3D Technology Development and Dental Education: What Topics Are Best Suited for 3D Learning Resources?

Poblete, Paulina; McAleer, Sean; Mason, Andrew G.

doi:10.3390/dj8030095

Cited by 6 publications

(3 citation statements)

References 75 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Worldwide the subject of dentistry is advancing. Thus, the content should cover various areas, including technological advancements 17 , special care and geriatric dentistry 21 , clinical communication skills, 22 and environmental sustainability. 18 The literature suggests using 3-dimensional learning resources in dentistry, student-centered strategies, and technologies in TLM.…”

Section: Discussionmentioning

confidence: 99%

Needs analysis for an undergraduate dental curriculum in KPK, Pakistan: Gap identification and general needs assessment

Mehboob,

Mahboob,

Jamil

et al. 2024

Pak J Med Sci

View full text Add to dashboard Cite

Objective: Dental institutes continue to face challenges in making the transition from a discipline-based to an integrated curriculum. The need analysis is often the first step in the development and implementation of any curriculum. This study intends to carry out a needs analysis for a contemporary dental curriculum in private and public sector dental colleges of Peshawar, KPK, Pakistan. Methods: The mixed method study was carried out at public and private dental institutes in Peshawar from April to July 2022. To guarantee triangulation, data were gathered from three sources. The first source was an analysis of the Pakistan Medical and Dental Council’s dental curriculum accreditation standards. The second source was gathering the experts’ perspectives, and the final source was a systematic literature search to explore the necessity for an integrated undergraduate dental curriculum from the experiences and expertise of contemporary curricula. Results: Thematic analysis identified the need for the dental curriculum to be a five-year BDS program, involvement of students, and inclusion of digital dentistry and environmental sustainability in the dental curriculum. PMDC accreditation standards focus on alignment in mission, vision, curricular outcomes, an integrated curriculum, and a quality assurance system for assessment. Experts identified the need for a patient-centered curriculum focusing on integrated patient care. They also identified that the current educational environment should be improved to sustain a contemporary dental curriculum in Pakistan. For the literature review, nine articles were included in the final review. Conclusion: The current dental curriculum is not accommodating to the needs of the students in Peshawar. The current dental education environment lacks the infrastructure, logistics, and teacher training to sustain the standards set by PMDC. doi: https://doi.org/10.12669/pjms.40.5.8364 How to cite this: Mehboob B, Mahboob U, Jamil B, Shaheen N. Needs analysis for an undergraduate dental curriculum in KPK, Pakistan: Gap identification and general needs assessment. Pak J Med Sci. 2024;40(5):---------. doi: https://doi.org/10.12669/pjms.40.5.8364 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

show abstract

Section: Discussionmentioning

confidence: 99%

Needs analysis for an undergraduate dental curriculum in KPK, Pakistan: Gap identification and general needs assessment

Mehboob,

Mahboob,

Jamil

et al. 2024

Pak J Med Sci

View full text Add to dashboard Cite

show abstract

“…It can be marketed to developing universities internationally assisting the dissemination of information a flagship for UoM and revenue generation for department of Education at UoM. As we progress there will be more and more demand towards interactive concepts clarification (Poblete et al, 2020) hence iConcepts.…”

