Comparing feedback from faculty interactions and virtual assessment software in the development of psychomotor skills in preclinical fixed prosthodontics

Abstract

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.

Criterion assessment system of the actual level of expertise of dental professionals practicing implant dentistry

“…Сходные выводы делают R. Sadid-Zadeh и соавт. (2018) в работе по изучению зависимости этих способностей от ортопедических компетенций при использовании компьютерных систем [18].…”

Effectiveness of technology-enhanced teaching and assessment methods of undergraduate preclinical dental skills: a systematic review of randomized controlled clinical trials

“…Nine studies (47.4%) took place in Europe [18][19][20][21][22][23][24][25][26], ve studies (26.3%) took place in North America [7,[27][28][29][30], three studies (15.8%) were conducted in Asia [31][32][33], one study (5.2%) was conducted in Oceania [34], and one study (5.2%) did not mention the country setting [35]. One study (5.2%) had a sample size of 9 [7], three studies (15.8%) had a sample size between 11 and 30 [22,28,34], 11 studies (57.9%) had a sample size between 31 and 50 [18-21, 23-26, 31, 33, 35], two studies (10.5%) had a sample size between 51 and 70 [29,32], and two studies (10.5%) had a sample size between 71 and 90 students [27,30]. Seven studies (36.8%) assessed second year undergraduate dental students [7,21,22,27,29,30,33], four (21%) assessed rst year [23][24][25]28], four (21%) assessed fourth year [20,32,34,35], two (10.5%) assessed third year …”

“…One study (5.2%) had a sample size of 9 [7], three studies (15.8%) had a sample size between 11 and 30 [22,28,34], 11 studies (57.9%) had a sample size between 31 and 50 [18-21, 23-26, 31, 33, 35], two studies (10.5%) had a sample size between 51 and 70 [29,32], and two studies (10.5%) had a sample size between 71 and 90 students [27,30]. Seven studies (36.8%) assessed second year undergraduate dental students [7,21,22,27,29,30,33], four (21%) assessed rst year [23][24][25]28], four (21%) assessed fourth year [20,32,34,35], two (10.5%) assessed third year [18,26], one (5.2%) assessed fth year [31], and one (5.2%) assessed a mixture of fourth and fth year [19]. Most of these studies (57.9%) assessed the student's ability in operative dentistry [18, 20-26, 29, 30, 33].…”

“…Most of these studies (57.9%) assessed the student's ability in operative dentistry [18, 20-26, 29, 30, 33]. Five (26.3%) were about prosthodontics [7,27,31,32,34], one (5.2%) was a mixture of both operative dentistry and prosthodontics [28], one (5.2%) about endodontics [35], and one (5.2%) about oral surgery [19]. In total, there were four main types of technology-assessments that were used in all the 19 studies.…”

“…In total, there were four main types of technology-assessments that were used in all the 19 studies. Ten studies (52.6%) used virtual reality [21-25, 28-31, 33], six studies (31.5%) used a digital scanner [7,20,26,27,32,34], two (10.5%) used augmented reality [18,19], and one (5.2%) used haptic technology [35].…”