Queiruga for your assistance in developing the measurement protocol and for providing training on GeoMagic software. Thank you to Kyle Bennett for his technical support in milling the surgical guides. Thank you to my co-residents for your help and sharing practical suggestions throughout the years of my study. I am also grateful to all the faculty, staff and dental assistants for their support and assistance.

To compare the accuracy of post and cores created with three different fabricating techniques: direct conventional, machine milling, and three-dimensional (3D) printing. Materials and methods:Thirteen extracted single root central incisors were selected. Root canal treatment and tooth preparation for crown were performed on all teeth. Post space preparation of 11 mm was created using prefabricated fiber post drill to standardize post space width and length. Root canal impressions were performed on all teeth using polyvinyl siloxane impression material. Each impression was then three dimensionally scanned using an extraoral lab scanner. The scanned impressions were used to design digital files of post and cores with 3Shape CAD software. The digitally designed post and cores were used to fabricate 3D printed and milled post and core resin patterns. The same teeth were used to fabricate post and core with conventional technique (direct duplication of root canal with resin pattern). All posts were then scanned before being invested and then cast using base metal educational alloy. The metal post and cores were tried in with sample teeth and manually adjusted until found to be clinically acceptable. The post and cores were scanned in different stages to perform digital volume measurement using Geomagic Control software to determine accuracy. Pairwise comparisons were accomplished using exact version of the sign test (α = 0.05). Results: These three techniques of post and core fabrication showed different results in the various stages of fabrication. The accuracy of 3D printed resin pattern (26.89 ±11.09 mm 3 ) was found to be inferior compare to milled resin pattern (28.20 ±11.41 mm 3 , p = 0.0002). However, dimensional stability of the 3D printed resin pattern before and after casting (0.56 ±0.95 mm 3 ) was found to be superior to milled resin pattern (0.79 ±0.89 mm 3 ) and direct resin pattern (2.51 ±1.38 mm 3 , p = 0.00002). All three techniques showed significant volume reduction after adjustment (p = 0.0002). In the final stage, the adjusted metal post and core fabricated with three different techniques showed no statistical different in accuracy (p = 0.15). Conclusion: Digitally fabricated post and cores have the same degree of accuracy as those fabricated using the gold standard direct conventional post and core technique. K E Y W O R D S3D printing, 3D milling, accuracy of post and core, customized post and core, post and core

Purpose/Objectives To investigate factors associated with predoctoral students’ intention to use dental technology in future practice using the theory of planned behavior. Methods A comprehensive survey was developed consisting of 29 questions grouped in three main domains: knowledge, perception, and suggestions. After students had completed their digital dentistry didactic courses in 2019, the University of Iowa‐College of Dentistry and Dental Clinics D2, D3, and D4 classes completed the survey. The D1 class was excluded because they had not finished their digital dentistry didactic courses. The survey data were tabulated for each class separately to compare trends among classes. Each response was analyzed individually before creating scores for the various subdomains. A linear regression analysis was used to create the final model for the outcome variable (intention to use technology). Results The response rate was 95% (n = 232). The mean age of participants was 25.7 years (SD = 2.7). There were significant differences between the classes in their knowledge (p < 0.0001), perceived quality of training (p < 0.0001), and all perceptions related to digital dentistry. Controlling for significant covariates among higher level students, there were significant associations between intention to use dental technology and greater knowledge scores (p = 0.05), attitude (p < 0.0001), subjective social norms (p = 0.02), and perceived control on the future use of technology (p < 0.0001). Conclusions Students may be motivated to use digital technology when they have good knowledge, feel that others are using it or endorsing its use, and perceive that they have control in their future practice.

Introduction Computer-aided design and computer-aided manufacturing (CAD/CAM) technology is an innovative digital system capable of scanning prepared teeth that are intended to receive crowns, bridges, and inlays and then effectively designing and fabricating restorations. Many dental schools are currently implementing this innovative CAD/CAM technology as part of their curricula and at University of Florida College of Dentistry we created a hands-on elective. Methods The 5-week course requires 2- to 3-hours of time per week for the lectures and labs. The sessions cover an introduction to digital dentistry, technology and systems evaluation, an exercise for scanning, designing, milling, and finishing a single unit ceramic restoration, and a final exam. The students also gave presentations about systems and materials used. The classroom exercises included small-group learning and class debate sessions. Results In 2015, two 5-week sessions included a total of 16 participants (8 each). The overall course satisfaction from the combined two rounds was 4.7 out of 5. Comments for the course have been generally positive, indicating that the course was a successful introduction to CAD/CAM technology. Students’ comments showed that they were very impressed by the new technology and interested in implementing it in their practices. Discussion This exercise in the comparison between CAD/CAM and conventional technology resulted in a deeper understanding of digital dentistry systems and ensured that students were prepared in their clinical reasoning to apply their education in real-world decision making after graduation. By integrating this new technology in a core curriculum, preclinical, prosthodontic sophomore course and as a junior elective course, students were provided with the hands-on experience needed to utilize CAD/CAM effectively in patient care.