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Integrating three-dimensional (3D)-printed teaching models to improve the learning effectiveness of oral pathology: A
Feng-Chou Cheng1,2, Chun-Pin Chiang3,4,5,6,7, Yi-Ping Wang3,4,5
1Chia-Te Dental Clinic, New Taipei City, Taiwan.
Background/Purpose:
In conventional oral pathology education, students often demonstrate limited engagement in histopathological learning and difficulty for conceptualizing the tactile characteristics of oral lesions due to reliance on two-dimensional images. This teaching practice research project aimed to evaluate whether integrating three-dimensional (3D)-printed teaching models into oral pathology instruction could enhance students' learning effectiveness, particularly in understanding lesion texture and clinical palpation.
Materials And Methods:
Thirty-two fourth-year dental students enrolled in a one-year oral pathology and diagnosis course at the School of Dentistry, National Taiwan University, during the 2024 academic year participated in this study. A 4-h curriculum-integrated workshop using 3D-printed models was implemented to facilitate tactile learning. Learning effectiveness was evaluated using student questionnaires, pre- and post-workshop tests, and objective structured clinical examination (OSCE) focusing on tactile description and diagnostic reasoning.
Results:
Most students reported that direct tactile interaction with the 3D-printed models was more effective than viewing clinical images alone in improving their understanding of lesion characteristics and confidence in clinical palpation. Although some students suggested further refinement in simulating soft tissue consistency, overall feedback was positive. Written test scores improved significantly following the workshop, with mean scores increasing from 60.8 to 81.7 (P < 0.0001). In the OSCE assessment, 84.4 % (27/32) of students accurately described lesion tactile features, while 15.6 % (5/32) demonstrated partial accuracy.
Conclusion:
Tactile training with 3D-printed models represents an effective teaching strategy for enhancing learning in oral pathology. Continued application and optimization of this approach may further improve student engagement, learning efficiency, and diagnostic proficiency.
