Sebastian Bürklein, Edgar Schäfer, David Donnermeyer
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引用次数: 0
Abstract
Introduction: 3D-printed teeth/models are important adjuncts in dental education. Nevertheless, there is a lack of simulated cases to learn and understand complex treatment scenarios, including anamnesis, diagnosis, treatment planning and therapy.
Material and methods: Third-year students (n = 44) received a complete 3D-printed model (upper and lower jaw) of a patient who needed emergency treatment. Based on the information provided (i) general history, (ii) specific dental history, (iii) radiographs, the students made a diagnosis and planned the treatment, which they performed independently under supervision. The case included periodontal, restorative, endodontic and surgical treatments and semi-permanent splinting. Using a 3- or 5-point Likert scale, students rated each treatment episode, the learning outcome and the impact of the model on training using a questionnaire. Chi-square test served for statistical analysis.
Results: The majority (63.6%) stated that the interdisciplinary model allowed a better learning effect than the approach dealing with each section separately (p < 0.05). Almost all students rated the diagnostic process as excellent (88.0%-95.5%), as the general history, dental history and radiographs were consistent with the clinical findings. Periodontal therapy was rated significantly lower compared to all other areas (p < 0.05). For endodontic treatment, the students disagreed, abstaining from practising on extracted human teeth. However, the students felt confident to perform all treatment steps in the following clinical courses.
Conclusion: Customised, interdisciplinary 3D-printed teaching models covering complex treatment strategies were best suited to enhance dental students' skills and foster their enthusiasm for the integrated diagnosis and treatment planning process. Their implementation into dental education is strongly recommended to improve both training and future patient care.
期刊介绍:
The aim of the European Journal of Dental Education is to publish original topical and review articles of the highest quality in the field of Dental Education. The Journal seeks to disseminate widely the latest information on curriculum development teaching methodologies assessment techniques and quality assurance in the fields of dental undergraduate and postgraduate education and dental auxiliary personnel training. The scope includes the dental educational aspects of the basic medical sciences the behavioural sciences the interface with medical education information technology and distance learning and educational audit. Papers embodying the results of high-quality educational research of relevance to dentistry are particularly encouraged as are evidence-based reports of novel and established educational programmes and their outcomes.