Assessing the Reliability of a Digital Preparation Assistant System Used in Dental Education

Preparing guiding planes for removable partial dentures: comparison between assisted CAD-CAM template procedure and freehand preparation: An in vitro study

OBJECTIVES

To compare the trueness of computer-aided design and computer-aided manufacturing (CAD-CAM) assisted procedure and freehand procedure for preparing guiding planes for removable partial dentures (RPDs).

METHODS

Forty identical mandibular resin casts were divided into two groups in which the guiding planes of two abutment teeth were prepared freehand (control group, n = 20) and using rigidly constrained templates (test group, n = 20). The template was designed on a digital cast of virtually prepared guiding planes and fabricated by selective laser melting using cobalt-chromium alloy. To assess the 3D trueness, all prepared guiding planes (Test data) were digitized using a laboratory scanner and compared to the virtually designed guiding planes (Reference data). The angle deviation between the Test data and the designed direction of the path of placement was measured for assessing the direction trueness of guiding plane preparation.

RESULTS

The 3D trueness of guiding plane preparation was significantly better in the test group (48.4 ± 12.9 μm) than in the control group (128.5 ± 37.6 μm, p < 0.01). The direction trueness of guiding plane preparation was also significantly better in the test group (1.20 ± 0.55°) than in the control group (7.68 ± 3.00°, p < 0.01).

CONCLUSIONS

The CAD-CAM template assisted procedure can significantly improve tooth preparation of the guiding planes compared to the freehand preparation. The CAD-CAM template could help clinicians prepare parallel guiding planes in a predictable manner.

Digital assessment of a retentive full crown preparation-An evaluation of prepCheck in an undergraduate pre-clinical teaching environment

INTRODUCTION

Acquiring practical skills is essential for dental students. These practical skills are assessed throughout their training, both formatively and summatively. However, by means of visual inspection alone, assessment cannot always be performed objectively. A computerised evaluation system may serve as an objective tool to assist the assessor.

AIM

The aim of the study was to evaluate prepCheck as a tool to assess students' practical skills and as a means to provide feedback in dental education.

METHODS

As part of a previously scheduled practical examination, students made a preparation for a retentive crown on the maxillary right central incisor-tooth 11. Assessments were made four times by two independent assessors in two different ways: (a) conventionally and (b) assisted by prepCheck. By means of Cohen's kappa coefficient, agreements between conventional and digitally assisted assessments were compared. Questionnaires were used to assess how students experienced working with prepCheck.

RESULTS

Without the use of prepCheck, ratings given by teachers differed considerably (mean κ = 0.19), whereas the differences with prepCheck assistance were very small (mean κ = 0.96). Students found prepCheck a helpful tool for teachers to assess practical skills. Extra feedback given by prepCheck was considered useful and effective. However, some students complained about too few scanners and too little time for practice, and some believed that prepCheck is too strict.

CONCLUSION

prepCheck can be used to assist assessors in order to obtain a more objective outcome. Results showed that practicing with feedback from both prepCheck and the teacher contributes to an effective learning process. Most students appreciated prepCheck for learning practical skills, but introducing prepCheck requires enough equipment and preparation time.

Computer simulation and virtual reality in undergraduate operative and restorative dental education: A critical review

The primary aim of this review was to synthesize the literature for studies investigating the use of computer simulation (CS) and virtual reality (VR) in undergraduate dental education in operative and restorative dentistry. The secondary aim was to list best practices that maximize the simulation experience in dental education. A literature review of the PubMed and ERIC databases was conducted using the search terms "Dental AND Simulator," "Dental AND Virtual reality," and "Simulation AND Dental education." Studies in English language were categorized into 1 of 5 themes: Manual dexterity and cavity preparation, light curing skills, simulation perception and experience, predictability, and simulation model development. Main practices of simulation education indicated in the McGaghie et al. critical review published in 2010 were used as a reference to identify common practices for dental simulation. Thirty nine of 579 identified abstracts met the inclusion criteria. Skill acquisition and feedback were the two most frequently investigated parameters found in the review. CS was efficient in teaching cavity preparation and light curing skills. Feedback and deliberate practice were among the best practices that should be emphasized in order to enhance the efficiency of the CS and VR simulation exercises. The use of CS is effective in teaching operative skills (such as light curing and cavity preparation) reliably; whereas, the use of VR in undergraduate curricula is debatable. To achieve the maximum benefits of the simulation exercises, emphasis must be given to the timely feedback and deliberate practice approaches.