Section: Future Recommendationsmentioning

confidence: 99%

Time Efficient and Cost-Effective Online Teaching Tool

Naser ud Din

2024

pjtel

View full text Add to dashboard Cite

Background Traditional teaching methods in orthodontics with models and static images for 3-Dimensional (3D) changes in tooth positions have posed immense challenges as the learner is unable to clear concepts on the different planes that affect the final tooth positions not to mention the protracted treatment time ranges from 12 months (simple cases) to 36 months (complex cases). Furthermore, orthodontic movements can pose difficulty in understanding the changes particularly in growing children adding to the fourth dimension. At the University of Queensland (UQ) (Naser-ud-Din, 2015) and internationally (Bridges, 2015) over a decade of experience with creating online teaching modules in orthodontics education highlight its strengths of flexibility, ease of access on demand and global presence. UQ had SBLi -Scenario Based Learning interactive for Postgraduate Orthodontic students who found it highly engaging, with self-reflective and self-assessment elements (Khoo et al., 2023; Naser-ud-Din, 2016). Generally simulations can be expensive (Kröger et al., 2017) and it’s essential to explore cost effective simulation teaching tools. Aims There is a gap in the dental education sector to enhance the learning of core concepts in biomechanics with the aid of 3D simulated online learning for the student in undergraduate courses to feel confident and clinically ready on graduation as Dentist. Over the past 5 years, in particular, there has been an exponential drive by the industry providing 3D simulations for treatment planning and patient communication. The aim of this presentation is to highlight the time efficiency and cost effectiveness of the learning tool. Material and Methods Currently the CAD CAM industry is providing 3D simulations as open access that can be utilized for teaching and clearing core concepts related to biomechanics foundations for student learning, engagement and assessment. This project envisages to create a new forum encompassing education revolution with robust online presence of an interactive textbook (iConcepts) under the banner of the University of Melbourne (UoM) to assist students in Doctor of Dental Surgery (DDS) years 2-4. Results The purpose of iConcepts is to create lifelong learning opportunities in non-judgmental space by visual and kinesthetic interactive learning of concepts that directly translates into clinical applications. In the past decade CAD CAM has become clinically relevant particularly with Clear Aligner Therapy adding to higher precision and patient satisfaction. Moreover, it is imperative to have Long Term Retention (LTR) (Irvine, 2020) of learning new tasks. It is essential that students in dentistry are aware of the digital workflows and have clinical preparedness on graduation as it’s the future and here to stay. Both qualitative and quantitative data on student experience shall be collected and analyzed to seek out the best practice and processes for instruction of delivery in Orthodontics for DDS cohort encompassing time efficiency and cost effectiveness. Conclusion The current iConcepts is developed with Apple Education and prototype is being assessed with MSc Data Science cohort at the UoM. Future Recommendations It can be marketed to developing universities internationally assisting the dissemination of information a flagship for UoM and revenue generation for department of Education at UoM. As we progress there will be more and more demand towards interactive concepts clarification (Poblete et al., 2020) hence iConcepts. References Bridges, S. (2015). An emic lens into online learning environments in PBL in undergraduate dentistry. Pedagogies: An International Journal,10(1), 22-37. https://doi.org/10.1080/1554480X.2014.999771 Irvine, J. (2020). Marzano's New Taxonomy as a Framework for Investigating Student Affect. Journal of Instructional Pedagogies, 24. Khoo, E., Le, A., & Lipp, M. J. (2023). Learning Games: A New Tool for Orthodontic Education. International Journal of Environmental Research and Public Health, 20(3), 2039. https://www.mdpi.com/1660-4601/20/3/2039 Kröger, E., Dekiff, M., & Dirksen, D. (2017). 3D printed simulation models based on real patient situations for hands-on practice. European Journal of Dental Education, 21(4), e119-e125. https://doi.org/https://doi.org/10.1111/eje.12229 Naser-ud-Din, S. (2015). Introducing Scenario Based Learning interactive to postgraduates in UQ Orthodontic Program. Eur J Dent Educ,19(3), 169-176. https://doi.org/10.1111/eje.12118 Naser-ud-Din, S. (2016). Bewertung von unterschiedlichen asynchronen Lehrstilen für das E-Learning in der Kieferorthopädie FAU - Naser-ud-Din, Shazia. Quintessence Publishing Deutschland DJKFO, 1(0945-7917 (Print)). Poblete, P., McAleer, S., & Mason, A. G. (2020). 3D Technology Development and Dental Education: What Topics Are Best Suited for 3D Learning Resources? Dentistry Journal, 8(3), 95. https://www.mdpi.com/2304-6767/8/3/95

show abstract

“…7,9 Despite the promising outlook of 3D-guided technology, it has yet to be transferred to higher dental education, likely due to associated financial burden, additional training and time required to adopt the technology, no perceived necessity, and perhaps other reasons. 10 However, if 3D guided technology has proved its benefit in clinical settings, it should have perceivable benefits in dental education. In dental school, students undergo theoretical and preclinical training in the simulation lab practice, and familiarise themselves with endodontics procedures.…”

Section: Introductionmentioning

confidence: 99%

Design of an interactive system for access cavity assessment: A novel feedback tool for preclinical endodontics

Choi

Peters

et al. 2023

Eur J Dental Education

View full text Add to dashboard Cite

IntroductionA software program was developed to provide visual, guided feedback to students for access cavity preparations in preclinical learning. The specific aim of the study was to investigate students' overall experiences with the new learning method and compare their experiences with traditional teaching.Materials and MethodsA workflow based on freely available software was designed to interactively register three‐dimensional models of molars with access cavities, and to metrically compare these to instructor‐prepared standard cavities.Third‐year students practicing molar endodontics access cavity preparation in the preclinical course were then surveyed. A total of 44/79 students completed self‐administered questionnaires prior and after the use of the feedback software to gauge their learning experience.ResultsThe results of the post‐training questionnaire illustrated that all surveyed students agreed/strongly agreed that the software assisted their learning in access cavity preparation. In addition, 86 and 89%, respectively, of students agreed that the use of the software improved their skills of access cavity preparation and felt more confident about their access cavity preparation skills after using the software package, 3D Dental Align.DiscussionThe presented software solution permitted setting and comparing access cavity preparations by students against a standard access prepared by an instructor. The process of data acquisition and registration was fast and straightforward. Student feedback was very positive and suggested the integration of this type of experiential learning into the preclinical curriculum.ConclusionThis feasibility study demonstrated the utility of the new technology to assist dental students' access cavity preparation learning.

show abstract

3D Technology Development and Dental Education: What Topics Are Best Suited for 3D Learning Resources?

Cited by 6 publications

References 75 publications

Needs analysis for an undergraduate dental curriculum in KPK, Pakistan: Gap identification and general needs assessment

Needs analysis for an undergraduate dental curriculum in KPK, Pakistan: Gap identification and general needs assessment

Time Efficient and Cost-Effective Online Teaching Tool

Design of an interactive system for access cavity assessment: A novel feedback tool for preclinical endodontics

Contact Info

Product

Resources

About