This clinical report presents the reconstruction of a maxillary arch with a cement retained implant supported fixed prosthesis using a monolithic zirconia generated by CAD/CAM system on eight osseointegrated implants. The prosthesis was copy milled from an interim prosthesis minimizing occlusal adjustments on the definitive prosthesis at the time of delivery. Monolithic zirconia provides high esthetics and reduces the number of metal alloys used in the oral cavity.

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The purpose of this study was to determine the effectiveness of virtual assessment software as a means of immediate feedback for preclinical fixed prosthodontics course. The subjects of the study were second year dental students with no previous training in fixed prosthodontics. Nine students participated in the study. Participants completed 2 days of didactic training focused on the principles of tooth preparation and the use of intraoral scanners and virtual assessment software. Didactic training was followed by 12 sessions of practical exercises. Students were randomly assigned to one of three groups for training in the preparation of tooth no. 46 for a complete cast crown. Students received feedback from (a) faculty interaction only; (b) interactions with both faculty and virtual assessment software; or (c) interactions with only virtual assessment software. During Sessions 5, 10, and 12, students prepared tooth no. 46 for complete cast crown independently and without any immediate feedback to simulate a practical exam. Prepared teeth were collected at Sessions 5, 10, and 12, and two blinded faculty members assessed the teeth following an established rubric. Results from Session 12 showed that preparations that one of three students and two of three students respectively for student–faculty interaction and student–faculty–Compare software interaction groups did not meet acceptable standards. However, the students in student–Compare software interaction group generated acceptable preparations at week 12. These data suggest that immediate feedback via virtual assessment software may be as effective as one‐on‐one faculty instruction for dental students in fixed prosthodontics.

Marginal adaptation is a key factor in the long-term success of restorations produced using computer-aided design and computer-aided manufacturing (CAD-CAM) technologies. 1-3 Although marginal adaptation is affected by both vertical and horizontal discrepancies, horizontal discrepancies can be adjusted chairside. 4 Thus, together with the resistance form, the marginal gap remains a major determinant of the longevity of CAD-CAM restorations. 5 Although luting agents can compensate for discrepancies in the marginal gap and resistance form, degradation of the luting agent occurs as a result of occlusal forces and may lead to secondary caries or reduction in fracture resistance of the crowns. 6-14 Luting agents fatigue as a result of microleakage, changes in the elastic modulus, and plastic deformation over timedconditions that occur under dynamic occlusal forces. 15-17 The American Dental Association specification no. 8

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