3D Technology Development and Dental Education:What Topics Are Best Suited for 3D Learning Resources?

The aim of this study is to identify topics (knowledge and skills) from the dental curricula that would benefit from having a 3D learning resource using an exploratory sequential design method. The first phase targeted stakeholders from a Scottish dental school. Seven focus groups and three interviews disclosed 97 suitable topics for 3D technology development. These results were used to construct a survey that was sent to final year dental students, newly dental graduates and academics from three Scottish universities. The survey asked participants to rank each item based on the perceived benefit that a 3D learning resource would have for dental education. Results revealed that detailed anatomy of the temporomandibular joint, dental anaesthesiology, dental clinical skills techniques, dental occlusion and mandibular functioning were top priorities. Gender differences only appeared in relation to ‘Extraction techniques: movements and force’ (p < 0.05), this topic was considered to be more beneficial by females than by males. No statistical difference was found when comparing results of graduates with undergraduates. These results serve as a starting point when developing a new 3D technology tool for dental education, considering users demands and perceived needs has the potential to benefit dental students and dental education directly

LLUSD Articulator - Volume 26, Number 2

Contents: 4 | Dean\u27s message7 | Bracing for accreditation14 | Developing IPE17 | Shirley Lee\u27s long commute22 | Commencement 201532 | Science: Accessing Zirconia crowns40 | How to treat a lion42 | News: Noah\u27s cleft cookies LLUUSD Ironman eBook pedagogy Healing Hands Lobbying for kids57 | Elmer Kelln: LLUSD pioneer60 | Fond Farewellshttps://scholarsrepository.llu.edu/articulator/1009/thumbnail.jp

The Status of Digital Dental Technology Implementation in the Saudi Dental Schools' Curriculum: A National Cross-Sectional Survey for Healthcare Digitization.

Objective: The primary objective of this cross-sectional national study was to investigate the status of digital dental technology (DDT) adoption in Saudi Arabian undergraduate dental education. A secondary objective was to explore the impact of dental schools' funding sources to incorporate digital technologies. Methods: A self-administered questionnaire was distributed to the chairpersons of prosthetic sciences departments of the 27 dental schools in Saudi Arabia. If any department chairman failed to respond to the survey, a designated full-time faculty member was contacted to fill out the form. The participants were asked about the school's sector, DDT implementation in the curriculum, implemented level, their perceptions of the facilitators and challenges for incorporating DDT. Results: Of the 27 dental schools (18 public and 8 private), 26 responded to the questionnaire (response rate: 96.3%). The geographic distribution of the respondent schools was as follows: 12 schools in the central region, 6 in the western region, and 8 in other regions. Seventeen schools secure and preserve patients' records using electronic software, whereas nine schools use paper charts. Seventeen schools (64,4%) implemented DDT in their curricula. The schools that did not incorporate DDT into their undergraduate curricula were due to not being included in the curriculum (78%), lack of expertise (66%), untrained faculty and staff (44%), and cost (33%). Conclusions: This national study showed that digital components still need to be integrated into Saudi Arabian dental schools' curricula and patient care treatment. Additionally, there was no association between funding sources and the DDT implementation into the current curricula. Consequently, Saudi dental schools must emphasize the implementation and utilization of DDT to align with Saudi Vision 2030 for healthcare digitization and to graduate competent dentists in digital dental care

LLUSD Articulator - Volume 30, Number 2

Contents: 6 | Dean\u27s Circle member assemble at ESRI11 | PNAM celebrates tenth anniversary15 | From street life to restoration18 | Applications for 3D printing in dentistry25 | LLUSD research publications31 | Riverside\u27s fifth Long Night35 | Profiling Lee Ingersollhttps://scholarsrepository.llu.edu/articulator/1017/thumbnail.jp

Craniofacial Growth Series Volume 56

https://deepblue.lib.umich.edu/bitstream/2027.42/153991/1/56th volume CF growth series FINAL 02262020.pdfDescription of 56th volume CF growth series FINAL 02262020.pdf : Proceedings of the 46th Annual Moyers Symposium and 44th Moyers Presymposiu

Loma Linda University Dentistry - Volume 25, Number 1

Content: 8 | Ronald Secor Departs9 | Introducing Euni Cho12 | New Positions: Jessica Kim & Bonnie Retamozo14 | Natural Crowns as Provisional Restorations19 | A Generation of Implant Dentistry24 | Nick Caplanis Elected President, American Academy of Implant Dentistry36 | LLUSD at ADA in New Orleanshttps://scholarsrepository.llu.edu/articulator/1006/thumbnail.jp

