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Hanin Daas1,2, María Arregui2, Lluís Giner Tarrida2
1College of Dental Medicine, QU Health, Qatar University, Doha, Qatar.
Background:
The integration of digital assessment tools in dental education is accelerating, particularly in preclinical settings where precision, self-assessment, and feedback literacy are essential. PrepCheck (Dentsply Sirona, Bensheim, Germany) offers objective, real-time evaluation of tooth preparations and has been introduced as a potential adjunct to traditional instructor-led feedback. This study explores the perceptions and experiences of predoctoral dental students and their supervisors using prepCheck to support learning of full-ceramic crown preparations at a dental school in the Middle East.
Methods:
A qualitative study using focus group discussions was conducted using purposive sampling. Participants included predoctoral students who had participated in crown preparation training and their supervisors. The experiences of the participants with prepCheck were explored using a topic guide. The focus groups were audio recorded and were transcribed verbatim. A thematic analysis following Braun and Clarke's six-phase framework was used to analyze the data. Methodological rigor was supported through independent coding, member checking, reflexive journaling, and an audit trail.
Results:
Two focus groups, one with students (n = 12) and one with supervisors (n = 8), were conducted. Five themes were identified: (1) fostering self-directed learning and independence, (2) instant and consistent feedback, (3) blending digital and instructor feedback, (4) digital friction, and (5) recommendations for improvement. Participants valued prepCheck for enhancing autonomous learning, confidence, and technical understanding through immediate, objective feedback. However, concerns related to software sensitivity, limited contextual interpretation, scanning inconsistencies, and the need for structured training were frequently noted.
Conclusion:
The participants in this study perceived prepCheck to be a useful adjunct for strengthening technical accuracy, independence, and feedback literacy in preclinical crown preparation education. Participants emphasized that its educational value is maximized when integrated within a hybrid digital-human feedback model that combines the objectivity of automated assessment supported by contextual judgment provided by instructors.
