Inter- and Intrarater Reliability Using Different Software Versions of E4D Compare in Dental Education

Effectiveness of a 3D simulation tool to teach the designing of metal removable partial dentures: A mixed-method study

INTRODUCTION

Acquiring insights into the framework design of metal-based removable partial dentures (mRPD) is a current challenge in dental education. The aim of the present study was to explore the effectiveness of a novel 3D simulation tool to teach designing mRPD by investigating the learning gain and the acceptance and motivation towards the tool of dental students.

MATERIALS AND METHODS

A 3D tool based on 74 clinical scenarios was developed for teaching the design of mRPD. Fifty-three third year dental students were randomly divided into two groups, with the experimental group (n = 26) having access to the tool during 1 week while the control group (n = 27) had no access. Quantitative analysis was based on a pre- and post-test in order to evaluate the learning gain, technology acceptance and motivation towards using the tool. Moreover, qualitative data was collected by means of an interview and focus group to get additional insights into the quantitative results.

RESULTS

Although the results showed a higher learning gain for students in the experimental condition, the study did not find a significant difference between both conditions based on quantitative results. However, during the focus groups, all students of the experimental group revealed that the 3D tool improved their understanding of mRPD biomechanics. Moreover, survey results revealed that students positively evaluated the perceived usefulness and ease of use of the tool and indicated to have the intention to use the tool in the future. Suggestions were made for a redesign (e.g. creating scenarios themselves) and further implementation of the tool (e.g. analysing the scenarios in pairs or small groups).

CONCLUSION

First results of the evaluation of the new 3D tool for teaching the design framework of mRPD are promising. Further research based on the design-based research methodology is needed to investigate the effects of the redesign on motivation and learning gain.

Comparison between students' self-assessment, and visual and digital assessment techniques in dental anatomy wax-up grading

INTRODUCTION

Digital technology has the potential to provide a bias-free evaluation instrument for practical examination grading. E4D Compare software was designed for teaching institutions to allow comparison between scanned models prepared by students and master models prepared by instructors. The aim of this study was to determine the tolerance value for the E4D compare software (E4D Technologies LLC, Richardson, TX, USA) that provides scores comparable with faculty grades for wax-ups #23 and #19. Additionally, this study sought to assess the correlation between students' self-assessments, visual and digital grades and the reliability of the software.

METHODS

Student wax-ups (n = 112) were uploaded into the software and then compared with faculty-generated master wax-ups. Digital grading was performed at tolerances 200-800 μm in 50 μm increments and was repeated twice.

RESULTS

A tolerance of 350 μm was the closest to faculty grades for #23 and 500 μm was the closest for #19. Visual and digital grades showed moderate to high correlation for both wax-ups. Correlations between students' self-assessments and visual and digital grades improved with #19 versus #23. A near-perfect correlation was found between grades at the first and second digital grading sessions.

CONCLUSIONS

The tolerance that closely matches faculty grades differs according to the tooth type. The software provided consistent grades and correlated well with faculty grades. Students' self-assessment skills improved as they proceeded throughout the course. Further studies are necessary to ascertain the role of the software in improving students' self-assessment skills.

Effectiveness of CAD/CAM technology: A self-assessment tool for preclinical waxing exercise

INTRODUCTION

This study assessed the utility of CAD/CAM technology as a self-assessment tool for preclinical waxing compared to traditional student self-assessment to evaluate preclinical work.

MATERIAL AND METHODS

Thirty-seven students completed the wax-up of the maxillary left central incisor with the goal of recreating original anatomy and completed a traditional self-assessment. The original, unreduced cast and waxings were scanned with an intraoral scanner (E4D, Planmeca). Using CAD/CAM software (Compare, Planmeca), each waxing was superimposed over the original. Tolerance (250 µm) was set to illustrate under- and over-contoured areas, enabling visualisation of the waxing compared to original in three dimensions. Students then completed another self-assessment and an exit survey.

RESULTS

Twenty-four per cent of self-assessment responses changed after using Compare Software. 20% changed from satisfactory to unsatisfactory. Four per cent changed from unsatisfactory to satisfactory. Greatest change in response occurred in the Incisal Edge (49%) rubric category. Interproximal Contact Area (3%) demonstrated least change in response. Seventy per cent strongly agreed that Compare Software enabled more effective assessment of Lingual Contour. Eight per cent strongly disagreed that Compare Software enabled more effective assessment of finishing.

DISCUSSION

CAD/CAM software can improve student's critical self-assessment. Different rubric categories demonstrated differing rates of response change, indicating more critical of certain aspects of the waxing. Majority strongly agreed that the software enabled more effective self-assessment.

CONCLUSION

CAD/CAM technology enhances student's learning in dental wax-up through improving self-assessment. This technology may improve teacher-student communication, reduce one-on-one teaching time and allow higher student-teacher ratio.

Limitations of Surface Mapping Technology in Accurately Identifying Critical Errors in Dental Students' Crown Preparations

The aim of this study was to evaluate the effectiveness of the Planmeca Compare software in identifying and quantifying a common critical error in dental students' crown preparations. In 2014-17, a study was conducted at one U.S. dental school that evaluated an ideal crown prep made by a faculty member on a dentoform to modified preps. Two types of preparation errors were created by the addition of flowable composite to the occlusal surface of identical dies of the preparations to represent the underreduction of the distolingual cusp. The error was divided into two classes: the minor class allowed for 1 mm of occlusal clearance, and the major class allowed for no occlusal clearance. The preparations were then digitally evaluated against the ideal preparation using Planmeca Compare. Percent comparison values were obtained from each trial and averaged together. False positives and false negatives were also identified and used to determine the accuracy of the evaluation. Critical errors that did not involve a substantial change in the surface area of the preparation were inconsistently identified. Within the limitations of this study, the authors concluded that the Compare software was unable to consistently identify common critical errors within an acceptable degree of error.

All-ceramic crown preparations: An alternative technique

BACKGROUND

The aim of this study was to compare the crown preparation dimensions produced from two different techniques of preparation for posterior all-ceramic crowns.

METHODS

Twenty-four fourth year dental students undertook a course of advanced simulation training involving education in an alternative technique of preparation for a 36 all-ceramic crown. Crown preparations performed using the traditional technique were compared with an alternative technique for total occlusal convergence (TOC) and reduction difference (RD) using digital scanning and comparative software.

RESULTS

Groups that spent the most time performing the alternative technique produced crown preparations with significantly lower buccolingual (BL) TOC. The training resulted in crown preparations that were closer to ideal TOC and RD measurements.

CONCLUSIONS

The alternative technique of crown preparation for a posterior all-ceramic crown showed initial promise in creating a less buccolingually tapered and more ideally occlusally reduced crown preparation.