Effect of 3D printed teeth and virtual simulation system on the pre-clinical access cavity preparation training of senior dental undergraduates
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ABSTRACT:
SUBMITTER: Duan M
PROVIDER: S-EPMC11344365 | biostudies-literature | 2024 Jan
REPOSITORIES: biostudies-literature
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Project description:To explore the quality, reliability, and practical effect of the Simodont virtual simulation training system in preclinical teaching of access and coronal cavity preparation for dental undergraduate students. Twenty dental undergraduate students from Guanghua School of Stomatology, Sun Yat-sen University, were recruited and randomly divided into two groups after theory training. The groups were allocated using the random number method and assessed for access and coronal cavity preparation skills using a standardized assessment form and the Simodont virtual simulation system operation manual. Baseline scores were recorded for each student. One group received training with the Simodont virtual simulation system, while the other used a conventional phantom simulator system. After training, skills were reassessed, and scores were recorded. The groups then switched training systems and were assessed again. All students completed a Teaching Questionnaire at the end of the training. Data was collected and analyzed. The mean score of students in the virtual simulation priority group (15.9 ± 0.56 points) and the phantom-simulator priority group (15.3 ± 0.40 points) was significantly higher than the baseline score (13.3 ± 0.63 points) and (13.1 ± 0.30 points) (P < 0.05), respectively. Furthermore, the mean score of students in the virtual simulation priority group after training with both systems (15.9 ± 0.56 points) was significantly higher than that of the students in the virtual simulation priority group alone (14.2 ± 0.62 points) (P < 0.05). The mean score was also significantly higher in the virtual simulation priority group of students (15.9 ± 0.56 points) trained with both systems than in the phantom-simulator priority group of students (15.3 ± 0.40 points) trained with both systems for the assessment (p < 0.05). The mean score of students in the phantom-simulator priority group (15.3 ± 0.40 points) after training with both systems was significantly higher than that of the students in the phantom-simulator priority group alone (14.3 ± 0.28 points) (P < 0.05). The questionnaire results showed that the students fully agreed that "the Simodont virtual simulation system has the characteristics of repeatability, multi-dimensionality, and multiple practices, and gives me more attention to details. However, they also noted that "it needs to be improved and upgraded to be closer to the conventional phantom-simulator system. Compared with the conventional phantom-simulator system alone, the preclinical teaching effectiveness of access and coronal cavity preparation could be significantly enhanced by incorporating the Simodont virtual simulation system alongside the phantom-simulator training system. The training sequence might influence this improvement.
| S-EPMC11642952 | biostudies-literature
Project description:BackgroundVertical preparation techniques (VPTs), particularly the biologically oriented preparation technique (BOPT), have gained prominence in restorative dentistry due to their conservative approach to tooth structure preservation and improved aesthetic outcomes. This study aims to assess the knowledge and clinical practices of VPTs, including BOPT, among dental professionals in Sanaa, Yemen, and explore the barriers to their widespread use.Materials and methodsAn online cross-sectional survey was conducted among general practitioners and specialists in Sanaa, Yemen using a structured, self-administered questionnaire. The survey explored the participants' knowledge, familiarity, and clinical use of VPTs and their perceptions of its advantages and challenges. Data were analyzed using descriptive statistics and Chi-square tests to evaluate associations between professional roles and VPT knowledge and practice. P values < 0.05 indicated statistical significance.ResultsOut of 285 participants, 76.8% were familiar with VPTs but only 11.6% reported using these approaches in clinical practice. The primary source of knowledge acquisition was informal, with 26.3% of the participants citing social media as their main resource. Specialists demonstrated significantly higher proficiency and confidence in applying VPTs compared with general practitioners (p < 0.05). Key challenges identified in clinical adoption were controlling gingival bleeding (32.28%) and achieving precise margins during tooth preparation (34.74%). The majority (55.8%) of participants acknowledged the potential of VPTs as the future of restorative dentistry. Despite these benefits, 36.1% of the respondents emphasized the need for further training and educational programs to enhance proficiency and overcome the perceived complexity of these techniques.ConclusionThis study highlights significant gaps in the knowledge and practice of VPTs, particularly BOPT, among the participants. While these techniques offer promising clinical and aesthetic benefits, their adoption is hindered by inadequate training and perceived complexity. Targeted educational interventions and further research are needed to support the broad implementation of VPTs in clinical practice.Clinical trial numberNot applicable.