Investigating the validity of a novel paediatric pulpotomy scoring system across typodont and digital 3D preparations

Dental education has benefited to a great extent from technology in both teaching and learning fields. Implementation of technology has paved a new way for creative teaching methods and student assessments. Preclinical assessment of dental students can be affected by various factors. These factors include the type and design of assessment used and assessor calibration. Traditional visual assessment relies on the assessor's experience to evaluate the student's preparation. Computer software assessment produces consistent scores for the student's assessment but suffers from the inability to assess all the relevant criteria for the dental procedure. Aims: The study aimed to develop and validate a standardised scoring system for a routine paediatric dental procedure (pulpotomy) on a typodont tooth mounted in a phantom head simulator to be used by staff teaching dental students, and to investigate the participants’ scoring consistency in assessing the prepared typodont tooth directly and a scanned 3D image of the same preparation. Methods: The research design consists of two studies. The preliminary study: a questionnaire was designed and circulated to the participants to identify the need for further training on routine paediatric dental procedures and evaluate the confidence level of the participants on carrying out routine paediatric dental procedures. The main study: the principal researcher carried out the chosen dental procedure (pulpotomy) identified in the preliminary study on five typodont teeth. The typodont teeth with their preparations were scanned with an intra-oral scanner and saved as 3D images. A scoring system was designed and circulated to the participants (teachers of undergraduate students in paediatric dentistry) to assess the typodont teeth and the 3D images. The study consisted of 26 participants of consultants, specialists, and postgraduate students teaching paediatric dentistry. Two participants were selected to repeat the assessment to evaluate intra-assessor reliability. The participants assessed five typodont teeth and 3D images of the same teeth on two separate days to prevent any bias. Results: Fleiss’ Kappa statistical analysis was used to determine the reliability of the participant assessment scores. The results showed a fair level of agreement of the typodont and the 3D image assessment scores. A mixed model analysis was used to assess the agreement level between the typodont and 3D image assessment. The results showed no significant difference between the typodont teeth and the 3D image assessment scores. Fleiss’ Kappa analysis was used to assess the intra-participant reliability of the assessment scores. The agreement was high for both methods but tended to be higher for the traditional assessment method. Conclusion: The study results showed no statistically significant difference between the assessment scores of the typodont teeth and the 3D images. The assessment of 3D images of typodont teeth preparations can be a valid assessment method that can benefit dental students' education. The results showed high intra-participants reliability in the assessment scores

Innovative strategies for teaching anatomy to dental students

Anatomy education is an integral component of the undergraduate and postgraduate dental curriculum. A detailed understanding of anatomy is a pre-requisite before examination, diagnosis and clinical treatment of patients in all aspects of the healthcare systems. Anatomy teaching is undergoing pioneering changes. Traditional Vesalius’ dissection-based teaching has evolved to include didactic lectures and nowadays incorporates digital teaching, e-learning and a wide range of 3D images and models. Furthermore, the current generation of dental students are using devices like smartphones and laptops for educational purposes. The focus of this PhD was to assess the efficacy of innovative teaching aids for teaching anatomy to dental students. We hypothesized that innovative tools are effective in enhancing students learning experience and improving academic performance. Firstly, a cranial nerve animation was developed and results show an increase in student’s knowledge of the topic after watching the animation (Chapter 2). The teaching of clinical skills was assessed using a soft-preserved cadaver (Chapter 3) which showed promising results. Furthermore, to aid in teaching tooth morphology a 3D quiz application was developed (Chapter 5) and results show that it was effective in teaching tooth morphology to dental students. Additionally, a survey was also undertaken to assess the staff involved in teaching tooth morphology to dental students in the UK and Ireland and the teaching aids employed for teaching and examination of tooth morphology (Chapter 4). Students’ feedback and perceptions were also gathered at the end of each study. The results show that innovative teaching aids can supplement the traditional teaching methods. Furthermore, students benefitted from using the innovative teaching aids and reported it as a positive learning experience. Hence, accepting the above stated alternate hypothesis that innovative tools were effective in enhancing students learning experience and improved their academic performance. In summary, the principles of anatomy are best taught through traditional teaching methods which are reinforced by the various innovative supplemental teaching aids available. A blended teaching model has been recommended with traditional methods complimented by innovative pedagogies. The introduction of these innovative technologies is vital in providing educational support to students and are successful when delivered alongside taught lectures and the use of the traditional teaching methods

Virginia Commonwealth University Professional Bulletin

Professional programs bulletin for Virginia Commonwealth University for the academic year 2018-2019. It includes information on academic regulations, degree requirements, course offerings, faculty, academic calendar, and tuition and expenses for graduate programs