IMs) alongside physical models is crucial for modernizing dental curricula.
  • Student learning experiences can be significantly impacted by the type of educational resources utilized.

Purpose of the Study:

  • To compare the effectiveness of 3D imaged models (3D IMs) versus physical reference models in dental student education.
  • To assess student perceptions regarding the utility of 3D IMs and physical models for learning indirect tooth preparations.
  • To identify potential improvements and integration strategies for 3D IMs in dental curricula.

Main Methods:

  • Fourth-year dental students from two cohorts (2021, N=69; 2022, N=54) used 3D IMs and physical models.
  • A Likert scale questionnaire evaluated the perceived impact of both learning resources.
  • Thematic analysis of open-ended responses provided qualitative insights into student perceptions.

Main Results:

  • The 2022 cohort rated 3D IMs significantly higher for visualization, understanding, and self-assessment (p<0.001).
  • Both groups found physical models beneficial for hands-on learning, but 3D IMs were rated more favorably by the 2022 cohort.
  • Thematic analysis revealed mixed perceptions and access issues in 2021, contrasted with more positive feedback and enhancement suggestions (e.g., annotations) from the 2022 cohort.

Conclusions:

  • 3D IMs effectively support dental students' visualization, understanding, and self-assessment of tooth preparations.
  • Physical models continue to be valuable for developing hands-on skills in dental students.
  • Integrating diverse teaching tools and expanding access to 3D IMs can enhance dental education outcomes.