| S-EPMC11653934 | biostudies-literature
Project description:OBJECTIVE: To assess the prevalence and level of dental fear among health related undergraduates and to identify factors causing such fear using Kleinknecht's Dental Fear Survey (DFS) questionnaire. METHODS: Kleinknecht's DFS questionnaire was used to assess dental fear and anxiety among the entire enrollment of the medical and dental undergraduates' of the University of Malaya. RESULTS: Overall response rate was 82.2%. Dental students reported higher prevalence of dental fear (96.0% versus 90.4%). However, most of the fear encountered among dental students was in the low fear category as compared to their medical counterpart (69.2 versus 51.2%). Significantly more medical students cancelled dental appointment due to fear compared to dental students (P = 0.004). "Heart beats faster" and "muscle being tensed" were the top two physiological responses experienced by the respondents. "Drill" and "anesthetic needle" were the most fear provoking objects among respondents of both faculties. CONCLUSION: Dental fear and anxiety are a common problem encountered among medical and dental undergraduates who represent future health care professionals. Also, high level of dental fear and anxiety leads to the avoidance of the dental services.
| S-EPMC4216710 | biostudies-other
Project description:IntroductionClinical practice of dentistry entails the use of indirect vision using a dental mirror. The Mirrosistant is a device that helps dental students become proficient with use of indirect vision mirror operation. This study aimed to explore the role of the Mirrosistant on students' performance with the virtual simulation dental training system.Materials and methodsA total of 72 dental students were equally assigned to the Control group and the Experimental group. Subsequently, Mirrosistant was used to conduct a series of mirror training exercises in the Experimental group. The training consisted of tracing the edge and filling in the blank of the prescribed shape, as well as preparing the specified figure on raw eggs using indirect vision via Mirrosistant. Next, both groups were examined using the SIMODONT system, a virtual reality dental trainer, for mirror operation. In addition, a five-point Likert scale questionnaire was used to assess student feedback by using Mirrosistant.ResultsThe mirror operation examination conducted by the SIMODONT system revealed that mirror training using Mirrosistant had statistically improved students' performances (score: 80.42 ± 6.43 vs. 69.89 ± 15.98, P = 0.0005) and shorten their performance time of mirror operation (time of seconds: 243.28 ± 132.83 vs. 328.53 ± 111.89, P = 0.0013). Furthermore, the questionnaire survey indicated that the participants had positive attitudes toward the mirror training using Mirrosistant. Most students believed that the mirror training device could improve their perceptions of direction and distance, as well as their sensations of dental operation and dental fulcrum.ConclusionMirror training using Mirrosistant can enhance dental students' mirror perceptual and operational skills on virtual simulation dental training system.
