TY - JOUR
T1 - Does Augmented Visual Feedback from Novel, Multicolored, Three-Dimensional-Printed Teeth Affect Dental Students' Acquisition of Manual Skills?
AU - Lugassy, Diva
AU - Levanon, Yafi
AU - Rosen, Gal
AU - Livne, Shiri
AU - Fridenberg, Naama
AU - Pilo, Raphael
AU - Brosh, Tamar
N1 - Publisher Copyright:
© 2020 American Association for Anatomy
PY - 2021/9/1
Y1 - 2021/9/1
N2 - Although three-dimensional (3D) printing technology is increasingly used in dental education, its application regarding the provision of online visual augmented feedback has not been tested. Thus, this study aimed to: (1) develop two generations of multicolored 3D-printed teeth that provide visual augmented feedback for students conducting the cavity preparation process, (2) assess students' clinical performance after training on the 3D models, and (3) acquire student feedback. For the first-generation model, augmented feedback was obtained from five 3D-printed teeth models for five cavity preparation procedures. Each model comprised three layers printed in green, yellow, and red indicating whether preparation was acceptable, limited, or unacceptable, respectively. The study used a crossover design in which the experimental group trained on five multicolored models and 10 standard plastic teeth, and the control group trained on 15 standard plastic teeth. Students gave positive feedback of the methodology but complained about the printed material's hardness. Therefore, a second-generation model was developed: the model's occlusal plane was replaced with a harder printed acrylic material, and the experiment was repeated. During training, instructors provided external terminal feedback only for performance on standard plastic teeth. Manual grades for cavity preparations on standard plastic teeth were compared. No significant differences were found between the control and experimental groups in both generations' models. However, less instructor time was needed, and similar clinical results were obtained after training with both generations. Thus, multicolored 3D-printed teeth models promote self-learning during the process of acquiring manual skills and reduce student dependency on instructors.
AB - Although three-dimensional (3D) printing technology is increasingly used in dental education, its application regarding the provision of online visual augmented feedback has not been tested. Thus, this study aimed to: (1) develop two generations of multicolored 3D-printed teeth that provide visual augmented feedback for students conducting the cavity preparation process, (2) assess students' clinical performance after training on the 3D models, and (3) acquire student feedback. For the first-generation model, augmented feedback was obtained from five 3D-printed teeth models for five cavity preparation procedures. Each model comprised three layers printed in green, yellow, and red indicating whether preparation was acceptable, limited, or unacceptable, respectively. The study used a crossover design in which the experimental group trained on five multicolored models and 10 standard plastic teeth, and the control group trained on 15 standard plastic teeth. Students gave positive feedback of the methodology but complained about the printed material's hardness. Therefore, a second-generation model was developed: the model's occlusal plane was replaced with a harder printed acrylic material, and the experiment was repeated. During training, instructors provided external terminal feedback only for performance on standard plastic teeth. Manual grades for cavity preparations on standard plastic teeth were compared. No significant differences were found between the control and experimental groups in both generations' models. However, less instructor time was needed, and similar clinical results were obtained after training with both generations. Thus, multicolored 3D-printed teeth models promote self-learning during the process of acquiring manual skills and reduce student dependency on instructors.
KW - 3D multicolored teeth models
KW - 3D printing
KW - augmented feedback
KW - dental education
KW - gross anatomy education
KW - manual skill acquisition
UR - http://www.scopus.com/inward/record.url?scp=85092693326&partnerID=8YFLogxK
U2 - 10.1002/ase.2014
DO - 10.1002/ase.2014
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C2 - 32866344
AN - SCOPUS:85092693326
SN - 1935-9772
VL - 14
SP - 629
EP - 640
JO - Anatomical Sciences Education
JF - Anatomical Sciences Education
IS - 5
ER -