A comparative evaluation of two working length determination methods

The purpose of this study was to explore the level of agreement between the radiographic and the electronic apex locator (EAL) working length assessment methods, amongst teeth with different diagnoses. Working length measurements along with pulpal and periapical diagnoses data were collected from the Patient Registry Database of our Institution. The null hypothesis of this study was that pulp status does not affect the level of agreement between the two methods. The degree of agreement was assessed using the Bland-Altman method, followed by a Kruskal-Wallis test (a = 5%) that would allow the null hypothesis to be accepted. The EAL measurements agree in general with those provided by a 1.5 mm file placed coronal to the radiographic apex amid teeth with different pulpal diagnoses. Within the limitations of this study, we suggest that this setting (i.e. the distance) may be applied to all cases of endodontically treated teeth, despite the differences in pulpal diagnosis.

Evaluating the efficiency of the Dental Teacher system as a digital preclinical teaching tool

AIM

To investigate the use of a preparation evaluation system for enhancing the learning and performance of undergraduate dental students when cutting preparations.

MATERIALS AND METHODS

Two groups of eighteen students each were randomly chosen from the fourth year of the dental programme. The task chosen for this study was to make a cavity in preparation for a mesio-occlusal ceramic onlay in a plastic tooth. The dimensions of the cavity were defined, and 2 burs of known size were used for preparation. For assessment, each tooth preparation was scanned with a digital scanner and analysed using the Dental Teacher software. In the control group, a second corrective preparation was made following the supervisor's instructions. In the test group, the second preparation was made based on Dental Teacher analysis. The final cavities were all scanned and assessed by Dental Teacher comparing the similarity of students' onlay cavity preparations to the ideal preparation. All data were recorded and analysed by the software, including cavity depth and width in the occlusal and proximal box, the extent of mesiobuccal cusp reduction and shoulder width around the mesiobuccal cusp. Finally, the data were statistically evaluated using a Wilcoxon matched pairs test and a Mann-Whitney U test.

RESULTS

Three of the 6 cavity dimension parameters improved significantly in the test group whilst no improvement was found in the control group. A positive correlation was found between the improvement and the deviation measured for the first preparations, and it was stronger in the test group than in the control group.

CONCLUSIONS

The use of Dental Teacher helped students to learn the preparation technique for onlay restorations more efficiently and seems to be a promising and useful method to facilitate their individual performance. Student feedback showed a great demand for digital aids in education.

Performance of two different digital evaluation systems used for assessing pre-clinical dental students' prosthodontic technical skills

INTRODUCTION

Proper integration of newly emerging digital assessment tools is a central issue in dental education in an effort to provide more accurate and objective feedback to students. The study examined how the outcomes of students' tooth preparation were correlated when evaluated using traditional faculty assessment and two types of digital assessment approaches. Specifically, incorporation of the Romexis Compare 2.0 (Compare) and Sirona prepCheck 1.1 (prepCheck) systems was evaluated. Additionally, satisfaction of students based on the type of software was evaluated through a survey.

MATERIAL AND METHODS

Students in a second-year pre-clinical prosthodontics course were allocated to either Compare (n = 42) or prepCheck (n = 37) systems. All students received conventional instruction and used their assigned digital system as an additional evaluation tool to aid in assessing their work. Examinations assessed crown preparations of the maxillary right central incisor (#8) and the mandibular left first molar (#19). All submissions were graded by faculty, Compare and prepCheck.

RESULTS

Technical scores did not differ between student groups for any of the assessment approaches. Compare and prepCheck had modest, statistically significant correlations with faculty scores with a minimum correlation of 0.3944 (P = 0.0011) and strong, statistically significant correlations with each other with a minimum correlation of 0.8203 (P < 0.0001). A post-course student survey found that 55.26% of the students felt unfavourably about learning the digital evaluation protocols. A total of 62.31% felt favourably about the integration of these digital tools into the curriculum.

CONCLUSIONS

Comparison of Compare and prepCheck showed no evidence of significant difference in students' prosthodontics technical performance and perception.

A comparison of grades awarded by peer assessment, faculty and a digital scanning device in a pre-clinical operative skills course

OBJECTIVE

The aim of this study was to compare the grades awarded by two experienced assessors with peer-assessment marks and measurements from a digital scanning device (Prepassistant; KaVo, Biberach, Germany), for full gold crown preparations completed in a pre-clinical operative skills course on typodont teeth.

METHODS

Seventy-eight preparations on typodont teeth were randomised and assessed by all three methods. Agreement was measured using weighted kappa statistics, and mean rank scores given by the Friedman test.

RESULTS

The highest agreement was seen between the experienced assessors (0.38), closely followed by peer assessment and experienced assessor agreement (0.36, 0.29). Despite this, the results indicate poor levels of agreement. No agreement was seen between any of the assessment methods when compared to the digital scanning device.

CONCLUSIONS

The findings of this study could be related to the difficulty of calculating a single grade from the output of the device, in addition to the inability of the machine to assess all the factors necessary for an acceptable preparation. From this study, it can be concluded that this device is not suitable for calculating grades when used in isolation. Further research could explore the role of the Prepassistant in providing student feedback, its potential to enhance the learning experience and the subsequent effect on performance.

