Oral health-related impact profile of patients treated with fixed, removable, and telescopic dental prostheses in student courses — a prospective bicenter clinical trial

Objectives!#!To analyze the oral health-related impact profile in patients treated with three different types of dental prosthesis in student courses.!##!Materials and methods!#!This prospective bicenter clinical trial was conducted with 151 patients being treated with fixed (n = 70), removable (n = 61), or telescopic dental prostheses (n = 20) in clinical student courses of two German universities from October 2018 to October 2019. All patients completed three standardized German versions of the Oral Health Impact Profile (OHIP-G49/53) before prosthetic treatment (T0), at control after 1 week (T1), and after 3 months (T2), divided into five dimensions: (a) appearance, (b) oral function, (c) psychosocial impact, (d) linguistic limitations, and (e) orofacial pain. Data were analyzed with Kolmogorov-Smirnov, Wilcoxon signed-rank, Kruskal-Wallis, Mann-Whitney, and Cronbach's alpha tests.!##!Results!#!Within T0-T1 and T0-T2, greater improvements were determined for removable compared with fixed dental prostheses for the dimensions' oral function (p ≤ 0.014), linguistic limitations (p ≤ 0.016), and appearance (p ≤ 0.003). No significant differences were found between fixed and telescopic dental prostheses (p ≥ 0.104) or between removable (partial dental prosthesis with clasps and complete dental prosthesis) and telescopic dental prostheses (p ≥ 0.100). Within T1-T2, a significant improvement in orofacial pain could be determined (p = 0.007).!##!Conclusions!#!Restorations presented an improvement in oral health-related quality of life. Removable dental prostheses showed better improvement than fixed ones in various dimensions.!##!Clinical relevance!#!Knowledge about the influence of oral health-related quality of life on the three different types of prosthesis used in student courses can be of decisive help in dental consultations

Mobile virtual tooth morphology teaching environment for preclinical dental students

Objectives Extended reality as an additional digital learning concept comprises virtual reality (VR), augmented reality, and mixed reality. In particular, VR allows an interaction in the virtual world. The aim of this study was to evaluate the students' attitude toward a mobile VR application for teaching tooth morphologies. Methods Eighty-two first year dental students were enrolled. After using the VR learning environment with mobile VR glasses at home for 1 week, the students were asked to fill in a questionnaire with 21 questions regarding intuitive handling, and supplemental learning information in comparison to the use of conventional textbooks. Nine questions provided predefined answer options, another nine had the form of a visual analog scale (VAS, range 0%-highly negative to 100%-highly positive), and three allowed free text answers. The data were checked for normal distribution (Kolmogorov-Smirnov test) and was analyzed descriptively. Results Forty-four percent of the students rated their perception of understanding of dental morphologies much better with VR than with conventional learning. The potential of the VR learning environment for further dental topics was assessed with a median VAS score of 75.8%. Its intuitive handling was evaluated with a median VAS score of 67.1%. The haptic, visual, and auditory supplemental learning information was consistently rated positively with VAS scores of 73.9%, 80.0%, and 71.6%, respectively. Overall, a majority of the students (85.5%) recommended the VR learning environment for dental morphology. Conclusions The VR dental learning environment allows dental students an additional learning opportunity of dental morphologies, recommended by more than 85% of students

Mobile virtual tooth morphology teaching environment for preclinical dental students

Objectives Extended reality as an additional digital learning concept comprises virtual reality (VR), augmented reality, and mixed reality. In particular, VR allows an interaction in the virtual world. The aim of this study was to evaluate the students' attitude toward a mobile VR application for teaching tooth morphologies. Methods Eighty-two first year dental students were enrolled. After using the VR learning environment with mobile VR glasses at home for 1 week, the students were asked to fill in a questionnaire with 21 questions regarding intuitive handling, and supplemental learning information in comparison to the use of conventional textbooks. Nine questions provided predefined answer options, another nine had the form of a visual analog scale (VAS, range 0%-highly negative to 100%-highly positive), and three allowed free text answers. The data were checked for normal distribution (Kolmogorov-Smirnov test) and was analyzed descriptively. Results Forty-four percent of the students rated their perception of understanding of dental morphologies much better with VR than with conventional learning. The potential of the VR learning environment for further dental topics was assessed with a median VAS score of 75.8%. Its intuitive handling was evaluated with a median VAS score of 67.1%. The haptic, visual, and auditory supplemental learning information was consistently rated positively with VAS scores of 73.9%, 80.0%, and 71.6%, respectively. Overall, a majority of the students (85.5%) recommended the VR learning environment for dental morphology. Conclusions The VR dental learning environment allows dental students an additional learning opportunity of dental morphologies, recommended by more than 85% of students

Two-body wear of occlusal splint materials

This study investigates the wear resistance of four different types of occlusal splint materials based on two-body wear simulations under wet and dry conditions. Twenty specimens of each splint material (Dentalon Plus, Orthoplast, Biocryl C, and Eclipse), each with a diameter of 16 mm and a thickness of 3 mm, were tested, half under wet and half under dry conditions. Each wear test was performed using a device called chewing simulator CS-4 (n = 10; test load: 50 N; number of cycles: 10 000, 20 000, and 30 000; continuous rinsing with 30 degrees C water for wet conditions); the antagonists were simulated using steel balls. Wear was determined using a 3D laser scanner and a surface analysis program. To detect significant statistical differences, wear data after 10 000; 20 000; and 30 000 cycles were compared using the KruskalWallis test and the MannWhitney U-test. The level of significance was set at 5%. Significant differences were found between the groups of different materials tested under wet conditions (P 0.05). No significant difference was found between the wet and dry conditions for all materials and cycles (P > 0.05). For groups of different materials tested under wet conditions, the degree of volume loss generated in the Chewing Simulator CS-4 was found to differ significantly for different numbers of cycles. The presence of water had no effect on the volume loss in the different material groups that were tested