| S-EPMC10163732 | biostudies-literature
Project description:ObjectivesTo identify if supplemental preoperative cone beam CT (CBCT) imaging could improve outcomes related to endodontic access cavity preparation, using 3D-printed maxillary first molars (M1Ms) in a rigorously simulated, controlled human analogue study.MethodsEighteen operators with 3 experience-levels took part in 2 simulated clinical sessions, 1 with and 1 without the availability of CBCT imaging, in a randomized order and with an intervening 8-week washout period. Operators attempted the location of all 4 root canals in each of 3 custom-made M1Ms (2 non-complex and 1 complex mesiobuccal [MB] canal anatomy). The primary outcome was tooth volume removed. Secondary outcomes were linear cavity dimensions, canals located, and procedural time. Operator confidence and "helpfulness" of available imaging were recorded. Statistical analysis of data included: paired t-tests, Fisher's exact test, linear mixed-effect modelling, and Mann-Whitney U test, with an alpha level of .05 for all.ResultsWhen supplemental preoperative CBCT was available, there were significant reductions in volume of the access cavity and procedural times, with significantly increased MB2 canal location, but only for teeth with non-complex anatomies and for more experienced operators. Linear mixed-effect modelling identified image type and operator experience as significant predictors of tooth volume removed and procedural time. There was significantly lower confidence in canal location and perceived "helpfulness" (all Experience Groups) when conventional imaging only was used compared with when CBCT was available.ConclusionsSupplemental preoperative CBCT had several beneficial impacts on access cavity preparation, although this only applied to teeth with non-complex anatomy and for more experienced operators.
| S-EPMC11664103 | biostudies-literature
Project description:Minimally invasive access cavities have been proposed in the last decade to reduce tooth tissue loss during endodontic treatment and mitigate compromised fracture resistance of endodontically treated teeth. Fracture resistance of molars with different types of access cavity design may be affected by restorative materials and aging. Insufficient literature data exist on the effect of cavity design and type of restorative materials on restorative aspects such as material adaptation or photo-polymerization in restricted access cavities. This study analyses quality of polymerization, material adaptation and fracture resistance of molars with different types of access cavities restored with glass-ionomer, high-viscosity fiber-reinforced bulk-fill and nanofilled resin composite. Plastic molar teeth with truss (TREC) and traditional endodontic access cavity (TEC) were restored with nanofilled composite (Filtek Supreme), glass-ionomer Fuji IX and Filtek or fiber-reinforced everX Posterior and Filtek. Porosity was determined using microcomputer tomography and the degree of conversion of resin-based materals using micro-Raman spectroscopy. Human molars prepared and restored in the same way were used for fracture resistance testing at baseline and after thermocycling. The results demonstrate that high-viscosity fiber-reinforced composite was difficult to adapt in TREC cavity leading to greater porosity than Filtek or Fuji. TREC design did not affect composite polymerization and led to higher fracture resistance of restored molars compared to TEC but also more unrestorable fractures.
| S-EPMC11405530 | biostudies-literature
Project description:BackgroundNew technologies can facilitate the transition from pre-clinical to clinical settings. We investigate students' satisfaction with a novel learning method adopted in access cavity exercises.MethodsStudents performed their access cavity on inexpensive, in-house 3D printed teeth. Their performances were evaluated by scanning the prepared teeth with an intraoral scanner and visualized using a mesh processing software. Then, the same software was used to align the tooth prepared by the student and the teacher's one for self-assessment purposes. Students were asked to answer a questionnaire about their experiences with this new learning method.ResultsFrom the teacher's perspective, this novel learning approach was easy, straightforward and affordable. Overall, student feedback was positive: 73% found that access cavity assessment by scanning was more useful compared to a visual inspection under magnification and 57% reported that they had a better understanding of errors and mishaps. On the other hand, students pointed out that the material used to print teeth was too soft.ConclusionThe use of in-house 3D printed teeth in pre-clinical training is a simple way to overcome some of the drawbacks associated with extracted teeth, such as limited availability, variability, cross-infection control, and ethical constraints. The use of intraoral scanners and mesh processing software could improve student self-assessment.