Reliability of findings around healthy implants in association with oral hygiene measures: a clinical, microbiological, and immunological follow-up in edentulous patients

OBJECTIVES

To assess the performance of clinical, microbiological, and immunological diagnosis of peri-implant health and the influence of professional hygiene measures on them.

MATERIAL AND METHODS

Twenty-one edentulous patients with oral implants supporting a lower overdenture were followed up over 3 months beginning 1 week before their annual recall visit. Hygiene scores, probing depth, bleeding on probing (BOP), implant stability, gingival crevicular fluid (GCF) volume, sulcular interleukin-1beta (IL-1beta) and prostaglandin E2 (PGE2) concentrations, and relative concentrations of five bacterial species (polymerase chain reaction) were investigated. Measurement variation was assessed as a function of (a) intra- and (b) inter-examiner reliability, (c) inter-implant variation in each patient, (d) time, and (e) effect of hygiene measures by accuracy, repeatability, reproducibility, and visualization with the Bland and Altman Plot.

RESULTS

Measurement means and accuracy (in parentheses) were as follows: GCF volume 1.5 microl (1.5), Interleukin-1beta 8 ng/ml (26), PGE2 63 ng/ml (185), bacteria sum score 0.2 (0.7), plaque score 1 (1), BOP score 0 (1), Periotest value -4 (3), resonance frequency analysis ISQ 66 (11), and pocket probing depth 2.3 mm (0.7). No finding exhibited any statistically significant measurement variation as explained by accuracy, repeatability, or reproducibility. Bland and Altman Plots revealed insufficient agreement for replicated BOP assessments. A short post-treatment reduction in plaque and BOP scores was visually apparent. Still, professional oral hygiene measures exerted no sustained influence on the clinical and biochemical appearance of the peri-implant tissues.

CONCLUSION

All findings except BOP showed statistically acceptable repeatability and moderate vulnerability to influences present 'chairside' in clinical practice.

German dental faculty attitudes towards computer-assisted simulation systems correlated with personal and professional profiles

BACKGROUND

Computer technology is increasingly used in practical training at universities. However, in spite of their potential, computer-assisted simulation (CAS) systems still appear to be underutilised.

OBJECTIVES

To investigate the practical usage of CAS/computer-assisted learning (CAL) systems, the familiarity and level of use of CAS systems, as well as the acceptance of approved learning content and English as the language of instruction in CAS/CAL systems.

METHODS

A survey was conducted in the Departments of Conservative Dentistry and Prosthetic Dentistry of all 32 dental schools in Germany. Besides investigating the usefulness of, familiarity with and level of current usage of CAS systems, the questionnaire also contained questions regarding each respondent's gender, age, academic rank, experience in academia and computer skills, all of which correlated with the responses.

RESULTS

The response rate was 90% (112 out of 125). The use of CAS/CAL systems was considered 'partly' to 'very' useful for evaluating the acquisition of knowledge (83.9%), qualitative issues (73.2%) and processes (72.3%) of dental preparation exercises and complex treatment strategies. However, only about half the respondents reported that they knew of, and even fewer used, the following systems in preclinical or clinical training: EDUnet (KaVo, Germany) (46.3%/0.9 %), PREPassistant (KaVo, Germany) (50%/0.9%), or the DentSim system (DenX, Israel) (52.8%/1.9%). The virtual simulation system VRDTS-CP (Novint, USA), used by none of the respondents, was known to only 16.5%. Responders agreed at least partly to accept approved learning content (74.9%) and English as the language of instruction (82.1%) as the standards for CAS systems.

CONCLUSION

The survey indicates a distinct discrepancy between a generally positive attitude towards the usefulness of computer technology for dental education, the level of familiarity with current computer systems and their actual use. However, two prerequisites for ultimately decreasing the cost and increasing the usage of CAS systems--the acceptance of approved learning content and English as the language of instruction in CAS systems--seem to be generally accepted by respondents.

Quantitative evaluation of axial wall taper in prepared artificial teeth

The purpose of this study was to quantitatively evaluate the axial wall taper of prepared artificial teeth using a non-contact three-dimensional shape measuring system. A total of 54 artificial teeth prepared by pre-clinical dental students for complete cast restorations were evaluated. For quantitative analysis, five cross sections were computer-graphically placed perpendicularly to the z-axis. The surface coordinate values (x, y, z) of each cross section were converted into polar coordinate values (r, theta), which were then graphically rendered to a two-dimensional plane. At four points, each 90 degrees from the distal center point of the cross section, the axial wall taper was quantitatively calculated using a formula based on the differences in radius between the highest and lowest positions of the cross sections of the prepared tooth. The average calculated taper was 5.8 degrees in the distal region, 21.7 degrees in the buccal region, 14.9 degrees in the mesial region and 12.5 degrees in the lingual region. These results suggest that the axial wall taper of prepared teeth can be quantitatively evaluated using this measuring system.