| S-EPMC10297574 | biostudies-literature
Project description:BackgroundTo compare the outcomes of conventional access cavity preparation (CONV) versus guided endodontics (GE) for access cavity preparation in anterior teeth with pulp canal calcification (PCC) regarding root canal detection, substance loss, procedural time, and need for additional radiographs.MethodsExtracted, sound human teeth with PCC (n = 108) were matched in pairs, divided into two groups and used to produce 18 models. An independent endodontist and a general dentist performed access cavity preparation under simulated clinical conditions on nine models each (54 teeth). The endodontist used the conventional technique and the general dentist GE. Time needed to access the root canals and the number of additional radiographs were recorded. Pre- and postoperative cone-beam computed tomography scans were obtained to measure substance loss. Statistical significance was tested by examining the overlap of 95% confidence intervals (CIs) between the groups.ResultsAll root canals were successfully accessed by both methods. There were no significant differences in substance loss (CI: CONV 15.9-29.6 mm3 vs. GE 17.6-27.5mm3) or procedural time (CI: CONV 163.3-248.5 s vs. GE 231.9-326.8 s). However, 31 additional radiographs were required for GE compared to none for CONV.ConclusionsFor access cavity preparation in teeth with PCC, both CONV by a specialist and GE by a general dentist produce good results in terms of substance loss and time requirements.
| S-EPMC10552426 | biostudies-literature
Project description:BackgroundTo investigate the effect of virtual simulation systems on the teaching of inlay experiments and to guide the experimental teaching of tooth preparation.MethodsParticipants in their second semester of the junior year were selected to carry out the unified teaching and evaluation of dental preparation theory. The age varied from 18 to 22 years (19.96 ± 0.70) and the participants were randomly divided into four groups (n = 19) with a similar male-to-female ratio following CONSORT guidelines, including a jaw simulation model training group (Group J), a virtual simulation system training group (Group V), a jaw model training first followed by a virtual system training group (Group J-V), and a virtual system followed by a jaw model training group (Group V-J). The inlay tooth preparation assessment was performed on the extracted teeth. The data were analysed according to the assessment scores by a senior clinician. The subjective feelings of the students towards the system were evaluated using questionnaires.ResultsThe second theoretical scores of Group V-J (63.5 ± 2.89) and Group J-V (60.5 ± 3.25) were higher than those of Group V (57.5 ± 3.13) and Group J (58.0 ± 3.67). The experimental scores of Groups J-V and V-J (62.79 ± 2.84; 64.00 ± 2.85) were higher than those of Groups V and J (56.05 ± 3.39; 55.74 ± 2.53). The questionnaire survey illustrated that most students preferred the digital virtual simulation system (perfect assessment: 91.3%, accuracy: 82.6%, satisfaction: 52.2%).ConclusionVirtual simulation training can facilitate the teaching effect of tooth preparation in inlay experiments, and the teaching mode of Group V-J was the best. Therefore, this teaching mode is to be popularised.
| S-EPMC9724348 | biostudies-literature
Project description:IntroductionEmergency medicine (EM) trainees must learn to manage multiple patients simultaneously using task-switching. While prior work has demonstrated that multipatient scenarios can be an effective teaching tool for task-switching, few studies have shown how simulation can be used to assess residents' ability to manage multiple patients effectively. The goal of this curriculum was to provide a formative assessment of core EM skills by employing a series of simulations designed to require frequent task-switching.MethodsThis exercise consisted of three simulation scenarios running in sequence. The first scenario involved medical resuscitation and advanced cardiac life support, the second required learners to manage two patients involved in a trauma using advanced trauma life support, and the final scenario tested learners' ability to communicate bad news. Faculty observers used scenario-specific checklists to identify gaps in content knowledge, communication skills, and task-switching abilities during reflective debriefs. These checklists were analyzed to identify trends. All participants were sent a postsession evaluation. Items omitted by >50% of participants were flagged for review.ResultsFlagged items included asking for finger-stick glucose, verbalizing a backup intubation plan, specifying type of blood products, and asking for team input. Nine of 12 participants completed the postsession evaluation, noting that they agreed or strongly agreed the simulation was relevant and promoted reflection on task-switching skills.DiscussionThis simulation provides educators with a tool to facilitate reflective feedback with senior EM learners regarding their core resuscitation, leadership, and task-switching skills and could be further adapted to promote deliberate practice.
| S-EPMC10632183 | biostudies-literature